Description
The purpose of this assignment is to explain your ideas to ensure you are on the right track before starting on the Timeline and Outline.
Include your PICO(T) question. State the issue and explain why this issue is of interest. Include background information showing the need for this project.
Show at least some of your review of the literature (ROL) so we can get an idea of how you are synthesizing the information. The more you have the better. You should have some information from your matrix assignment in 816 that you can use here.
Next, briefly explain what your project is. Include where you plan to conduct your project, who you plan to collaborate with for your project (who the key participants will be to ensure the success of your project), and approximately how long your project will last. Also include sampling information, any intervention that you propose as well as the design you will be using.
Last, discuss what tools you plan to use for your project. If you will be using a survey to measure the results, you will need to include the name of the survey and identify the creator. If you plan on using an established teaching tool as your intervention, again you will need to identify the originator of that tool. Any established tools will need permission to use before you initiate your intervention.
Begin to think about the budget that you will need to carry out this project.
These are not all the details- if you want more details- review the rubric for the document and see the template below.
Please submit your first draft to receive feedback for your final submission.
DNP 896 Rubric ROL Assignment.docx
Preliminary Budget Moran Appendix D 2nd Ed v2-2.docx
Example of Assignment: Code_Lavender_DNP_896_Project_Timeline_1_ (002).docx
My PICOT Question
P – Among the homeless population
I – What is the effectiveness of opioid overdose prevention programs.
C – Compared to standard treatment programs without overdose prevention focuses
O – In reducing opioid overdose deaths
T – Over a one-year period
Evaluating the homeless population and comparing the effectiveness of opioid overdose prevention programs to standard treatment programs in reducing overdose deaths over a one-year timeframe.
Unformatted Attachment Preview
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DNP SCHOLARLY PROJECT TIMELINE
DNP Scholarly Project Literature Review and Timeline
NKU DNP Candidate
School of Nursing, Northern Kentucky University
DNP 896: Semester 1
Author’s Note
The author of this assignment does not have any conflicts of interest to disclose. The
views shared in this assignment do not reflect the views expressed by Northern Kentucky
University. Correspondence concerning this assignment should be addressed to student.
Email: [email protected]
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DNP SCHOLARLY PROJECT TIMELINE
DNP Scholarly Project Literature Review and Timeline
The Doctor of Nursing Program (DNP) at Northern Kentucky University requires
candidates to complete a scholarly project at a clinical site, focusing on quality improvement.
This rigorous project allows students to demonstrate their ability to effectively plan, implement,
and evaluate an intervention based on evidence that integrates practice and scholarship, bridging
the gap between the two (Moran et al.,2020). This assignment aims to describe a projected DNP
scholarly project and PICOT question, review synthesized scholarly literature related to the
topic, briefly describe the implementation plan, proposed outcomes, evaluation plan, and budget
considerations. Lastly, a timeline will be provided, including all significant project initiatives.
Code Lavender: A Pilot Project
Code Lavender was introduced in 2008 by Dr. Brenda Duffy to provide emotional
support for healthcare workers at the world-renowned Cleaveland Clinic (Brand, 2021). This
initiative recognizes the urgency and importance of emotional support for healthcare staff and
provides an equally urgent response to those suffering from a stressor, much like the response
initiated by other codes in the healthcare setting (Brand, 2021). Stone (2018) precisely and
accurately describes Code Lavender as an emotional first aid for the caregiver.
After all, healthcare workers are human beings subject to emotional reactions to stressful
experiences. Although pausing may result in an inconvenient interruption to workflow, it is
unreasonable to expect them to perform their job duties following extreme, stressful patient
experiences when timely emotional and physical support is needed (Phillips et al., 2018). Since
its introduction, multiple healthcare organizations have recognized this gap, seen its potential
value, and implemented similar programs within their respective organizations (Brand, 2021).
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DNP SCHOLARLY PROJECT TIMELINE
Emotional support for professional caregivers is greatly needed, and this scholarly project will
focus on implementing a traumatic support team to decrease employee self-reported burnout.
This pilot project will introduce caregivers of a chosen unit to Code Lavender, a
traumatic response team comprised of volunteer mental health professionals and chaplains
currently employed by a local mental health hospital. In addition to creating the team, education
regarding the program and how it may benefit staff will be distributed along with promotional
items. A mobile care kit will also be provided to the selected unit, filled with items to promote
rest and relaxation for those uncomfortable with signaling the emergency response team. The
measurable outcome of this project will focus on decreasing self-reported burnout using a prepost survey design that will be discussed in greater detail in a subsequent section of this
assignment.
PICOT Question
The PICOT question for this project is: (P) In an inpatient psychiatric hospital, (I) will
the implementation of Code Lavender, a traumatic response team (C) compared with no
intervention (O) impact the clinical staff self-reported burnout scores (T) over 60 days? The
dependent variables of this project are self-reported burnout scores, and the independent variable
is the implementation of Code Lavender. The target population for this study is healthcare
employees from one unit of an inpatient psychiatric hospital. Further inclusion and exclusion
criteria related to study participants will be described in the implementation plan of this
assignment.
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Review and Synthesis of Literature
Northern Kentucky University’s Steely Library was utilized for the following searches.
Two databases were used to locate relevant research material on Code Lavender. First, the
keyword Code Lavender was used to search the CINAHL database. After narrowing the search to
include a date restriction of five years or less and access to full reports, the search provided
eighteen results. Of those eighteen results, ten articles were reviewed, and five were chosen due
to their relevance to this project’s stated PICOT question. Next, PubMed was accessed using the
same exclusion criteria and keyword, Code Lavender. This search provided fourteen results; four
articles were reviewed, and two were selected for inclusion.
Finally, CINAHL was accessed using the keywords burnout, healthcare, and trauma.
Results were restricted to studies five years old or less, completed in the US, in English, and with
access to complete reports. This search initially provided one hundred results. After reviewing
ten articles, two were selected. Two consistent themes emerged after reviewing the selected
scholarly material related to Code Lavender and the effects of traumatic experiences on burnout.
They will be discussed in the following two sections. Additionally, a brief history and description
of Code Lavender will be provided.
Healthcare Workers: Stress, Trauma, and the Need for Culture Change
Many healthcare workers experience stress, often for long periods at the workplace,
which can negatively affect their emotional well-being (Garnita Orton, 2022), (Graham et al.,
2019). Additionally, healthcare workers can display symptoms of post-traumatic stress disorder
related to work experiences (Vance, 2019). Although it is undeniable that highly stressful,
traumatic events occur regularly in the field of medicine, the stoic culture in healthcare has often
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discouraged its recognition and discussion, instead promoting the compartmentalization of
human emotions and a thick skin, carry-on at-all-costs, stay-tough attitude (Garnita Orton, 2022)
(Code, 2014), (Vance, 2019).
Healthcare workers, from doctors to nursing assistants, have been conditioned and taught
early on to show no signs of weakness- to colleagues or patients, somehow expected through
training, to become invulnerable to trauma caused by bearing constant witness to the suffering of
other human beings (Vance, 2019). Healthcare is also a giving profession, requiring time to
replenish and rejuvenate, especially following traumatic events (Phillips et al., 2018). Neglecting
the need to practice self-care and opting for chronic self-sacrifice instead can lead to compassion
fatigue and burnout (Phillips et al., 2018). Self-care practices have not always been accepted in
healthcare and, sadly, have been viewed as a sign of weakness or, even worse, laziness. (Gregory,
2021). Betty Ferrell, editor-in-chief of the Journal of Hospice & Palliative Nursing, states that
“there is an urgent need for the healthcare profession to see self-care as urgent something we do
when all else is done, but something we must do.” (Phillips et al., 2018, p.8). Some leaders have
recognized this problem and are working to shift the culture of their organizations by providing
much-needed emotional and spiritual support initiatives, like Code Lavender, to front-line
caregivers.
Burnout in the Healthcare Worker
Trauma, stress, and burnout are three different issues. However, some of their symptoms
overlap, and traumatic experiences may contribute to feelings of burnout (Vance, 2019). Hospital
workers are at increased risk for stress and burnout due to the high-intensity, fast-paced setting
(Davidson et al., 2017). A recent study found that regardless of the role of the healthcare worker,
one of the top three factors associated with post-traumatic stress symptoms was burnout (Boitete
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et al., 2023). Vance (2019) states that persistent distress following trauma can take multiple
forms, including burnout, depression, and, in the most extreme cases, may even lead to suicide.
Burnout among healthcare workers, especially nurses, is at an all-time high following the
COVID-19 pandemic (Gregory, 2021). One study, including over 500 healthcare employees
across 243 employers, found that nearly 60% of workers reported burnout (Phillips et al., 2018).
Although this problem has plagued healthcare workers for decades, the added stress caused by
the pandemic has only worsened the problem (Gregory, 2021). It is up to healthcare leaders to
discover new and innovative techniques to increase employee satisfaction and decrease factors
likely to contribute to employee burnout.
Screening Tools
Maslach Burnout Inventory- Human Services Survey
This study will focus on burnout and reducing self-reported burnout by implementing an
emergency traumatic response team to support staff in a chosen unit. The screening tool selected
is the Maslach Burnout Inventory- Human Services Survey. This 22-item survey, created over
thirty years ago by Christina Maslach and Susan E. Jackson, assesses how staff view their
reactions to work (Mind Garden, 2023). Emotional exhaustion, depersonalization, and personal
accomplishment scales are combined to provide results indicating the level of personal burnout
in survey participants (Mind Garden, 2023).
Implementation Plan
•
May 6th-13th, 2024, administer the Maslach Burnout Inventory- Human Services Survey
to caregivers of the chosen unit at the hospital. Caregiver inclusion criteria are full and
part-time employees on dayshift or nightshift, who work directly with patients on the
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unit, including nurses LPN and RN, nursing assistants, nurse practitioners, and medical
doctors. Travel nurses, those who do not generally work on the unit, and those not
working directly with patients will be excluded from the study.
•
May 6th-13th, 2024, personally deliver educational flyers and promotional materials
regarding Code Lavender to selected unit employees. Promotional material is projected to
include individual lavender-scented items, chocolate, and lavender pins to promote
comradery and support towards the mission amongst the staff.
•
May 13, 2024, Code Lavender Intervention goes live and is available to staff for
emotional support on selected unit. Mobile Code Lavender kit is delivered, fully stocked
to the unit, and available to employees.
•
July 11th-25th, 2024- Administer the Maslach Burnout Inventory- Human Services
Survey to caregivers on selected unit using the inclusion and exclusion criteria described
for the pre-intervention survey.
•
July 26th-August 9, 2024- Analyze preliminary project findings.
Proposed Outcomes
•
The goal of this project is a reduction in self-reported burnout, as evidenced by pre- and
post-intervention Maslach Burnout Inventory- Human Services Survey results.
•
Increased emotional support for healthcare workers.
•
Reduction in caregiver fatigue and burnout.
Evaluation Plan
To evaluate the effectiveness of the intervention, results from the Maslach Burnout
Inventory- Human Services post-survey will be compared to those from the same survey
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administered before the intervention. With the help of statistical analysts at Northern Kentucky
University, data from this study will be professionally analyzed. If the results of this study
indicate that the intervention has an impact on decreasing self-reported burnout in caregivers on
the selected unit, recommendations for a hospital-wide Code Lavender traumatic response team
will be made available to various leaders at the hospital.
Preliminary Budget Plan
Project Expenses- appendix A
Timeline of Project Plan
Planning
The following activities will be completed during the second DNP 896 semester.
Spring semester DNP 896-II January 8- April 26. 2024
•
Identify Code Lavender Volunteer Team members and create a Code Lavender kit for unit
staff.
•
Discuss the roles and responsibilities of volunteers according to their area of expertise.
•
Refine the Code Lavender response with volunteers.
•
Select an appropriate journal for manuscript submission.
•
Meet with potential unit managers and select unit for project implementation.
•
Begin and complete IRB approval with NKU and project site.
Implementation & Evaluation
The following activities will be completed during the third DNP 896 semester.
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Summer semester DNP 896- III May 6- August 9, 2024
•
Complete the project budget proposal and create a poster presentation.
•
Create a detailed weekly plan for project sampling, data collection, and intervention
activities.
•
Administer pre-intervention survey.
•
Distribute education to the unit chosen for the pilot, including the go-live date for the
Code Lavender team.
•
Administer post-intervention survey.
•
Evaluation & Dissemination
Fall semester DNP 896- IV
•
Professionally analyze project results.
•
Complete and submit the project manuscript.
•
Public project presentation
•
Provide recommendations for future research and project sustainability.
Conclusion
Current scholarly literature supports the need for healthcare leaders to recognize the
medical profession’s stressful, sometimes traumatic nature and to provide emotional support to
those requesting it. By shifting the culture from one that does not acknowledge the trauma and
stress to one that encourages discussion, action, and healing, organizations may reduce
compassion fatigue and burnout, leading to less turnover and happier, healthier employees better
equipped to provide the best patient care.
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References
Boitet, L. M., Meese, K. A., Hays, M. M., Gorman, C. A., Sweeney, K. L., & Rogers, D.
A.(2023). Burnout, moral distress, and compassion fatigue as correlates of posttraumatic
stress symptoms in clinical and nonclinical healthcare workers. Journal of Healthcare
Management, 68(6), 427–451. https://doi-org. 10.1097/JHM-D-23-00098.
Brand, R. (2021). Another CODE! Reasons for a Code Lavender. Georgia Nursing, 81(2), 7.
https://web-p-ebscohost
com.northernkentuckyuniversity.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=3&sid=74f
7313f-892f-4d53-b97a-4d9bbda03fe5%40redis.
“Code Lavender” Signals request for intensive emotional or spiritual support. (2014). AACN
Bold Voices, 6(3), 27. https://web-p-ebscohost
com.northernkentuckyuniversity.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=3&sid=54
55d97b-c11a-4233-8287-abb9ccf8f5ac%40redis.
Davidson, J. E., Graham, P., Montross-Thomas, L., Norcross, W., & Zerbi, G. (2017). Code
Lavender: Cultivating Intentional Acts of Kindness in Response to Stressful Work
Situations. Explore: The Journal of Science & Healing, 13(3), 181–185. https://doi-org.
10.1016/j.explore.2017.02.005.
Garnita Orton, D. G. (2022). Team lavender supports healthcare workers: “Our spiritual,
emotional and mental health matters.” The journal of pastoral care & counseling:
JPCC, 76(3), 162–170. https://doi-org. 10.1177/15423050221106423
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DNP SCHOLARLY PROJECT TIMELINE
Graham, P., Zerbi, G., Norcross, W., Montross-Thomas, L., Lobbestael, L., & Davidson, J.
(2019). Testing of A Caregiver Support Team. Explore: The Journal of Science &
Healing, 15(1), 19–26. https://doi-org. 10.1016/j.explore.2018.07.004
Gregory D. (2021). Code Lavender: Designing Healthcare Spaces to Enhance Caregiver
Wellness. HERD, 14(2), 13–15. https://doi-org. 10.1177/1937586721993785.
Johnson, B. (2014). Healing services team: A holistic interdisciplinary approach to inpatient care
at the Cleveland Clinic. Beginnings, 34(3), 12–26. https://web-p-ebscohostcom.northernkentuckyuniversity.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=3&sid=ffe
a14cd-b824-4b23-92f2-3e09ec8b980e%40redis.
Mind Garden (2023, December 31). Maslach Burnout Inventory: Human Services Survey.
Retrieved from https://www.mindgarden.com/314-mbi-human-services-survey.
Moran, K., Burson, R., & Conrad, D. (2020). The Doctor of Nursing Practice project. A
framework for success (3rd ed.). Jones & Bartlett Learning.
Phillips, M. (2018). Improving the work life of healthcare providers. Nursing
Management, 49(6), 7–9. https://doi-org. 10.1097/01.NUMA.0000533775.22167.bb
Stone, R. S. B. (2018). INSPIRING CHANGE. Code Lavender: A tool for staff
support. Nursing, 48(4), 15–17. https://doi-org.
10.1097/01.NURSE.0000531022.93707.08
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Vance, M. C. (2019). Recognizing trauma in the healer. Health Affairs, 38(5),
868–871. https://doi-org. 10.1377/HLTHAFF.2018.05061
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Appendix A
Amount
Cost to Organization
$0
$0
DNP Student Time
$0
$0
Promotional materials,
$ 500.00, DNP student
responsible for cost
$0
Code Lavender Mobile Care $ 500.00, DNP student
responsible for cost
Kit
$0
Professional data analysis
$0
Volunteer Code Lavender
Team Members
educational flyers, and
incentives for survey
completion
services, NKU
To be determined, the DNP
student is responsible for the cost
Isaac Kolawole Oke
1230 Highland avenue • Union, NJ 07083 6462584289 • [email protected]
Professional Summary
Highly skilled Psychiatric Mental Health Nurse Practitioner with over 2 years of
experience providing comprehensive mental health and substance abuse treatment to
clients with dual diagnosis disorders. Able to conduct comprehensive psychiatric
assessments, develop treatment plans, prescribe, and manage psychotropic medications,
and conduct individual and group psychotherapy sessions. Seeking to leverage
experience and skills in a fast-paced outpatient treatment center.
Core Competencies
– Dual Diagnosis Treatment & Management
– Psychiatric Assessment & Diagnosis
– Psychopharmacology & Medication Management
– Individual & Group Psychotherapy
– Crisis Intervention & Stabilization
– Substance Use Disorder Treatment
– Behavioral Health Consultation
– Treatment Planning & Case Management
Professional Experience
Psychiatric Mental Health Nurse Practitioner
Bridgeway behavioral HealthCare Services
March 2023- Present
– Provides direct care, counseling, and teaching to patients according to established
collaborative protocols and standards of care.
– Perform a comprehensive psychiatric evaluation that includes evaluation of mental
status, current and past history of violence, suicidal or self-harm behavior, substance
abuse, level of functioning, health behaviors, trauma, sexual behaviors and social and
developmental history.
– Assesses the impact of acute and/or chronic physical illness, psychiatric disorders, and
stressors
– Perform psychiatric diagnoses and provide medication management for patients with sx
of ADHD, depression, and anxiety.
PMHNP- (Adult Psychiatric unit &Substance abuse,Detoxification Unit)
Christ Hospital, Jersey city, NJ.
January 2022-March 2023
– Conduct intake assessments and develop treatment plans for clients with co-occurring
mental health and substance abuse disorders.
– Prescribe and manage medications for conditions including depression, anxiety, bipolar
disorder, schizophrenia, and PTSD.
– Lead weekly group therapy sessions focused on dual diagnosis, relapse prevention, and
coping skills.
– Coordinate care with referring physicians, case managers, and outside providers.
Registered Nurse (Psychiatric Unit)
Essex County Hospital Center, Cedal Grove, NJ
October,2008 — Jan 2022
– Provide direct quality care to patients including daily monitoring, recording, and
evaluating psychiatric medical conditions of up to 20 patients per day.
-Lead and trained new registered nurses on unit routine, hospital protocol, and direct
patient care, and duties within the unit.
-Designed, planned, and conducted self-esteem and empowerment groups for clients
Respond to numerous volatile situations and violent outbreaks; earning the respect of
physiciansand coworkers for calm, levelheaded and quick thinking to restore the safety
and security of patients and staff.
-Developed and implemented treatment plans for patients with a broad range of mental
health issues.
-Ensured that doctors’ orders were effectively carried out, including testing, medical
procedures, consultations, and stat orders for restraint.
-Provided therapeutic interactions with the patient to assist them in identifying sources of
anxiety.
Registered Nurse ( Intensive Psychiatyric Unit)
Manhattan Psychiatric Center, New York
August 2007—October 2008
-Provided medical and psychiatric nursing care to chronically ill patients requiring long
term treatment.
-Exercised effective judgment and medical training when handling psychiatric and
medical emergencies.
-Inventory control and record keeping according to state and federal guidelines for all
medications.
-Ethically sound and independent decision-making ability consistent with medical
protocols.
-Protects patients and employees by adhering to infection-control policies and protocols,
medication administration and storage procedures, and controlled substance regulations.
-Utilizes the nursing process, assessment, and evaluates professional nursing care based
on evidence-based practice.
Registered Nurse (Adult Psychiatric unit &Substance abuse,Detoxification Unit)
Christ Hospital, Jersey city, NJ
September, 2009— Febuary, 2017
-Provide patient care on Dual unit, Substance Abuse unit, Child & Adolescents unit,
Rehab unit, and Adult Psychiatric unit.
-Perform daily nursing assessments on assigned patients including assessment of mood,
suicide risk, safety risk, and narrative of patient’s daily activities.
-Manage and treat in-patient detox patients, often times with dual diagnosis (addiction
and psyh).
-Provided basic patient care and treatments, such as dressed wounds, treated bedsores,
gave enemas, and performed catheterizations.
-Interpretation of lab results such as electrolytes, cultures, blood gases, cardiac enzymes,
and urine dipstick.
-Extensive knowledge in crisis management, mental illness, substance abuse and the
medical plan of care.
Skill Highlight
Licensed Advanced Practice Nurse in Psychiatric Mental Health in the State of New
Jersey and New York with Prescriptive Authority
strong analytical skills & clinical judgment
Participation in performance & quality control project
Strong patient advocate
BLS certified
IV certified
EDUCATION
Northern Kentucky University
Doctor of Nursing Practice student (2025).
Walden University
Master of Science in Nursing (2021)
Chamberlain University, Downers Grove, IL
Bachelor of Science in Nursing ( 2016)
Raritan Valley community College
Associate of Science in Nursing (2007)
Preliminary Budget
From Moran, K., Burson, R., & Conrad, D. (2017). Appendix D:sample budget. The DNP
Scholarly Practice Scholarly Project (2nd Ed). Jones & Bartlett, pp. 219-220.
Be sure to include a narrative to help explain specifics for each category. For example- Jane Doe
will be doing xxxx for 4 hours a week at $25/hour for $400/month. Explain what items are
needed for start up as well as any capital costs and operational costs. If an agency is donating
this expense, include it as an “in kind” donation. For revenue, consider possible income and/or
potential decrease in costs- for example with increased retention, the savings in terms of finding
and hiring a new employee or if increased numbers of patients are discharged earlier, how does
that impact the patient flow and ability to admit more patients to the unit?
Project Expenses
Salaries/Wages*
Individual
Jane Doe
Tom Smith
Feliz White
Juan Rodrigez
Total Salary Costs:
Monthly
$
$
$
$
Total
$
$
$
$
Total
Start Up Costs:
(Itemize costs here- copies,
charts, display board etc.)
Total Start Up Costs
Capital Costs
Hardware
Equipment
Other
Total Capital Costs
$
$
$
$
Total
$
$
$
$
Total
Operational Costs
Itemize operational costs in this
section (electricity, heat, etc)
Total Project Expenses
$
$
$
$
$
Project Revenue**
Revenue Generation
Itemize potential revenue in this
section
Total Project Revenue
$
$
$
$
Total
Program Benefit/Loss
Total Revenue
Less Expenses
Total Program Benefit/Loss
$
$
$
*Include either actual wages if paid (if available) or median FT salary for the same position in
the US. An additional 30% may be added to wages to cover benefits.
**For example, revenue obtained through billable evaluation and management codes, teaching
codes, and so on. It may also include decreased costs thus increasing revenue.
Adapted from Moran, K., Burson, R, Critchett, J., & Olla, P., (2011). Exploring the cost and clinical
outcomes of integrating the registered nurse certified diabetes educator in the patient centered medical
home. The Diabetes Educator, 37 (6), 780-793.
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