Practicum Project Evaluation

1. Practicum Project Evaluation LENA LEE GUERRO, RN NUR/590B MARCH 27, 2017 TERRI M. DAY, MSN/Ed, RNC-NIC

2. Evaluatedevelopment & evolution

3. Practicum Goals • Gain insight and experience in the role of the nurse educator. • Create and implement an educational intervention for the staff and Sunday School teachers at All Souls Unitarian Universalist Church (ASUUC) that reflects current, evidence-based practice regarding Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and educational and behavior management strategies for use with students affected by ASD or ADHD.

4. Objectives • Analyze educational needs of targeted population • Investigate evidence-based practice interventions • Develop an educational curriculum for staff and teachers • Implement classroom instruction of educational curriculum • Evaluate effectiveness of educational curriculum

5. Alignment with Advancing Nursing Practice and the Targeted Population • Advancing nursing practice • Develop educational intervention • Experienced nurse educator role • Effect on targeted population

6. Support from the Literature • Evidence-based practice literature • Fifteen peer-reviewed articles on LNA • Twenty peer-reviewed articles on ASD and ADHD • Peer-reviewed articles on Watson’s Theory

7. Evaluateimplementation

8. Alignment of Implementation with Goals and Objectives • Goals • Experience role of the nurse educator • Create evidence-based curriculum • Objectives • Analyze educational needs • Investigate interventions • Develop an educational session • Implement and evaluate session • Workshop presentation at ASUUC

9. Advancement of Nursing Practice and Targeted Population • Targeted teaching strategies • Evidence-based education intervention • Interactive workshop format • Participation and enrichment of targeted population

10. Overcoming Challenges • Sixteen-hour shifts and long distance to job • Short timeframe between learning needs assessment and implementation • Proximity to five-year limit to complete degree requirement • Time off from work to meet the demands of the project

11. What You Would Do Differently to Improve on Effectiveness of Project Implementation • Time for implementation limited to one session • Session length limited to 90 minutes • Two to three sessions would be optimal • Additional sessions not possible at that time

12. Evaluate effectiveness

13. Methods to Evaluate Achievement of Goals and Objectives • Practicum learning agreement • Self-reflective learning journal • Summary and analysis of evaluation results • Written feedback from content expert

14. Survey Data Summary: Evidence of Effectiveness of Learning Module

15. Process Evaluation Measures Used to Improve Project Outcomes/Implementation • Defining process evaluation • Measuring impact of interventions • Planning and design considerations • Fidelity, dose, and reach • Successful completion of project

16. What You Would do Differently to Improve on Project Effectiveness • Increase number of sessions • Breakout groups to discuss case studies • Visit classroom to observe and implement • Follow-up meeting after interventions in classroom

17. Reflect

18. Personal Goals and Objectives • Completed an advanced degree in nursing • Attained credentials to teach nursing • Completed a major education project • Experienced the role of the nurse educator

19. How This Project Will Inform My Practice • Awareness of the value of self-reflective writing • Understanding how, plan, organize, develop, implement, and evaluate a major project • Experience with development of a learning module • Experience with implementation of a learning module

20. Project Impact on Nursing Practice, Society, and Targeted Population • Project impact on nursing practice • Project impact on targeted population • Project impact on society

21. Insights Gained During This Experience • Self-reflective journaling is key to accomplishing project goals • Collaboration is the cornerstone of the practicum project

22. references

23. References • Clark, C. (2016). Watson’s human caring theory: Pertinent transpersonal and humanities concepts for educators. Humanities, 5(21), 1-12, doi: 10.3390/h5020021 • Cohen, B., Courtney, M., Moist, L., & Barton, J. (2016). Needs assessment: towards a more responsive Canadian Society of Nephrology Annual General Meeting (CSN AGM) program. Canadian Journal of Kidney Health and Disease, 3(30), 1-11. doi: 10.1186/s40697-016-0121-x

24. References • Ebrahim, M. I. (2015). Learning needs assessment (LNA) and evaluation of learning outcomes: A scientific approach. International Journal of Arts & Sciences, 8(6), 503-511. Retrieved from http://search.proquest.com/docview/1764688516?accountid=458 • Gray, A. (2016). Advanced or advancing nursing practice: what is the future direction for nursing?. British Journal of Nursing, 25(1), 8-13. doi:10.12968/bjon.2016.25.1.8

25. References • Mackey, A. & Bassendowski, S. (2017). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. http://dx.doi.org/10.1016/l.profnurs.2016.05.009 • McKnight, S. (2013). Mental health learning needs assessment: Competency-based instrument for best practice. Issues in Mental Health Nursing, 34(6), 459-471, doi:10.3109/01612840.2012.758205 • Moore, G. F., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W.,& Baird, J. (2015). Process evaluation of complex interventions: Medical research council guidance.BMJ : British Medical Journal (Online), 350 doi:http://dx.doi.org/10.1136/bmj.h1258

26. References • Picciotto, R. (2014). Is impact evaluation evaluation? The European Journal of Development Research, 26(1), 31-38. doi:http://dx.doi.org/10.1057/ejdr.2013.44 • Rowles, C., & Russo, B. (2009). Strategies to promote critical thinking and active learning. Billings, D. & Halstead, J. (Eds.), Teaching in nursing: A guide for faculty, 3rd ed., (pp. 238-261). St. Louis, MO: Saunders Elsevier. • Unitarian Universalist Association (2015). Our Unitarian Universalist principles. Retrieved from http://www.uua.org/beliefs/what-we-believe/principles

27. appendices

28. Appendix A – Seven Principles of the Unitarian Universalist Association • All Souls Unitarian Universalist Church is a member of the Unitarian Universalist Association (UUA). Unitarian Universalist congregations follow seven principles, “which are held as strong values and moral guides. Unitarian Universalist live out these principles within a ‘living tradition’ of wisdom and spirituality, drawn from sources as diverse as science, poetry, scripture, and personal experience” (Unitarian Universalist Association, 2015). As stated by the UUA, these seven principles are:

29. Appendix A – Seven Principles of the Unitarian Universalist Association • The inherent worth and dignity of every person; • Justice, compassion, and equity in human relations; • Acceptance of one another and encouragement to spiritual growth in our congregations; • A free and responsible search for truth and meaning; • The right of conscience and use of the democratic process in our congregations and in society at large;

30. Appendix A – Seven Principles of the Unitarian Universalist Association • The goal of world community with peace, liberty, and justice for all; and, • Respect for the interdependent web of existence of which we are a part (Unitarian Universalist Association, 2015).