Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date Final Preceptor Evaluation  Purpose The primary purpose of this assignment is to ensure that the preceptor evaluates and provides constructive feedback regarding the learner’s performance and achievements throughout the practicum experience. This feedback serves as a reflection of the student’s growth, strengths, and areas for improvement. Additionally, it allows both the preceptor and the student to assess how well the practicum objectives were met and to identify opportunities for continued professional development. Instructions The preceptor will receive the Final Evaluation form through Medtrics, accompanied by step-by-step instructions. The form becomes available ten days before the due date to allow adequate time for completion. Once filled out by the preceptor, the evaluation form will be accessible to the student under the “Evaluations” section in Medtrics. To complete this assignment, follow these steps: Note: This assignment is not graded, but it is mandatory for course completion. If any issues or concerns arise, students are encouraged to contact their course faculty for clarification. NR 702 Week 8 Final Preceptor Evaluation Step-by-Step Process in Table Format Step Action Required Location/Details 1 Open Medtrics Select “Evaluations” from the left navigation bar 2 Access evaluation form Click “About Me” under My Evaluations 3 Review evaluation Select “View” to check form and provide comments 4 Sign evaluation Scroll down, click Submit, and add electronic signature 5 Download form Click “PDF” on the bottom right corner 6 Submit assignment Upload PDF to Canvas under the Final Preceptor Evaluation Assignment Program Competencies This assignment helps students demonstrate the following program competencies (PCs): Course Outcomes The Final Preceptor Evaluation also supports achievement of the following course outcomes (COs): References American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. AACN. Dang, D., & Dearholt, S. L. (2018). Johns Hopkins nursing evidence-based practice: Model and guidelines (3rd ed.). Sigma Theta Tau International. NR 702 Week 8 Final Preceptor Evaluation Moran, K., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date The Value of Peer Review Discussion Purpose The aim of this week’s discussion is to reflect on the significance of the peer review process for Doctor of Nursing Practice (DNP) students and future nurse leaders. Peer review plays a critical role in academic growth, professional development, and clinical leadership, allowing students to sharpen analytical skills and foster collaborative learning. Instructions You are required to respond to the following prompts in 150 words or less: Program Competencies The discussion aligns with the following DNP program competencies: Competency Description Related POs Scientific Underpinnings Integrates scientific knowledge into everyday clinical practice 3, 5 Leadership in Organizations Applies system leadership skills to drive organizational change and improve clinical outcomes 6 Analytic Methods Translates critically appraised research into innovative clinical scholarship 3, 5 Information Systems Evaluates current technologies to improve healthcare outcomes 6, 7 Health Policy Analyzes policies to promote equity and advocate for vulnerable populations 2, 9 Collaborative Culture Develops supportive environments for interprofessional teamwork and population health 8 Population Health Synthesizes data to support preventive care and improve health outcomes nationwide 1 Professional Leadership Demonstrates advanced judgment, resilience, and accountability in practice leadership 1, 4 Course Outcomes The activity also contributes to achieving the following course outcomes: NR 702 Week 7 Discussion: The Value of Peer Review Outcome Description Related Competencies (PCs) Related POs CO 3 Apply effective project design strategies for addressing practice problems across healthcare systems (micro, meso, macro levels) 1, 2, 3, 4, 5, 6, 7, 8 1–9 CO 4 Demonstrate leadership and project management skills in designing evidence-based translational projects 1, 2, 3, 4, 5, 6, 7, 8 1, 2, 5, 6, 7, 8, 9 CO 5 Build collaborative relationships with intra- and interprofessional teams to foster organizational improvements through project design 2, 4, 5, 6, 8 2, 4, 6, 8 References American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. AACN. DeNisco, S. M. (2021). Advanced practice nursing: Essential knowledge for the profession (4th ed.). Jones & Bartlett Learning. NR 702 Week 7 Discussion: The Value of Peer Review Dang, D., & Dearholt, S. L. (2018). Johns Hopkins nursing evidence-based practice: Model and guidelines (3rd ed.). Sigma Theta Tau International.

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date Methodology: Formative Evaluation Discussion Purpose The purpose of this week’s discussion is to design a plan for the formative evaluation of the proposed project. According to the Week 6 Intervention Fidelity lesson, formative evaluation ensures that the intervention is being carried out as originally intended. Successful outcomes depend on consistency in implementation; therefore, a structured approach to monitoring progress is essential. As the project manager, it is important to establish a process that verifies whether the intervention aligns with the planned design. This process is referred to as formative evaluation. When intervention fidelity is high, it reflects that the strategies are followed closely to the original design. However, low intervention fidelity indicates deviations in the process, which may compromise project outcomes. Thus, ongoing evaluation is necessary to make timely adjustments and ensure effectiveness. Instructions Students are expected to review the assigned readings and address the discussion in no more than 150 words. The response should address the following: All submissions must follow current APA guidelines and demonstrate scholarly writing. Grammarly should be used to refine the response for clarity and accuracy. Additionally, students should provide professional and respectful feedback to peers by asking for clarification, encouraging deeper insights, and offering constructive comments. For additional guidance, refer to the DNP Discussion Guidelines available on the Student Resource Center program page. NR 702 Week 6 Discussion: Methodology Program Competencies This discussion supports the achievement of the following program competencies: Program Competencies Performance Outcomes (POs) Integrates scientific foundations into daily practice POs 3, 5 Applies leadership and organizational skills to drive systemic change and continuous improvement PO 6 Uses analytic strategies to translate evidence into innovative clinical practices POs 3, 5 Evaluates information systems and technology to enhance healthcare delivery POs 6, 7 Analyzes health policies to advocate for equitable access and social justice in healthcare POs 2, 9 Fosters an organizational culture that supports collaboration, prevention, and population health PO 8 Synthesizes research and population data to strengthen preventative care and improve national health PO 1 Demonstrates advanced judgment, professional identity, resilience, and accountability in clinical leadership POs 1, 4 Course Outcomes This discussion also aligns with the following course outcomes: Course Outcomes Associated Competencies and POs Design an evidence-based translational science project to resolve a practice issue PCs 1–8; POs 1–9 Apply effective project design strategies to address healthcare practice challenges at micro, meso, and macro levels PCs 1–8; POs 1–9 References American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. AACN. Polit, D. F., & Beck, C. T. (2021). Nursing research: Generating and assessing evidence for nursing practice (11th ed.). Wolters Kluwer. NR 702 Week 6 Discussion: Methodology Centers for Disease Control and Prevention. (2022). Program performance and evaluation office (PPEO). https://www.cdc.gov/eval

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date Purpose of the Discussion The purpose of this week’s discussion is to examine a translation science model as the foundation for moving research into practice. The focus is on applying theoretical frameworks to implement evidence-based interventions effectively while ensuring sustainability in clinical settings. Instructions Review this week’s readings and provide a response in 150 words or less to the following questions: PICOT Question For emergency room nurses, does the implementation of the World Health Organization (WHO) multimodal hand hygiene improvement strategy, compared to current practice, impact perceived hand hygiene knowledge in 8–10 weeks? Translational Science Model: Knowledge-to-Action (KTA) Framework The Knowledge-to-Action (KTA) framework is a widely recognized model that provides a systematic approach to bridging the gap between evidence generation and practical application in healthcare (Graham et al., 2006). The framework emphasizes two main components: knowledge creation and the action cycle. NR 702 Week 5 Discussion In my project, the KTA framework complements the WHO multimodal hand hygiene strategy, ensuring that the intervention is not only evidence-based but also adaptable to real-world settings. Integration of KTA with WHO Multimodal Hand Hygiene Strategy KTA Framework Component WHO Multimodal Strategy Application Barrier Assessment Preparing for system changes by identifying institutional and behavioral barriers. Knowledge Dissemination Conducting training sessions and providing education on proper hand hygiene techniques. Monitoring Knowledge Use Utilizing surveys and direct observations to track compliance with hand hygiene practices. Evaluation Collecting and analyzing data from surveys and observations to measure improvements in knowledge levels. Sustaining Knowledge/Practice Promoting a culture of safety to ensure hand hygiene becomes a long-term, embedded practice. This alignment allows for a structured implementation, addressing gaps in knowledge while fostering sustainable behavior change among emergency room nurses (WHO, 2009; WHO, 2021). Response to Peer: Structured Communication Framework Question: What structured communication framework are you implementing in your project? I see that you plan to adopt TeamSTEPPS as your communication strategy. This program emphasizes teamwork and communication in healthcare through structured tools such as SBAR (Situation, Background, Assessment, Recommendation) and I PASS THE BATON for effective hand-offs (Agency for Healthcare Research and Quality [AHRQ], 2020). These considerations highlight the importance of anticipating challenges while leveraging facilitators to ensure successful implementation of TeamSTEPPS in practice (Wende et al., 2022). References Agency for Healthcare Research and Quality. (2020). Pocket guide: TeamSTEPPS. U.S. Department of Health & Human Services. https://www.ahrq.gov/teamstepps/instructor/essentials/pocketguide.html Graham, I., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in the Health Professions, 26(1), 13–24. https://doi.org/10.1002/chp.47 NR 702 Week 5 Discussion Wende, M. E., Wilcox, S., Rhodes, Z., Kinnard, D., Turner-McGrievy, G., McKeever, B. W., & Kaczynski, A. T. (2022). Developing criteria for research translation decision-making in community settings: A systematic review and thematic analysis informed by the Knowledge to Action framework and community input. Implementation Science Communication, 3(76). https://doi.org/10.1186/s43058-022-00316-z World Health Organization. (2009). A guide to the implementation of the WHO multimodal hand hygiene improvement strategy. https://www.who.int/publications/i/item/a-guide-to-theimplementation-of-the-who-multimodal-hand-hygiene-improvement-strategy World Health Organization. (2021). WHO multimodal improvement strategy summary. https://cdn.who.int/media/docs/default-source/integrated-health-services-(ihs)/infectionprevention-and-control/core-components/ipc-cc-mis.pdf?sfvrsn=5e06c3d5_10&download=true

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date PICOT: The Clinical Question Clinical Question: Can education help reawaken compassion among frontline nursing staff who experience burnout symptoms that lead to compassion fatigue (CF)? Sample Selection The participants will include nurses from intensive care units (ICUs) and emergency departments since these are high-risk areas for stress, burnout, and compassion fatigue. Nurses of all genders, ages, and experience levels (novice to expert) will be eligible to attend Schwartz Rounds. This target population is chosen because frontline staff frequently witness patient suffering, which can lead to emotional exhaustion and detachment. Significance of Power Analysis and Sample Size Power analysis ensures that the study includes an adequate number of participants to produce reliable findings. It provides a statistical foundation to answer research questions with efficiency and accuracy (Seaman, Seaman, & Allen, 2015). According to Sylvia and Terhaar (2014), power analysis helps determine the required sample size to achieve statistically significant results. In this study, the sample size will be estimated based on the population at risk in order to ensure validity and generalizability. Comparison To evaluate the impact of the intervention, the Professional Quality of Life Scale (ProQOL) will be administered. This tool assesses both positive and negative aspects of caregiving, including burnout (BO), secondary traumatic stress, and compassion satisfaction (Stamm, 2010). NR 702 Week 4 Project Evaluation The comparison will be made using pre-test and post-test surveys to identify changes in participants’ levels of compassion fatigue and job satisfaction. Summative Evaluation Criteria and Data Collection The ProQOL survey will be conducted as a pre-test before the Schwartz Rounds sessions. This will measure baseline levels of compassion fatigue and satisfaction. The results will provide initial data on the participants’ emotional well-being and work-related stressors. Formative Evaluation Criteria and Data Collection At the conclusion of the intervention, nurses will complete a post-test ProQOL survey. The comparison of pre- and post-test results will demonstrate whether the intervention enhanced compassion satisfaction and reduced burnout. This approach aligns with prior studies showing that structured reflective practices can improve emotional resilience and job satisfaction (Morrow, Mood, Disch, & Kang, 2015). Statistician A statistician is still being identified to assist with the study. Their role will be crucial in designing the analysis plan, validating results, and ensuring accurate interpretation of findings. Data Analysis The ProQOL survey data will be analyzed using IBM SPSS and Excel. Since ProQOL scores are based on interval-level measurements, descriptive statistics such as means, ranges, and variances will be reported. Parametric methods will be applied for statistical testing of outcomes (Sylvia & Terhaar, 2014). PICOT Breakdown in Table Format PICOT Element Description P (Population) Bedside nurses in hospital settings (ICU and ER) I (Intervention) Implementation of care model and Schwartz Rounds (compassion-focused discussions) C (Comparison) No intervention group O (Outcome) Increased compassion awareness, improved job satisfaction, reduced burnout T (Timeframe) 8 weeks References Morrow Jr, J. R., Mood, D., Disch, J., & Kang, M. (2015). Measurement and evaluation in human performance (5th ed.). Human Kinetics. Seaman, C. A., Seaman, J. E., & Allen, I. E. (2015). The significance of power. Quality Progress, 48(7), 51–53. Stamm, B. H. (2010). The ProQOL (Professional Quality of Life Scale: Compassion Satisfaction and Compassion Fatigue). Pocatello, ID: ProQOL.org. Retrieved from http://www.proqol.org NR 702 Week 4 Project Evaluation Sylvia, M., & Terhaar, M. (2014). An approach to clinical data management for the Doctor of Nursing Practice curriculum. Journal of Professional Nursing, 30(1), 56–62. https://doi.org/10.1016/j.profnurs.2013.04.002

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Appendix G – Individual Evidence Summary Tool EBP Question: [Insert EBP Question Here]Date: [Insert Date Here] The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Appendix G tool is designed to summarize individual sources of evidence during the evidence appraisal stage of an EBP project. Each study is categorized according to the type of evidence, population studied, key findings, limitations, and the assigned level of evidence and quality rating. This structured approach ensures clarity, promotes transparency, and allows the EBP team to compare findings across multiple sources. Evidence Summary The table below presents five studies that examined the effectiveness of Diabetes Self-Management Education and Support (DSMES) interventions for patients with type 1 and type 2 diabetes. NR 702 Week 3 EBP Summary Table 1 Individual Evidence Summary for DSMES Interventions Article No. Author & Date Evidence Type Sample, Sample Size & Setting Study Findings Limitations Evidence Level & Quality One Bekele et al. (2020) Systematic review and meta-analysis (Quantitative) 16 RCTs retrieved from PubMed, Medline, Scopus, BioMed Central, and Cochrane Library DSMES improved patients’ knowledge, self-care ability, and quality of life, while reducing diabetes-related complications and healthcare costs. Some included studies were older than five years, raising concerns about outdated information. Level I-A, High quality Two Nkhoma et al. (2021) Systematic review and meta-analysis (Quantitative) 39 studies with 6,861 participants; databases: PubMed, Cochrane, Web of Science, EMBASE, Scopus Digital DSMES interventions improved HbA1c levels and diabetes knowledge, showing potential in glycemic management. Did not address digital illiteracy among older adults with limited technology access. Level I-A, High quality Three Rohilla et al. (2021) Umbrella review of systematic reviews (Quantitative) 166 studies guided by PRISMA methodology DSMES promoted self-care behaviors and enhanced glycemic control in patients with type 1 diabetes. Lack of strategies to improve long-term adherence to lifestyle changes. Level I-A, High quality Four Romero-Castillo et al. (2022) Pilot randomized controlled trial 131 participants divided into intervention (n=69) and control (n=62) groups at Virgen Macarena & Virgen del Rocio Hospitals DSMES intervention improved glucose control in type 1 diabetes patients, supporting its clinical usefulness. Limited generalizability due to small sample size and lack of adherence strategies. Level II, High quality Five Tanaka et al. (2020) Systematic review and meta-analysis of RCTs 12 RCTs retrieved from Cochrane Library and other databases DSMES enhanced health literacy and improved glycemic outcomes for newly diagnosed type 2 diabetes patients. Some studies relied on outdated data, affecting reliability. Level I-A, High quality Directions for Use of the Individual Evidence Summary Tool Purpose This tool helps EBP teams record and organize findings from individual evidence sources during the appraisal phase. It enables comparison across multiple studies by documenting study type, sample size, setting, and limitations while assigning an evidence level and quality rating. Key Instructions References Bekele, B. B., Negash, S., Bogale, B., Tesfaye, M., Getachew, D., Weldekidan, F., & Balcha, B. (2020). The effectiveness of diabetes self-management education (DSME) on glycemic control among T2DM patients randomized control trial: Systematic review and meta-analysis protocol. Journal of Diabetes & Metabolic Disorders, 19(2), 1631–1637. https://doi.org/10.1007/s40200-020-00584-3 Nkhoma, D. E., Soko, C. J., Bowrin, P., Manga, Y. B., Greenfield, D., Househ, M., … & Iqbal, U. (2021). Digital interventions self-management education for type 1 and 2 diabetes: A systematic review and meta-analysis. Computer Methods and Programs in Biomedicine, 210, 106370. https://doi.org/10.1016/j.cmpb.2021.106370 Rohilla, L., Kaur, S., Duggal, M., Malhi, P., Bharti, B., & Dayal, D. (2021). Diabetes self-management education and support to improve outcomes for children and young adults with type 1 diabetes: An umbrella review of systematic reviews. The Science of Diabetes Self-Management and Care, 47(5), 332–345. https://doi.org/10.1177/26350106211031809 NR 702 Week 3 EBP Summary Romero-Castillo, R., Pabón-Carrasco, M., Jiménez-Picón, N., & Ponce-Blandón, J. A. (2022). Effects of a diabetes self-management education program on glucose levels and self-care in type 1 diabetes: A pilot randomized controlled trial. International Journal of Environmental Research and Public Health, 19(23), 16364. https://doi.org/10.3390/ijerph192316364 Tanaka, R., Shibayama, T., Sugimoto, K., & Hidaka, K. (2020). Diabetes self-management education and support for adults with newly diagnosed type 2 diabetes: A systematic review and meta-analysis of randomized controlled trials. Journal of Diabetes Investigation, 11(4), 1152–1166. https://doi.org/10.1111/jdi.13241

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date

Student Name Chamberlain University NR-702: DNP Project & Practicum I Prof. Name Date Reducing Incidences of Uncontrolled Hypertension PICOT Question The formulated PICOT question is: In patients diagnosed with high blood pressure (BP) and undergoing antihypertensive treatment, how does the implementation of a Dietary Approaches to Stop Hypertension (DASH) program, compared with standard care, influence the incidence of uncontrolled hypertension in a primary care office within 12 weeks? NR 702 Week 1 Discussion: Foundations for Project Design Background and Significance of the Problem At the practicum site, uncontrolled hypertension remains a significant clinical concern, with approximately 59% of patients continuing to experience elevated blood pressure despite being on antihypertensive medications. Persistent hypertension exposes individuals to complications such as stroke, heart disease, and chronic kidney disease, all of which are associated with increased morbidity and healthcare costs. Therefore, it is essential to evaluate evidence-based strategies that address modifiable lifestyle risk factors like diet, physical activity, and cholesterol levels (Alnooh et al., 2022; Guo et al., 2021). Project Aim and Objectives The overall aim of this quality improvement project is to examine the effectiveness of the DASH diet program in reducing the prevalence of uncontrolled hypertension at the practicum site. Specifically, the objectives are as follows: Why Use the DASH Program? The DASH diet is a well-researched nutritional strategy that emphasizes increased intake of fruits, vegetables, whole grains, and low-fat dairy products, while reducing saturated fats, sodium, and added sugars. Numerous studies have confirmed its effectiveness in lowering blood pressure and improving lipid profiles, making it a suitable intervention for patients at risk of cardiovascular complications. Unlike pharmacological interventions alone, the DASH diet promotes sustainable lifestyle changes that can yield long-term health benefits (Guo et al., 2021). Key Elements of the PICOT Question PICOT Element Description Population (P) Patients with high blood pressure currently receiving antihypertensive therapy Intervention (I) Implementation of the DASH diet program Comparison (C) Standard practice/Usual care without dietary intervention Outcome (O) Reduction in the incidence of uncontrolled hypertension Time (T) 12 weeks Anticipated Outcomes By implementing the DASH program, it is anticipated that patients will demonstrate improved adherence to dietary recommendations, a reduction in average systolic and diastolic blood pressure, and improved cholesterol levels. Furthermore, a significant decrease in the proportion of patients with uncontrolled hypertension is expected within the 12-week timeframe. Implications for Practice If successful, the integration of the DASH program into routine primary care practice could serve as a scalable model for hypertension management. It would not only improve patient outcomes but also reduce the economic burden of treating hypertension-related complications. References Alnooh, G., Alessa, T., Hawley, M., & de Witte, L. (2022). The use of dietary approaches to stop hypertension (DASH) mobile apps for supporting a healthy diet and controlling hypertension in adults: Systematic review. Journal of Medical Internet Research Cardio, 6(2), Article e35876. https://doi.org/10.2196/35876 NR 702 Week 1 Discussion: Foundations for Project Design Guo, R., Li, N., Yang, R., Liao, X. Y., Zhang, Y., Zhu, B. F., & Lei, Y. (2021). Effects of the modified DASH diet on adults with elevated blood pressure or hypertension: A systematic review and meta-analysis. Frontiers in Nutrition, 8, 1–9. https://doi.org/10.3389/fnut.2021.725020