Description
Week 4
Evidence Synthesis and Tables
Assignment
PURPOSE
The purpose of this assignment is to develop a synthesis of evidence using five research articles to support an evidence-based intervention.
The development of the Johns Hopkins Individual Evidence Summary Tool builds a body of research evidence about a practice problem and evidence-based intervention for implementation in a practice change project. Continually adding research studies to the Johns Hopkins Individual Evidence Summary Tool builds the foundation for the synthesis of research for a practice change project.
As you incorporate published research study findings into your own writing, you create a synthesis of the research information. Before learning how to write a synthesis, it is important to define this term. At its most basic level, a synthesis involves combining two or more summaries. Synthesis writing is more difficult than it might first appear because this combining must be done in a meaningful way.
A synthesis requires critical reading and thinking to compare different material, highlighting similarities, differences, and connections. When a practice scholar synthesizes successfully, they present new ideas based on interpretations of published research evidence. Conceptually, it can be helpful to think about synthesis existing at both the local (or paragraph) level and the global (or paper) level. Synthesis is all about collecting information from different sources and merging the information together as one content.
Please note that this week 4 assignment is the is the first part of the Week 6 assignment. You will receive feedback from your course faculty on this assignment and will be required to use the feedback to revise this paper and add as a section of the Week 6 assignment. (week 4 assignment attached.)
INSTRUCTIONS
Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.
Download the following tools linked below (located in the Student Resource Center under Project & Practicum Resources).
Link (Word doc): Johns Hopkins Research Evidence Appraisal ToolLinks to an external site.
Link (Word doc): Johns Hopkins Individual Evidence Summary ToolLinks to an external site.
Use five (5) level I, II, or III peer-reviewed primary research studies and/or systematic reviews that focus on the evidence-based intervention for the selected practice problem. Four research articles that focus on the evidence-based intervention included in this synthesis may be from previous courses. One peer-reviewed research article that focuses on the evidence-based intervention must be new to this synthesis and not used in previous courses. All articles should be current, published within the past 5 years. Enter the articles for the synthesis into the Johns Hopkins Individual Evidence Summary Tool. For new articles for this synthesis, Highlight the author’s name in the Johns Hopkins individual Evidence Summary Table.
Use the most current version of Microsoft Word that is the format for all Chamberlain University College of Nursing found in student resources. The Document is labeled DNP and will end in “docx.”
All Chamberlain University policies related to plagiarism must be observed.
Review the rubric for the grading criteria.
The assignment includes the following components:
Title Page
Title of the paper
Student name
Chamberlain University College of Nursing
Course number and course name
Session month and year
Introduction
Write a one-sentence purpose statement.
Introduce the practice problem. (Cited)
Introduce the evidence-based intervention using research study evidence. (Cited)
Describe the significance of the practice problem at the national level (1 paragraph).
Significance
Prevalence
Mortality
Economic ramifications of the practice problem. (Cited)
Evidence Synthesis: Using a minimum of five research articles (published within the past 5 years) to support the evidence-based intervention, write a synthesis of evidence to include the following:
Include a minimum of 5 research articles to support the evidence-based intervention with citations (4 articles can be from previous courses).
Identify and discuss the main themes and salient points that emerge from the sources. (Cited)
Contrast the main points from evidence sources. (Cited)
Present an objective overarching synthesis of research statement supporting the evidence-based intervention. (Cited)
Conclusion
Include a summary of practice problem.
Include a summary of the evidence synthesis which supports the evidence-based intervention (cite all sources).
Appendix: Johns Hopkins Individual Evidence Summary Table
Include the completed Johns Hopkins Individual Evidence Summary Tool with this assignment.
Complete all sections of the Johns Hopkins Individual Evidence Summary Tool for each research study.
Identify the quality and the level of evidence for all research studies.
Enter the information for a minimum of 5 research articles level I, II, or III that focus on the evidence-based intervention and published within the last 5 years into the Johns Hopkins Individual Evidence Summary Table.
APA Standards and References
Use appropriate Level I headers.
Create the reference page.
Each reference has a matching citation and citations are in current APA style.
WRITING REQUIREMENTS (APA FORMAT)
Length: 3-4 pages (not including title page, reference page, and appendix)
1-inch margins
Double-spaced pages
12-point Times New Roman font or 11-point Arial
Headings & subheadings
In-text citations
Title page
References page
Appendix
Standard English usage and mechanics
PROGRAM COMPETENCIES
This assignment enables the student to meet the following program competencies:
Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
Appraises current information systems and technologies to improve healthcare. (POs 6, 7)
Analyzes healthcare policies to advocate for equitable healthcare and social justice to all populations and those at risk due to social determinants of health.
Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
Examine the role of the DNP-prepared nurse in leading financial planning and management across healthcare settings. (PCs 5, 8; POs 2, 4, 9)
Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (PCs 1, 3, 4; POs 3, 5, 7)
Week 4 Assignment Grading Rubric
Week 4 Assignment Grading Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroductionRequirements:
1. Write a one-sentence purpose statement.
2. Introduce the practice problem.
3. Introduce the evidence-based intervention using research study evidence. (Cited)
30 pts
Includes all requirements and provides an in-depth introduction.
27 pts
Includes all requirements and provides a sufficient introduction.
24 pts
Includes 2 requirements and/or provides a partial introduction.
0 pts
Provides an undeveloped introduction.
30 pts
This criterion is linked to a Learning OutcomePractice ProblemRequirements:
1. Significance
2. Prevalence
3. Mortality
4. Economic ramifications of the practice problem (Cited)
45 pts
Includes all data requirements and provides an in-depth discussion about the practice problem.
41 pts
Includes at least 3 requirements and/or provides a sufficient discussion about the practice problem.
36 pts
Includes at least 2 requirements and/or provides a partial discussion about the practice problem.
0 pts
Provides an undeveloped discussion about the practice problem.
45 pts
This criterion is linked to a Learning OutcomeEvidence Synthesis to Support the Evidence-Based InterventionRequirements:
1. Include a minimum of 5 research articles to support the evidence-based intervention with citations. (4 articles can be from previous courses).
2. Identify and discuss the main themes that emerge from the sources. (Cited)
3. Contrast the main points in the evidence sources. (Cited)
4. Present an objective overarching synthesis of research statement supporting the evidence-based Intervention. (Cited)
55 pts
Includes all requirements and provides an in-depth synthesis of research evidence supporting the evidence-based Intervention.
49 pts
Includes at least 3 requirements and/or provides a sufficient synthesis of research evidence supporting the evidence-based Intervention.
44 pts
Includes at least 2 requirements and/or provides a partial synthesis of research evidence supporting the evidence-based Intervention
0 pts
Provides an undeveloped synthesis of research evidence supporting the evidence-based Intervention.
55 pts
This criterion is linked to a Learning OutcomeConclusionRequirements:
1. Includes a summary of practice problem.
2. Includes a summary of the evidence synthesis which supports the evidence-based intervention. (Cited)
30 pts
Includes all requirements and provides an in-depth summary in the conclusion.
27 pts
Includes all requirements and provides a sufficient summary in the conclusion.
24 pts
Includes at least 1 requirement and/or provides a partial summary in the conclusion.
0 pts
Provides an undeveloped summary of the practice problem and evidence synthesis.
30 pts
This criterion is linked to a Learning OutcomeAppendix: Johns Hopkins Individual Evidence Summary TableRequirements:
1.Include the Johns Hopkins Individual Evidence Summary Tool.
2. Complete ALL sections of the Johns Hopkins Table for each article.
3. Identify the quality and the level of evidence for all research studies.
4 .Enter the information for a minimum of 5 research articles level I, II, or III that focus on the evidence-based intervention and published within the last 5 years into the Johns Hopkins Individual Evidence Summary Table.
40 pts
Includes all requirements of the Johns Hopkins Individual Evidence Summary Table and provides an in-depth evidence table presentation.
36 pts
Includes 3 requirements of the Johns Hopkins Individual Evidence Summary Table and/or provides a sufficient evidence table presentation.
32 pts
Includes 2 requirements of the Johns Hopkins Individual Evidence Summary Table and/or provides a partial evidence table presentation.
0 pts
Includes less than all requirements of the Johns Hopkins Individual Evidence Summary Table and/or provides an underdeveloped evidence table presentation.
40 pts
This criterion is linked to a Learning OutcomeAPA Style and StandardsRequirements:
1. Uses appropriate Level I headers.
2. Create a reference page(s).
3. Each reference has a matching citation and citations are in current APA style.
4. Paper length is 3-4 pages excluding title page, reference pages, and appendix.
10 pts
Includes all requirements of APA style and standards.
9 pts
Includes 3 requirements of APA style and standards.
8 pts
Includes 2 requirements of APA style and standards.
0 pts
Includes 1 requirement of APA style and standards.
10 pts
This criterion is linked to a Learning OutcomeClarity of WritingRequirements:
1. Standard English grammar and sentence structure
2. No spelling or typographical errors
3. Organized presentation of ideas
10 pts
Includes all requirements of clarity of writing.
9 pts
Includes 2 requirements of clarity of writing.
8 pts
Includes 1 requirement of clarity of writing.
0 pts
Includes fewer than all requirements and/or demonstrates poor clarity of writing.
10 pts
Total Points: 220
Unformatted Attachment Preview
1
Diabetes Management Gap Analysis and Needs Assessments
Victoria Bazan
Chamberlain University
Dr. Summer Odom
NR711 Fiscal Analysis & Project Management
March 2024
2
Diabetes Management Gap Analysis and Needs Assessment
Introduction
Over the period, there has been a rising prevalence of Type 2 Diabetes and thus has
caused significant challenges despite the efforts made by various stakeholders. Centered on this
chronic disease is a journey for both support and education. In this case, they were tailor-made to
empower the patient to find their way through the obstacles of nutritional management. The
organizational needs assessment started the journey to discover the hidden challenges and needs
within corporate settings and the struggle to offer quality support and education (Hellena &
Norris, 2023). The offers will be geared toward optimizing fasting blood glucose levels for
effective patient self-management in type 2 diabetes, mainly concerning dietary management.
The suboptimal glycemic control, amidst the pool of resources and interventions, is the
problem at hand. This not only, in this capacity, gapes the practice gap but also entails that
healthcare organizations need to undertake necessary actions in the re-evaluation of their
avenues, approaches, and resources so that these shall be in sync with the emerging needs of the
patients. In this respect, the areas requiring improvement have been effectively aligned through
an overall assessment incorporating leadership support and resource allocation vis-à-vis staff
training and patient engagement. It’s after these organization needs assessments that lead to
findings on diabetes care. This sets out a ground for change in practices right away, from
clarification of the problems both patients and healers compose to the potential solutions and
interventions that may crop up in the process.
The research of this paper assumes that, provided the mentioned gaps and barriers,
healthcare institutions have an improved base to deliver individual support and education, hence
improving collaterals for and quality of life among mentioned patients with type 2 diabetes.
3
Identification of the Practice Problem or Need
Practice Problem or Need Description: The problem is the poor management of type 2
diabetes, and in this case, more precisely, management through diet to control blood sugar levels.
Many other patients struggle to reach levels of glycemic control, and after that, they are at risk of
suffering complications, which in turn leads to a decrease in their quality of life (Martin, 2020).
This means that all must be done with the provision of full support and education in handling and
management of the disease for patients with type 2 diabetes mellitus. It needs to be redesigned
within healthcare institutions.
Identification of Stakeholders
Key Stakeholders Supporting the Change
Healthcare Providers: Identification of practice problem, based on evidence within
healthcare or research, is about challenges related to patients’ concerns, which in this case is
Type 2 diabetes. Anecdotal evidence from recurring healthcare experiences notes that this
inveterate concern has patients finding it difficult to follow recommended diets and properly
maintain blood glucose levels. Furthermore, personal education and supportive tools, driven by
empirical-based evidence, increase the outcomes of diabetes management. For instance, findings
from Norris’s (2020) studies and Martinez-Gonzalez et al. (2019) reveal that a personalized
dietary intervention is capable of glycemic control and risk reduction for complications
development among patients with type 2 diabetes.
Patients: In a recent 2022 systematic review and meta-analysis, Norris et al. concluded
that individualized dietary interventions were associated with remarkable improvements in
glycemic control in type 2 diabetes. More recently, after reporting significant differences in
fasting blood sugar and HbA1c (hemoglobin A1c) levels by usual care, Li et al. examined the
4
effectiveness of personal dietary counseling. In the recent review and meta-analysis by MartínezGonzález et al. (2022), a Mediterranean dietary pattern reduced the risk of exposure to type 2
diabetes and the glycemic effect. This means that nutritional approaches set explanations
appropriately and require a more personalized approach.
Healthcare Administrators: Further validation for the compelling nature of the practice
problem is achieved via information from supposedly non-participating authoritative
publications and reports from the Centers for Disease Control and Prevention (CDC) and the
respective state health departments. For example, CDC reports along the lines of the number of
cases of type 2 diabetes on the rise, many of whom have had interventions but never reached
target glycemic levels. This is commensurate with what has been known in the practicum site.
By interacting with various organizational heads and clinching the data, a significant percentage
of diabetic patients evidenced an elevated A1C level of over 7%, a point that notates inadequate
glycemic control (Sherita et al., 2023).
The coming together of results from empirical research, anecdotal evidence, and other
non-research data stresses the urgent need to first reckon with the challenges to meet them in the
dietary management of type 2 diabetic patients. The evidence is to be developed into a
benchmark against which the development of practice change initiatives can take place to enable
both the individual and the broader organization to have the capability to carry out parentprovided, more individualized support and education in the likes of healthcare organizations such
as the practicum placement.
Key Stakeholders Resisting the Change
Traditionalists: Some healthcare providers or administrators may resist changes to
established practices or protocols, particularly if they perceive them as disrupting workflow or
5
requiring additional resources. Resistance may stem from a reluctance to depart from familiar
approaches or a need to understand the benefits of tailored support and education.
Pharmaceutical Companies: Companies manufacturing diabetes medications may resist
initiatives focused on non-pharmacological interventions, such as dietary management, as they
may perceive these efforts as potentially reducing medication demand (Patrício, 2022).
Resistance from pharmaceutical companies could manifest through lobbying against policy
changes or reluctance to support non-pharmacological interventions financially.
Stakeholders with the Most Influence on Positive or Negative Changes
Healthcare Providers: Healthcare providers are critical players in any healthcare setting;
they influence the care and decisions directed at patients. Better support and advocacy on their
part towards tailored support and educational projects act as great enablers towards the change in
practice, hence triggering improved results and patient satisfaction. On the other hand,
skepticism or resistance by healthcare providers can slow integration.
Healthcare Administrators: The healthcare administrators continue to inspire the
establishment of policies, funds, and nursing practices conducive to change. If this is supported
by senior management and the health care administrators decide to keep the need for a change in
diabetes management through nutrition programs, Such support will facilitate the
implementation of possible programs. In case of disinterest or outright refusal by healthcare
administrators, this movement is forced toward change. They then withhold resources that have
been reallocated to cause forward movement toward change, including those that have been
reallocated. Input.
Table Analysis
6
Aspect
Current State
at Practicum Site
Patient
Education
Desired State
Based on Evidence
Limited
Comprehensive and
Practice
Gap
Lack of
dietary education is
tailored dietary education is comprehensive
provided to patients
provided to all patients
dietary education for
with type 2 diabetes.
with type 2 diabetes,
patients with type 2
focusing on optimizing
diabetes.
fasting blood glucose
levels.
Healthcare
Healthcare
Healthcare
Provider Training
providers receive
providers receive regular
need for more
minimal training in
training and updates on
training for
delivering dietary
evidence-based dietary
healthcare providers
education and support
management strategies for
in delivering dietary
to patients with type 2 type 2 diabetes.
There is a
education.
diabetes.
Resource
Allocation
Limited
Adequate resources
Inadequate
resources are
are allocated to develop
allocation of
allocated to support
and implement
resources for dietary
dietary education
comprehensive dietary
education programs.
programs for patients
education programs,
with type 2 diabetes.
including materials and
staffing.
7
What is currently happening at the practicum site?
Regarding the practicum site, a minor on the problem and support education is offered to
help address the issue. This comes along, especially regarding the dietary management aimed at
restoring the average glucose level in the blood of people living with type 2 diabetes (Pollard et
al., 2022). In connection with patient education, provision is haphazard, and the healthcare
providers are only sometimes well-trained to give explicit dietary education and support.
What should be happening at the practicum site based on current evidence?
Based on the review of literature gathered for this study, the practicum site will be
expected to offer support, care, and education to each client diagnosed with type 2 diabetes on an
individualized basis, as borne by the current evidence. This will entail periodic, individual
sessions related to nutrition education, which is valuable for maintaining lowered blood glucose
levels in some clients. In addition, healthcare practitioners who work with or through the site in
question will also need to receive valuable training and periodic updates to their skills in
managing type 2 diabetes using evidence-based dietary management.
Practice Gap
The current conditions at the practicum site do not offer comprehensive and
individualized support and education to patients diagnosed with type 2 diabetes. The above
conditions thus need to be addressed, and poorly educated healthcare providers and patients must
be included. Literature has pointed out that patients need extensive and individual training in
dietary education, including ongoing concurrent training for all healthcare providers in current
evidence-based guidelines in dietary management.
Why is there a practice gap?
8
Possible reasons for the practice gap include resistance to change that may exist in
organizational culture, poor prioritization of diabetes education, and generally insufficient
resources (Patrício, 2022). In addition, reasons for the practice gap may not be needed, or most
of the patients who need the availability of personalized support and education may not be
identified—end of the commentary.
What factors are contributing to the practice gap?
Contributing factors causing the practice gap may include low resource allocation to
diabetes education programs, intense training and education of healthcare providers, an
organizational culture that does not favor change, and maybe even competing for organizations’
priorities within a healthcare setting.
What evidence do you have to demonstrate there is a practice gap?
Support from evidence in the literature was better attributed to it by (Hellena, 2023) and
Norris (2023), instead suggesting that only individualized support and education may be sensible
enough in evolving improvements in diabetes management. This affirms the earlier mentioned
current practice gaps from observation and discussion given by the practicum site practitioners
and from clinical data signaling suboptimal glycemic control in clients with diabetes.
Conclusion
It is, therefore, not too far-fetched to draw that a significant problem with practice gaps is
the inability to render individualized care and information to patients diagnosed with type 2
diabetes, as for the specific and challenging needs of diet management toward attaining the target
fasting blood glucose. It will be helpful to conclude details of the most salient aspects of the
prevailing condition at the practicum site and the characteristics of the other sources of
information through some lead findings from the evidence obtained from a moderately broad
9
scope of literature before finally analyzing the evidence comprehensively. Some of these include
recognizing barriers such as limited patient education, inadequate training of health givers, and
low contribution of resources towards diabetes management. Identification of such challenges
and the determinant factors pave the way for structured interventions toward reducing the
practice gap and enhancing diabetes education and support entailed in healthcare organizations.
10
References
Hellena, D. E., & Norris. (2023). Implications of knowledge management processes for project
Performance: Systematic review, gap analysis, and Scientometric analysis. Information
and Knowledge Management. https://doi.org/10.7176/ikm/13-6-01
Martin, W. (2020). Exploring the scholar-practitioner gap in personnel selection assessments:
An analysis of scholarly versus practitioner literature. https://doi.org/10.18297/etd/908
M, Pollard, J., & Sussex, J. (2022). Vertical integration of GP practices with acute hospitals in
England and Wales: Rapid evaluation. Health and Social Care Delivery
Research, 10(17), 1-106. https://doi.org/10.3310/tlla3317
Patrício, R. (2022). Bridging the theory and practice gap in marketing education. Proceedings of
the 14th International Conference on Computer Supported
Education. https://doi.org/10.5220/0011061700003182
Sherita, H., & Mathioudakis. (2023). Just a moment… A Gap Analysis Needs Assessment Tool
to Drive a Care Delivery and Research Agenda for Integration of Care and Sharing of
Best Practices Across a Health
System. https://www.sciencedirect.com/science/article/abs/pii/S1553725016300186
C OLLEGE o f N U RS I N G
National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu
Please visit chamberlain.edu/locations for location specific address, phone and fax information .
DNP PRACTICUM READINESS FORM
SECTION I:
Please type your responses to all questions. Note: scanned or handwritten submissions will not be accepted.
Student Name: ________________________________________________________ Student ID (D#): ___________________
Email: _____________________________________________________________ Phone: _____________________________
Address:
✔ I fully understand I cannot collect any data and/or implement my project at the practicum site until my proposal is approved and
❑
I have received all required permission(s) from Chamberlain’s Institutional Review Board (IRB) as well as the practicum site’s
IRB (if applicable)
Effectiveness of the Diabetes Prevention Program on fasting blood glucose in type 2 diabetes
Working Project Title: _______________________________________________________________________________
Practicum Site/Organization Name: TrueCare Medical and Wellness Center
Practicum Site Contact Person:
Name, email address, phone
Preceptor Contact Information:
Name, credentials, email address, phone
Mentor Contact Information:
Name, credentials, email address, phone
Practicum Site Key Decision
Maker(s) Contact Information:
Name, credentials, email address, phone
Date(s) you spoke to Practicum Site Key Decision Maker(s): 1/19/2024
After you communicated with the practicum site decision maker(s), what issue/problem did they state they want you to work on as
part of your DNP practicum?
The issue/problem the practicum site decision maker wanted me to work on as part of my DNP practicum is the effectiveness of
____________________________________________________________________________________________________________
dietary interventions in T2DM.
____________________________________________________________________________________________________________
Do you have a letter of support for your proposed project? Note: this must be obtained before starting NR-702 and be communicated via
the practicum site’s letterhead, as well as signed by the decision-maker. Please refer to the Resources section within your course for a
sample letter
Yes ✔ No
Comments site is working on letter of support.
Select if your project is using a translational science model or a theoretical framework and change model. Identify the model used.
✔ Translation Science Model: Iowa Model of Evidence-Based Practice
Framework/Change model:
12-190115.2
©2019 Chamberlain University LLC. All rights reserved.
0322CMG
1
C OLLEGE o f N U RS I N G
National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu
Please visit chamberlain.edu/locations for location specific address, phone and fax information .
DNP PRACTICUM READINESS FORM
SECTION II
Work with your assigned DNP Project Course Faculty to answer all questions under this section in preparation for
your upcoming practicum experience.
Provide a problem statement (no less than 5-6 fully structured sentences) to explain the issue/problem you are addressing. Please describe
current practice/process leading to the issue. Provide any reports or currently available data to document the need identified by primary
decision maker(s) at practicum site.
NOTE: in this section, you must include in-text citations with your evidence-based intervention.
____________________________________________________________________________________________________________
Although much progress has been made in managing diabetes, maintaining optimal glycemic control, particularly the fasting blood
____________________________________________________________________________________________________________
glucose levels, is challenging. Most practices characterized by suboptimal outcomes are based on conventional dietary
recommendations coupled with individual metabolic variations and nutritional preferences that are often ignored. Dietary
____________________________________________________________________________________________________________
interventions that focus on tailored education and support assist in managing fasting blood glucose levels among individuals with
___________________________________________________________________________________________________________
diabetes (Lewgood et al., 2021). The existing dietary counseling approaches for diabetes remain primarily oriented toward standard
dietary counseling techniques emphasizing principles of carbohydrate counting and portion size control. The problem at the practice
site
is aalack
a standardized
program
to support patients
with dietary
management
of type
proposed
Provide
briefofdescription,
using in-text
citations/references,
to support
the need
for change from
both2a diabetes.
global andThe
practicum
site intervention
perspective. is
implementation of the Diabetes Prevention Program provided by the Centers for Disease Control and Prevention (CDC, 2023).
The issue of poor glycemic control has been a concern among people with diabetes over time despite various interventions to affect
lifestyle change and dietary intervention. Some reputable sources like the American Diabetes Association (ADA) state that poor
glycemic control remains an issue to date and hence call for dietary approaches founded on scientific evidence and considering
individual needs and preferences. Identifying the appropriate nutritional interventions to optimize diabetes control and overall health
outcomes
is purpose
recognized
to focus
primary
decision-makers
healthcare
providers through
policymakers to individuals with
What is the
of your
proposed
project?
Begin your from
formal
purpose statement
by stating:
The purpose
of the et
proposed
DNP
projectresearch
is to…” is, therefore, an ongoing need that will enable personalized dietary
diabetes
(Shabirah
al., 2022).
Inclusive
recommendations,
individuals
lead a support
productive
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to monitor
and on
The purpose of the encourage
proposed DNP
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is todiabetes
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andlife,
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for importantly,
patients withbe
type
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focused
manage
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dietary management to better manage fasting blood glucose.
Based on the needs of the practicum site, please provide your one-sentence PICOT question below. Be clear and concise.
Note: your population cannot be students or faculty; your intervention cannot be educational and your time frame must be 8-12 weeks .
In adult patients diagnosed with type 2 diabetes at a primary care clinic, does implementation of the CDC Diabetes Prevention
Program, compared to current practice, impact fasting blood glucose, over 8-10 weeks?
Fully describe the population (keep in mind students and /or faculty are not allowed) of your proposed project.
What is your anticipated participant size? What inclusion and exclusion criteria will be used to identify your population?
The population for the proposed project comprises adults diagnosed with type 2 diabetes mellitus (T2DM) at the primary care clinic.
Inclusion criteria are adults aged 18 years and above, diagnosis of type 2 diabetes, receiving primary care at the clinic, and providing
self-care.
The exclusion criteria are pediatric patients, unable to participate in care plan, with no or other diagnoses than type 2 diabetes, and
pregnant or breastfeeding.
All patients meeting inclusion criteria will be asked to participate but I anticipate at least 30 agreeing to take part in the eight week
program.
2
C OLLEGE o f N U RS I N G
National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu
Please visit chamberlain.edu/locations for location specific address, phone and fax information .
DNP PRACTICUM READINESS FORM
You are required to have a minimum of 5 contemporary research articles (
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