Benchmark- Framework or Model for Change

NUR- 590

Professor Marina Reade

July 21, 2022

Change Process

Implementation Of Real-Time Location Systems In The ED

Few phases fail to sustain a fast move in adopting the change. Lewin’s model mostly becomes concerned with reinforcing the “change” over a prolonged period to overcome rejection and give enough training. The ED should utilize Lewin’s change model for change as the selected framework because it has solid support from senior hospital management and needs to make the entire healthcare facility dynamic by adopting real-time location systems in emergence service delivery.

Model’s Stages And Their Application In The ED

Under this model, the ED department will focus on the three-stage model that breaks changes into manageable phases of unfreezing, changing, and refreezing.

Unfreezing

In unfreezing chunk, the project team under its project manager will first “unfreeze” the ED’s current process and analyze its process improvement. Under this analysis, both patients and healthcare providers at the ED department affected by the change will understand the need to replace the manual system with the automated one (Šuc et al., 2019). Then, the project team will make its changes and guide nurses at the ED throughout the transition. Once the real-time location system gets deployed and tweaked as per nurses’ feedback, the project manager will solidify or “refreeze” the new status quo.

Before implementing the automated system at the ED, this change needs to go through the model’s initial stage of unfreezing. Since the nurses at the ED will resist the computerized system, the objective during the unfreezing phase becomes to create an awareness of how existing manual systems at admission and discharge levels are undermining the ED’s ability to offer quality emergence care services. Hussain et al., (2018) reveal that outdated behaviors, thinking ways, processes, patients, and ED structures get placed under in-depth examination to disclose to ED nurses how crucial a change is for the whole hospital to establish or sustain a competitive edge in the healthcare setting.

Communication will become a vital aspect during this unfreezing stage to keep nurses updated on the change, the reason behind the new system, and how it brings advantages to them and the entire ED. This unfreezing stage intends to create change awareness and make it appear crucial and urgent while motivating those affected by the change to accept (Šuc et al., 2019). Thus, the project team can create communication plans to inform all stakeholders within the ED about the shift and allocate time for conducting change-based meetings and discussions.

Changing

A real-time location system change is when the ED has to transition into this new state of using a computerized system while abandoning the manual records in entering, storing, and retrieving patients’ data. The implementation of the new system characterizes this transitioning phase. The implementation period is when the change becomes real such that the ED entirely runs the automated systems in all areas of patient admission and discharge. During changing stage, the ED struggles with the new system adoption. For instance, ED nurses experience uncertainty and fear, thus making it the most challenging step to overcome. Since the ED nurses are “unfrozen,” they can start to move.

Physicians and nurses start learning new behaviors, processes, and ways of thinking in the transitioning phase. The more prepared these healthcare providers are for change, the easier it is to overcome and complete. Since change requires precise planning and execution, the team leading the change will educate nurses on using the automated system, communicating vital information, and supporting nurses who have not become familiar with the change (Burnes, 2020). ED nurses will be reminded of the reasons for the change throughout the entire change process and benefit them once it.

Refreezing

Refreezing is the last stage of the framework for the change. It symbolizes the actions such as reinforcement, stabilization, and solidification of the operations after the change. The changes made to the ED processes, objectives, structure, and patients will get approved and refrozen within the department (Memon et al., 2021). Through this stage, the department becomes guaranteed that nurses do not revert to their outdated ways of using the manual system.

Therefore, the project manager should ensure the newly implemented system is not lost. Instead, the ED will have to cement the change into the hospital’s culture and maintain it as the accepted way of delivering emergency care services. The ED can ensure positive rewards and appreciation of individualized commitments to reinforce change since it is believed that positively reinforced behavior tends to be repetitive. Nurses showing consistency in using the new system can get rewarded weekly to encourage further change reinforcement.

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
NUR-590	NUR-590-O500	Evidence-Based Practice Project Proposal Presentation	120.0
Criteria	Percentage	1: Unsatisfactory (0.00%)	2: Less Than Satisfactory (80.00%)	3: Satisfactory (88.00%)	4: Good (92.00%)	5: Excellent (100.00%)	Comments	Points Earned
Content	100.0%
Introduction	5.0%	An introduction is not included.	The introduction omits key aspects of the PICOT and fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation.	The introduction generally presents the PICOT statement and most of the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.	The introduction is adequate. The PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation are discussed.	The introduction is succinct, captures the attention of the audience, clearly identifies PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.
Organizational and Cultural Readiness	10.0%	The discussion on the organizational culture and readiness is not included. Evidence-Based Practice Project Proposal Final	The discussion on the organizational culture and readiness is incomplete. Evidence-Based Practice Project Proposal Final	The organizational culture and readiness are generally discussed and provide insight into some of the challenges faced by the organization.	The organizational culture and readiness are adequately discussed and provide the necessary insight into the organization challenges.	The organizational culture and readiness are thoroughly discussed and provide insight into the organization challenges.
Problem Statement and Literature Review	15.0%	The problem statement is not clearly stated. Research from the literature review is not included. Evidence-Based Practice Project Proposal Final	The problem statement outlines the issue. Support from the research from the literature review is inconsistent. Evidence-Based Practice Project Proposal Final	The problem statement summarizes the issue and uses evidence-based support from some of the literature review to rationalize and justify the problem. The research from the literature review provides general support overall.	The problem describes the issue using evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide adequate rationale and support throughout.	The problem statement is consistent throughout the presentation and concisely describes the issue using strong evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide excellent rationale and support throughout.
Change Model or Framework	10.0%	The selected model or framework and its application to the proposed implementation are not described.	The selected model or framework is and its application to the proposed implementation are only partially described.	The selected model or framework and its application to the proposed implementation are generally described.	The selected model or framework and its application to the proposed implementation are adequately described.	The selected model or framework and its application to the proposed implementation are thoroughly described.
Implementation Plan	10.0%	The implementation plan is not described.	The implementation plan is only partially described.	The implementation plan is generally described and provides an overall outline for the various aspects.	The implementation plan is adequately described and provides the details for the various aspects.	The implementation plan is thoroughly described and provides the details for the various aspects.
Evaluation Plan	10.0%	The evaluation plan is not described.	The evaluation plan is only partially described.	The evaluation plan is outlined and provides general information for most aspects.	The evaluation plan is adequately described and provides key information for the various aspects.	The evaluation plan is thoroughly described and provides the details for the various aspects.
Conclusion	5.0%	A conclusion is not presented.	The conclusion mentions some aspects of the presentation, but there are some key aspects missing.	The conclusion outlines the broad aspects of the presentation.	The conclusion summarizes the key points of the presentation in a concise manner.	The conclusion is short, clear and summarizes the key points of the presentation in a powerful and memorable way.
Research	5.0%	No outside sources were used to support the assignment.	Few outside sources were used to support the assignment. Limited research is apparent.	Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness.	Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.	Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
Presentation PowerPoint, speaker notes, Loom voice over or video.	10.0%	The submission is incoherent, contains major inconsistencies, is not presented effectively, or is missing a substantial amount of the required elements.	The submission is ineffective, contains multiple inconsistencies, or is missing a few of the required elements.	The submission contains minor inconsistencies that are not overly distracting. Presentation contains a majority of the required elements.	The submission is presented effectively and contains all of the required elements.	The submission is presented effectively, and all of the required elements creatively contribute to the presentation of the concepts.
Aesthetic Quality	5.0%	Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.	Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.	Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear.	Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.	Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Synthesis	5.0%	Synthesis does not successfully integrate ideas to form a cohesive whole. The combination of elements is not logical and/or verifiable.	Synthesis integrates ideas inadequately. The combination of elements is not logical.	Synthesis integrates ideas but does not adequately form a cohesive whole. Combination of elements at times is confusing.	Synthesis integrates ideas to form a cohesive whole. Combination of elements is logical and justified.	Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.
Mechanics of Writing Includes spelling, punctuation, grammar, and language use.	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	The writer is clearly in command of standard, written, academic English.
Documentation of Sources Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.	5.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Evidence-Based Practice Project Proposal Final

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Evidence-Based Practice Project Proposal Final

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Evidence-Based Practice Project Proposal Final

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Evidence-Based Practice Project Proposal Final

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Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Evidence-Based Practice Project Proposal Final

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