Evaluating the Results

At the conclusion of this module, participants will be able to:

• • Identify special considerations for evaluating practice improvement.
  • Differentiate between statistical evaluation and practical evaluation.
  • Recognize factors for communicating to the audience.
  • Examine project limitations.
  • List resources to mitigate investigator weaknesses and bias.

Special considerations for evaluating Practice Improvement

There are special considerations for evaluating practice improvement projects which are integral components and may be circular in nature since addressing quality is a continuous process. Evaluating the results encompasses several objectives and questions including: 

• • • Recognize concerns or problems with the process.
    • Was communication within the team effective?
    • Did everyone function appropriately in the defined roles? 
    • Identify the impact of the practice outcomes.
    • What were the lessons learned?
    • How does the collection of data contribute to future projects?

Considering the audience- The entire project team including the mentor, content expert, and chairperson should be at the table for discussions regarding the outcomes. The essential members of the audience include academic and organizational stakeholders along with the general public or consumers. 

Statistical evaluation of results-Considering the selection of the correct statistical tests was done when designing the project, evaluation of the results is straight forward. A statistician or equivalent participates and provides guidance to ensure accuracy of the statistical results. The statistical analysis is imperative to scrutinize and interpret categorical and numerical data. This is critical to show statistical validity and is a crucial step in completing the project. 

Practical evaluation of results- The entire project team evaluates the efficacy of the results specific to application in the practice setting. This is a unique component of practice improvement. Statistics are analyzed, but so is practical usefulness. Statistical significance is not required for the determination of integration or adoption of an intervention as a standard of practice. 

Presentation of limitations- All projects have limitations. This is true for research as well. Thus, limitations are not unique to practice improvement. Investigators should design their project carefully to reduce the impact of limitations, though they cannot be eliminated completely. Explanation of limitations should be complete and should fully disclose elements for which the investigator cannot control. Delimitations are limits placed on the project by the investigator and can be controlled but are also necessary. Delimitations include the length of time data will be collected and the location where the project will take place. 

Aligning the results to the problem within the presentation of findings

A very structured approach to evaluating the results provides an awareness of what outcomes were effective and what might be anticipated for subsequent projects. From the initial planning phase through the implementation and dissemination, the message must remain consistent. Discussion on the same topic does not necessarily constitute alignment. 

Writing the results-Presentation of the results in a comprehensive manner is crucial but also needs to be written in a natural language format to accommodate all interested readers. Several resources such as Laerd Statistics and office is Intellectus Statistics can be used to generate tables, graphs, and figures when organizing the data. 

• Evaluate personal strengths and weaknesses
• Seek to be resourceful: What is available to you? How can your resources mitigate weaknesses? Every investigator has strengths and weaknesses. Understanding them and engaging in self-reflection can lead to preparedness. 
  • Literature review
    • Identify available library resources.
    • Search services may be available through university or local libraries.
    • Database subscriptions may offer access for those not affiliated with an academic institution.
    • The features of electronic libraries are vast and comprehensive. Get to know your library’s platform. 
  • Writing/Editing
    • Writing centers may be available for students and employees of academic institutions.
    • Tutoring may be available for student scholarly projects.
    • Editorial services may be considered for those who struggle with APA and mechanics of writing.
    • Writing software
  • Statistical analysis
    • Statistical software
    • Statistician services
    • Select a design that is appropriate in feasibility and complexity.
    • Make sure you understand the statistical tests you will be using.
  • Presentation
    • Evaluate comfort level with writing/presenting/speaking.
    • Set goals for dissemination.
    • Seek feedback on presentations and scholarly submissions.

Suggested readings and websites

https://statistics.laerd.com

https://www.intellectusstatistics.com 

Hickey, J.V. & Brosnan, C.A. Evaluation of health care quality for DNPs. Springer Publishing. 2016

http://academicdepartments.musc.edu/nursing/administration/studentservices/documents/2014/Practice_Improvement_Project_2014.pdf

References

Agency for Healthcare Research and Quality. (2001). Translating research into practice (TRIP II). Retrieved from http://archive.ahrq.gov/research/findings/factsheets/translating/tripfac/trip2fac.pdf 

Conner B, Johnson E. Descriptive statistics: Use these tools to analyze data vital to practice-improvement projects. American Nurse Today. 2017;12(11):52-55. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=126191251&site=eds-live&scope=site. Accessed December 10, 2018.

Zaccagnini, M. & White, K. (2017). The Doctor of Nursing practice essentials: A new model for advanced practice nursing. Burlington, MA: Jones and Bartlett