DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly there are strict requirements
I need at least 10 different articles/literature reviews added to the ones in the 815 attachment. I have also included the chart to be filled out All within 5 years and pertinent to the subject.
Tutor MUST have a good command of the English language
The Rubric must be followed,
and all the requirements met DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
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This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
·
How will you determine the sample size?
·
What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
·
Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
·
Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC
at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?” DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with
define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longest time you can use for a prospective project
Please note the following regarding the instructors grading
IMPORTANT INFORMATION ABOUT MY GRADING STYLE
As you prepare for written papers and manuscripts I’d like to give you some details about my grading style. I provide significant feedback on your papers, this is because I believe you should be working towards improving your writing so that at the end of this program you are able to successfully write your DPI project. In order to write well, you need feedback and you need to review that feedback and make progress on the next written work. To that end I always grade accordingly. This means that if I provide feedback one an item (for example APA format of your reference page) I expect that this will be improved on the next written submission. Otherwise I will deduct additional points. In addition, some other criteria to get down pat now. References should always DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
1.
Be current, no older than 5 years that means 5 years from your proposed graduation date (2014-2019). Otherwise you will have to redo everything in DNP 955.
2.
Be primary sources. You can no longer cite Young declared literary war in 1956 (as cited by Brown 2006). You must cite Young 1956. That means go find that paper and read it and make sure that you agree with what Brown said. What if you don’t agree due to some very valid points? Then the literary war is not what occurred, but instead you have concerns regarding point ____, ____, and ____.
3.
You may no longer cite textbooks, they are 1) secondary sources and 2) not current enough, and please use peer reviewed manuscripts.
One more item that is not a reference. You may not use direct quotes any longer. There is no need. This may be difficult at first, but you are moving towards a different type of writing. This is manuscript writing (scientific writing). Scientific writing is terse, clear, and concise. No frilly words. In order to avoid the use of direct quotes you will synthesize the literature. There is a great resource for synthesizing the literature under Resources – Add-ons. These are also some other great writing resources there.
Details:
In the prospectus, proposal, and scholarly project there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The 10 strategic points emerge from researching literature on a topic that is based on or aligned with the learner’s personal passion, future career purpose, and degree area. These 10 points provide a guiding vision for DPI Project. In this assignment, you will continue the work begun in DNP-815, working on your draft of a document addressing the 10 key strategic points that define your intended research focus and approach. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Locate the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” that you completed in DNP-815.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to draft statements for each of the 10 points for your intended research study.
You worked on this last in DNP 815. Pick up from where you left off
(if you transferred in and did not complete this, you will have to begin fresh).
Please include a copy of your last instructor feedback when you submit this assignment. You can either copy and paste the instructor feedback into your current paper (as an appendix and clearly marked); or upload two separate papers. I expect significant improvement from your last submission.
Please review the 10 Strategic Points document for additional instructions and an example. Add references to this document,
I suggest 5-10 at this point.
You need to realize that your literature review chapter will need at least 50+ articles by the time you get to DNP 955, so work on expanding your literature search each week, to include more and more to this paper as you move through each course. If you cannot locate 50+ articles you can ask your faculty for assistance or chose a different topic. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
For the methodology and design sections. Methodology should cover the broad methods you plan to use (qualitative, quantitative, or mixed methods). The design portion will then go into more detail and discuss the design (i.e. correlational, cross-sectional, pre/posttest, etc.). Describe each and explain why your chosen methodology and design are appropriate to your topic and project questions. You may NOT use qualitative, GCU leadership does not support a qualitative methodology.
Intervention. You must have an intervention that you implement. Since you cannot evaluate a project that has already been implemented, please write up a description of your intervention and what your role will be in implementing this intervention. This is not a section listed on your 10 Strategic Points document as of yet, so add it after the methodology and design sections. Describe step by step what the intervention consists of, how it is evidence based, how you will implement, and your role in implementation.
Data collection should go step by step (extremely over-detailed) on how you will collect the data. Tell me about all instruments, surveys, and/or questions you will ask of participants. One MUST be a valid and reliable tool.
Data Analysis. Tell me the specific statistics you will use. Start with descriptive statistics, which ones will you use, why (cite current primary sources). Then tell me how you will compare your data (which statistic), what your p value will be before you start your data collection.
Apply Rubrics
1
Unsatisfactory
0.00%
2
Does Not Meet Expectations
74.00%
3
Approaching Meeting Expectations
87.00%
4
Meets Expectations
100.00%
100.0 %Content
10.0 %Topic: Provides a broad project topic area/title.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
15.0 %Literature Review: Lists primary points for four sections in the Literature Review: (a) Background of the problem/gap and the need for the project based on citations from the literature; (b) Theoretical foundations (models and theories to be foundation for study); (c) Review of literature topics with key concept (??) for each one; (d) Summary.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Problem Statement: Describes the problem to address through the project based on defined gaps or needs from the literature.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Sample and Location: Identifies sample, needed sample size, and location.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Clinical/PICOT Questions: Provides clinical/PICOT questions to all of the collected data needed to address the problem statement.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
5.0 %Variables
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Methodology and Design: Describes the selected methodology and specific research design to address problem statement and clinical/PICOT questions.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Purpose Statement: Provides one sentence statement of purpose including the problem statement, methodology, design, population sample, and location.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Data Collection: Describes primary instruments and sources of data to answer research questions. Reliability and Validity of the instruments are addressed.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Data Analysis: Describes the specific data analysis approaches to be used to address clinical/PICOT questions. The statistical test(s) that will be used must be identified and must be appropriate for the level of data and the clinical/PICOT question.
Item is not present.
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Component is present and adequate. Small gaps are present that leave the reader with questions.
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Introduction
In the Prospectus, Proposal, and Direct Practice Improvement Project there are
10 key or strategic points
that need to be
clear, simple, correct, and aligned
to ensure the project is
doable, valuable, and credible
. These points, which provide a guide or vision for the project, are present in almost any research. They are defined within “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” (10 Strategic Points) document.
The ten strategic points are developed in table format.
The 10 Strategic Points
The 10 strategic points emerge from researching literature on a topic that is based on, or aligned with, the defined need in the literature as well as the learner’s personal passion, future career purpose, and degree area. The 10 Strategic Points document
includes
the following 10 key or strategic points that define the project focus and approach:
Topic (10%)
– Provides a broad project topic area/title.
Literature Review (15%)
– Lists primary points for four sections in the Literature Review:
Background of the problem/gap and the need for the project based on citations from the literature.
Theoretical foundations (models and theories to be foundation for project).
Review of literature topics with key theme for each one.
Summary.
Problem Statement (10%)
– Describes the problem to address through the project based on defined needs or gaps in practice from the literature.
Sample and Location (10%)
– Identifies sample, needed sample size, and location.
Clinical/PICOT Questions (10%)
– Provides clinical/PICOT questions to collect data to address the problem statement.
Variables (5%)
– Identifies and describes independent and dependent variables.
Methodology and Design
(10%)
– Describes the selected methodology and specific project design to address problem statement and clinical questions
Purpose Statement (10%)
– Provides one sentence statement of purpose including the problem statement, methodology, design, population sample, and location.
Data Collection (10%)
– Describes primary instruments to answer clinical questions.
Data Analysis
(10%)
– Describes the specific data analysis approaches to be used to address clinical/PICOT questions.
The Process for Defining the 10 Strategic Points
The order of the 10 strategic points listed above reflects the order in which the learner completes the work product. The first five strategic points focus primarily on defining the focus for the project based on a clearly defined need or gap from the literature as well as the learner’s passion, purpose, and specialty area focus. First, learners identify a broad topic area to investigate for their Direct Practice Improvement (DPI) Project based on a clearly defined need or gap from the literature or practice problem, and one in which they are interested based on personal passion, future career purpose, and degree being pursued. Second, learners complete a review of the literature to define the need or gap to be addressed, the theories and models that will provide a foundation for the project, related topics that are needed to demonstrate the learner’s expertise in the field, and to define the key strategic points behind the learner’s proposed research. Third, the learners develop a clear, simple, one-sentence problem statement that defines the problem or gap that will be addressed by the DPI project. Fourth, learners identify potential population samples for which they would have access in order to collect the data for the project, considering the fact the quantitative study sample sizes need to be much larger than those for qualitative studies. Fifth, learners develop the clinical/PICOT question(s) that will define the data needed to address the problem statement.
Based on the first five strategic points above, learners next define the key aspects of the project methodology through the last five strategic points. The sixth point describes the independent and dependent variables. Seventh, learners determine if the project will be a qualitative, quantitative or mixed methodology. Due to the nature of the DPI project requirements, most projects will be utilizing a quantitative method because learners are not creating new research in a qualitative study. Qualitative projects often do not facilitate the intervention needed to demonstrate direct practice improvement. Please note that if you choose a qualitative project, you are still responsible for ensuring practice improvement is demonstrated through your work. Additionally, learners must be able to perform both qualitative and quantitative data analysis. A qualitative project with numbers or descriptive statistics does not mean it is mixed method study. Qualitative data can be displayed using tables, charts, graphs and descriptive statistics. Following are samples for a quantitative project and a qualitative project. A mixed method project, which includes quantitative and qualitative methods, takes much more time and many more resources to complete and
is not recommended
unless learners have a significant amount of extra time and resources to complete it.
For the eighth strategic point, learners develop a purpose statement by integrating the problem statement, methodology, design, sample, and location. Ninth, learners identify the data they will need to collect to address the clinical questions or hypotheses and how they will collect the data (e.g., interviews, focus groups, observations, tested and validated instruments or surveys, databases, public media, etc.). Tenth and last, learners identify the appropriate data analysis, based on their project design, which will be used to answer the clinical questions and address the problem statement.
Criteria for Evaluating the 10 Strategic Points: Clear, Simple, Correct, and Aligned
When developing a project, it is important to define the 10 strategic points so they are
simple
,
clear
, and
correct
in order to ensure that anyone who reviews them will easily understand them. It is important to
align
all of the 10 strategic points to ensure it will be possible to conduct and complete the project. The problem statement must come out of the literature or practice problem. The clinical questions must collect the data needed to answer the problem statement. The methodology and design must be appropriate for the problem statement and PICOT questions. The data collection and data analysis must provide the information to answer the PICOT questions.
Developing the 10 Strategic Points document as a two- or three-page document can help ensure clarity, simplicity, correctness, and alignment of each of these 10 key or strategic points in the prospectus, proposal, and Direct Practice Improvement Project. Developing these 10 strategic points in this format also provides an easy-to-use use template to ensure the 10 strategic points will always be worded the same throughout the prospectus, proposal, and Direct Practice Improvement Project. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project.
Value of the 10 Strategic Points Document
The 10 Strategic Points document can be used for communicating and aligning key stakeholders for the Direct Practice Improvement Project. This document can be used to obtain agreement between the learner and the chair regarding the initial focus and approach for the project. The document can be used to review the proposed project with the people or organizations from whom learners need to gain permission to conduct their research, a critical step required before learners can develop their proposal. The document also proves useful for communicating the Direct Practice Improvement Project focus when attracting a Content Expert, as well as for reviewing the proposal with the Direct Practice Improvement Project committee and the AQR reviewers. Learners may choose to consult methodologists, statisticians, and editors in the process of developing the final manuscript. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project.
Examples of the 10 Strategic Points Document
It is important that the 10 strategic points are clear, concise, doable, and aligned throughout the prospectus, proposal, and Direct Practice Improvement Project. Provided below is an example of a completed 10 Strategic Points document for a quantitative project. A blank 10 Strategic Points Table template is provided following the example for learners to use when developing their own 10 Strategic Point documents.
Example: 10 Strategic Points Document for a Quantitative Project
The 10 Strategic Points
Comments or Feedback
Broad Topic Area
1.
Broad Topic Area:
Hint: What would I title my project?
Literature Review
2.
Literature Review:
List primary points for four sections in the Literature Review: Background of the problem/gap; theoretical foundations (models and theories to be foundation for study); review of literature topics with key theme for each one; and summary.
a.
Background of the Problem/Gap:
· Rural ambulatory clinics have had to reorganize their management structures to enhance reimbursement.
· Access to appropriate health services for rural Americans needs to be improved in areas where specialists are not available (Schoenberg, 2012).
· Telehealth nursing services can be provided through rural health clinics to support specialty clinics (Schoenberg, 2012).
· Approximately 200 telemedicine networks have been established nationwide. (American Telemedicine Association, 2017)
b.
Theoretical Foundations (models and theories to be foundation for study):
· The Greenhalgh’s Dissemination of Innovations model (Greenhalgh, Robert, Bate, Macfarlane, & Kyriakidau, 2005) can be used to implement rural telehealth services for rural Americans.
· The D&M Information System Success model (DeLone &McLean, 2003) is a framework to conceptualize and operationalize information system success.
· Path constitution theory combines two contrasting perspectives on technology, path dependence, and path creation (Singh, Mathiassen, & Mishra, 2015).
c.
Review of Literature Topics With Key Organizing Concepts or Topics for Each One
Rural Telehealth Services:
· Rural telehealth can improve care in burn patients (McWilliams, Hendricks, Twigg, Wood, & Giles, 2016); smoking cessation (Carlson, Lounsberry, Maciejewski, Wright, Collacutt, & Taenzer, 2011), psychotherapy (Gonzales & Brossart, 2015); cancer education (Doorenbos et al., 2011); diabetes (Holloway, Coon, Kersten, & Clemins, 2011).
Population Specific Telehealth Services:
· Community based telehealth: Home-based telehealth can enhance older adults’ access to care and facilitate patient-provider collaboration which may in turn improve patient self-management (Hsieh, Tsai, Chic, & Lin, 2015).
· Chronically ill: Disease management needs of chronically ill patients include prescription refills, medication and symptom management, lab results, and patient education (Vinson, McCallum, Thornlow, & Champagne, 2011).
· Rural Native American telehealth: Telehealth can improve health disparities in Native American communities (Kruse, Bouffard, Dougherty, & Parro, 2016).
· Diabetes education and management: Telehealth education improves glycemic control (Barker, Mallow, Theeke, & Schwertfeger, 2016).
· Mental health emergencies can be managed effectively through telehealth services (Saurman et al., 2011).
Settings:
· Rural health clinic/hospital (Carlson et al., 2011); Doorenbos et al., 2011; Gonzales & Brossart, 2015; Holloway et al., 2011).
· Home-based (Demiris et al., 2103).
· Community center (Demiris et al., 2103).
· Library (Demiris et al., 2103).
· Smart phone, computer-based (Forchuk et al., 2016).
Certifications:
· National Committee for Quality Assurance (n.d). Disease Management Accreditation. Retrieved from http://www.ncqa.org/programs/accreditation/disease-management-dm
· American Association of Critical Care Nurses (n.d.). CCRN-E: Certification for Tele-ICU Nurses. Retrieved from https://www.aacn.org/certification?tab=First-Time%20Certification
· Acute stroke ready designation (Slivinski, Johes, Whitehead, & Hooper, 2017).
Network Systems
:
· American Telemedicine Association: approximately 200 telemedicine networks have been established nationwide (Frederick, 2013).
· Tablet PC Enabled Body Sensor System: real-time continuous collection of physiological parameters (Panicker, Kumar, 2016).
d.
Summary
· Gap/Problem: There is a need to implement evidence-based methods of improving health outcomes of rural residents through the use of telehealth.
· Prior studies: Prior studies show that telehealth improves patient outcomes in diverse settings, including rural areas. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
· Quantitative application: Sources of data exist to collect numerical data on the rate of follow-up with primary care provider in rural areas.
· Significance: Improving rate of follow-up with primary care provider will improve health outcomes of rural residents.
DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
Problem Statement
3.
Problem Statement:
Describe the variables/groups to study, in one sentence.
A well-written problem statement begins with the big picture of the issue (
macro)
and works to the small, narrower, and more specific problem (
micro
). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Project with a declarative statement such as: “It is not known if and to what degree/extent…” or “It is not known how/why and….”
Other examples are:
· While the literature indicates ____________, it is not known in _________ (organization/community) if __________.
· It is not known how or to what extent ________________.
While the literature indicates that telehealth is an important emerging technology for rural patient access, it is unknown if the implementation of telehealth impacts the rate of patient follow up for patients living in a rural area. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
Clinical/
PICOT Questions
4.
Clinical/PICOT Questions:
Provide PICOT question to guide the implementation and data collection of findings of the project:
(P)
Among adult patients in a rural care setting,
(I)
how does implementation of a telehealth program
(C)
compare to traditional commute-for-care (
O)
impact rate of follow-up with the primary care provider (
T)
over a period of four weeks.
Sample
5.
Sample (and Location):
Identify sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers).
a. Location: Arizona
b. Population: Two neighboring rural towns equal distance from the nearest primary care provider.
c. Sample: 40 participants include a power analysis if appropriate. DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
Define Variables
6.
Define Variables:
a.
Independent Variable:
Telehealth program.
b.
Dependent Variable:
Follow-up rate with primary care provider.
Methodology and Design
7.
Methodology and Design:
Name the selected methodology and specific design to address the problem statement and clinical questions:
This project will use a quantitative methodology with a quasi-experimental design.
Purpose Statement
8.
Purpose Statement:
Provide one sentence statement of purpose including the problem statement, sample, methodology, and design:
Creswell (2003) provided some sample templates for developing purpose statements aligned with the different project methods as follows:
The purpose of this
quantitative
___________ (correlational, descriptive, etc.) project is to ____________ (compare or see to what degree a relationship exists) between/among ______________________ (independent variable) to ___________________ (dependent variable) for ________________ (participants) at ___________________ (project site/geographical location). The ________ (independent variable) will be defined/measured as/by _______ (provide a general definition). The
(dependent variable) will be defined/measured as/by ______ (provide a general definition).
Data Collection Approach
9.
Data Collection Approach:
Describe primary instruments that will be used to answer clinical question.
Data Analysis Approach
10.
Data Analysis Approach:
Descriptive statistics will describe the sample characteristics and variable results. An independent t-tests will test for difference between the two groups of 40 participants (telehealth and commute-for-care) follow-up with primary physician. A priori analysis will be used to justify the sample size.
10 Strategic Points Table
(Use this table to complete the 10 Strategic Points document for your project.)
10 Strategic Points
Comments/Feedback
Broad Topic Area
Literature Review
DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project
Problem Statement
Clinical/PICO Questions
Sample
Define Variables
Methodology and Design
Purpose Statement
Data Collection Approach
Data Analysis Approach
DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project