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DNP-830 Week 6 DQ 1
Compare your DPI project manuscript thus far to the “Revised Standards for Quality Improvement Reporting Excellence: SQUIRE 2.0” guidelines. Discuss what you can improve in your DPI project manuscript.
DNP-830 Week 6 DQ 2
Describe the process of a retrospective chart review. How are these data collected? How would you access the data? What is the validity and reliability of these data? What steps would you need to take to ensure these data were accurately pulled from the database
Week 6 Paper
Development of the prospectus is an iterative process that lays the foundation for your DPI Project. The prospectus will also assist your project chair in providing valuable feedback to guide you in your project development.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Locate and download the most recent version of the prospectus template in the DC Network (http://dc.gcu.edu). This document has help and criteria information embedded to assist you in the completion of the prospectus.
Locate “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” document (completed in previous courses). You will use information from this document to write the prospectus and attach this document as an appendix in the prospectus.
Review “Academic Quality Review Checklist (AQR)” (Chapters 1-3 only) for use in writing the prospectus.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Directions:
Complete a draft of your DPI Project prospectus according to the instructions and criteria provided in each section of the prospectus template. The draft should include information taken from “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” document (from previous courses). Use the “Academic Quality Review Checklist (AQR)” (Chapters 1-3 only) to assist you in writing this prospectus. Include the following sections in the prospectus:
Introduction: Provide an overview of your project.
Background of the Problem: Provide an overview of the history and present state of the problem.
Theoretical Foundations: Identify and describe one or two theories or models to be used to inform the project. Identifies the seminal source for each theory or model (a seminal source may be quite old and may be published in a textbook). Illustrate how the theory or model will inform your project.
Review of the Literature/Themes: Describe the main and subthemes of your project. You should begin with at least three main themes with three subthemes each. Your literature review will eventually be 30+ pages with over 50 references (85% of these references must be from primary sources that is less than 5 years.
Problem Statement: Specify the problem proposed for the project by presenting a clear declarative statement that begins with “It is not known . . . .” Identify the need for the project. Identify the broad population (not the sample) for the project. Describe how this project may contribute to solving the problem.
Purpose of the Project: Describe the purpose of this project. Use a declarative statement “The purpose of this project is to . . . .” Describe the methodology and design. Describe the specific population that this project will affect and how this project will contribute to the field.
Clinical Questions and Variables: Provide a brief introduction to the question portion. State your clinical questions or PICOT questions. Describe and operationally define each variable of interest.
Significance of the Project: Provide an overview of how this project fits with other research in the field. Be specific and relate to other studies. How will this project contribute to the research overall? What is the expected value?
Rationale for Methodology: Clearly justify the methods chosen for this project. Ensure the methods align with the project questions or PICOT questions. Describe why this method is the best fit.
Nature of the Project Design: Describe the design you have chosen for this project. Discuss why this design is appropriate based on the method chosen and the project questions.
Instrumentation or Sources of Data: Describe the sources of data you will use. One source must be a valid and reliable tool, survey, or questionnaire. You may use your discussion question from Topic 3 to assist with this section. Describe in detail all data collection instruments. Describe the validity and reliability of each as appropriate (one must be valid and reliable).
Data Collection Procedures: Describe step by step how you will collect data. All major steps need to be described. Include a discussion of project sample recruitment, sample selection, and assignment to groups (as applicable). Describe the process of obtaining informed consent, if applicable.
Data Analysis Procedures: Begin by describing your demographic data from your participants. How will you analyze this data using descriptive statistics? Restate each project question or PICOT question. For each question, describe in detail what inferential statistics you will use to analyze your data. Include steps to ensure your data meet the assumptions for each inferential statistic used. Describe the a priori alpha level you plan to use.
Ethical Considerations: Provide a description of ethical issues related to your project and how you plan to deal with them. Consider your methodology, design, and data collection. Compare to a randomized controlled trial. Address anonymity, confidentiality, privacy, lack of coercion, informed consent, and potential conflicts of interest. Discuss how you plan to adhere to the Belmont Report key principles (respect, justice, beneficence).
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network
Rubric:
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Draft Prospectus – Rubric
No of Criteria: 19 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
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Less than Satisfactory
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74.00 %
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Satisfactory
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79.00 %
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Good
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87.00 %
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Excellent
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100.00 %
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Content
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70.0
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INTRODUCTION: This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. This Introduction section elaborates on Point 1(the Topic) from the 10 Strategic Points.
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5.0
Introduction is not included.
Introduction is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Introduction is complete and adequate. Small gaps are present that leave the reader with questions.is included but lacks detail.
Introduction is complete and adequate. No gaps are presents that leave the reader with questions.
Introduction is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail
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BACKGROUND OF THE PROBLEM: The background section explains both the history and the present state of the problem and research focus. This Background of the Problem section uses information from Point 2 (Literature Review) in the 10 Strategic Points.
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5.0
Background of the problem is not included.
Background of the problem is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Background of the problem is complete and adequate. Small gaps are present that leave the reader with questions.
Background of the problem is complete and adequate. No gaps are presents that leave the reader with questions.
Background of the problem is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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THEORETICAL FOUNDATIONS AND/OR CONCEPTUAL FRAMEWORK: This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). This section uses information from Point 2 (Literature Review) from the 10 Strategic Points.
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5.0
A description of the theoretical foundations and/or conceptual framework is not included.
A description of the theoretical foundations and/or conceptual framework is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of the theoretical foundations and/or conceptual framework is complete and adequate. Small gaps are present that leave the reader with questions.
A description of the theoretical foundations and/or conceptual framework is complete and adequate. No gaps are presents that leave the reader with questions.
A description of the theoretical foundations and/or conceptual framework is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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REVIEW OF THE LITERATURE THEMES/TOPICS: This section lists the major themes or topics related to the research topic. It provides a short one or two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature. This section uses information from Point 2 (Literature Review) from the 10 Strategic Points.
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5.0
A review of the literature themes/topics is not included.
A review of the literature themes/topics is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A review of the literature themes/topics is complete and adequate. Small gaps are present that leave the reader with questions.
A review of the literature themes/topics is complete and adequate. No gaps are presents that leave the reader with questions.
A review of the literature themes/topics is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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PROBLEM STATEMENT: This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. This section elaborates on Point 3 (Problem Statement) from the 10 Strategic Points.
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5.0
A problem statement is not included.
A problem statement is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A problem statement is complete and adequate. Small gaps are present that leave the reader with questions.
A problem statement is complete and adequate. No gaps are presents that leave the reader with questions.
A problem statement is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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RESEARCH QUESTIONS: This section narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. Recommended minimum: (a) Two research questions along with related hypotheses and variables for a quantitative study; (b) Two research questions along with the phenomenon description for a qualitative study This section elaborates on Point 5 (Research Questions) and Point 6 (Hypothesis/Variables or Phenomena) from the 10 Strategic Points.
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5.0
A description of research questions addressed is not included.
A description of research questions addressed is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of research questions addressed is complete and adequate. Small gaps are present that leave the reader with questions.
A description of research questions addressed is complete and adequate. No gaps are presents that leave the reader with questions.
A description of research questions addressed is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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SIGNIFICANCE OF THE STUDY: This section identifies and describes the significance of the study and the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. This section does not directly come from any section of the 10 Strategic Points. However it does build on the Background to the Problem, Problem Statement, and Theoretical Foundations sections that are developed from the 10 Strategic Points.
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5.0
A description of the significance of the Study is not included.
A description of the significance of the Study is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of the significance of the Study is complete and adequate. Small gaps are present that leave the reader with questions.
A description of the significance of the Study is complete and adequate. No gaps are presents that leave the reader with questions.
A description of the significance of the Study is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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RATIONALE FOR METHODOLOGY: This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies. This section elaborates on the methodology part of Point 7 (Methodology and Design) in the 10 Strategic Points.
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5.0
A rationale for methodology is not included.
A rationale for methodology is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A rationale for methodology is complete and adequate. Small gaps are present that leave the reader with questions.
A rationale for methodology is complete and adequate. No gaps are presents that leave the reader with questions.
A rationale for methodology is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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NATURE OF THE RESEARCH DESIGN FOR THE STUDY: This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample. This section also elaborates on the Design part of Point 7 (Methodology and Design) in the 10 Strategic Points.
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5.0
A description of the nature of the research design for the study is not included.
A description of the nature of the research design for the study is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of the nature of the research design for the study is complete and adequate. Small gaps are present that leave the reader with questions.
A description of the nature of the research design for the study is complete and adequate. No gaps are presents that leave the reader with questions.
A description of the nature of the research design for the study is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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PURPOSE OF THE STUDY: The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. This section elaborates on Point 8 (Purpose Statement) in the 10 Strategic Points.
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5.0
A statement of the purpose of the study is not included.
A statement of the purpose of the study is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A statement of the purpose of the study is complete and adequate. Small gaps are present that leave the reader with questions.
A statement of the purpose of the study is complete and adequate. No gaps are presents that leave the reader with questions.
A statement of the purpose of the study is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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INSTRUMENTATION OR SOURCES OF DATA: Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable or group (quantitative study). Discusses specific instrument or source to collect information to describe the phenomena being studied (qualitative study). This section elaborates on Point 9 (Data Collection) in the 10 Strategic Points.
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5.0
A description of instrumentation or sources of data used is not included.
A description of instrumentation or sources of data used is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of instrumentation or sources of data used is complete and adequate. Small gaps are present that leave the reader with questions.
A description of instrumentation or sources of data used is complete and adequate. No gaps are presents that leave the reader with questions.
A description of instrumentation or sources of data used is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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DATA COLLECTION PROCEDURES: This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that allows another researcher to replicate the study. This section elaborates on Points 4 (Sample and Location) and Point 9 (Data Collection) in the 10 Strategic Points.
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5.0
Data collection procedures are not included.
Data collection procedures are included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
Data collection procedures are complete and adequate. Small gaps are present that leave the reader with questions.
Data collection procedures are complete and adequate. No gaps are presents that leave the reader with questions.
Data collection procedures are extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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DATA ANALYSIS PROCEDURES: This section describes how the data was collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or nonstatistical analyses. It demonstrates that the research analysis is aligned to the specific research design. This section elaborates on Point #10 (Data Analysis) from the 10 Strategic Points.
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5.0
A description of data analysis procedures is not included.
A description of data analysis procedures is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of data analysis procedures is complete and adequate. Small gaps are present that leave the reader with questions.
A description of data analysis procedures is complete and adequate. No gaps are presents that leave the reader with questions.
A description of data analysis procedures is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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ETHICAL CONSIDERATION: This section discusses the potential ethical issues surrounding the research as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed. This section does not use information from any of the 10 Strategic Points.
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5.0
A description of ethical considerations is not included.
A description of ethical considerations is included but not all components are present. Large gaps are present in the components that leave the reader with significant questions.
A description of ethical considerations is complete and adequate. Small gaps are present that leave the reader with questions.
A description of ethical considerations is complete and adequate. No gaps are presents that leave the reader with questions.
A description of ethical considerations is extremely thorough, no gaps are present that leave the reader with questions, and includes substantial supporting detail.
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Organization and Effectiveness
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20.0
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Thesis Development and Purpose
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7.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
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Argument Logic and Construction
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8.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
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Mechanics of Writing (includes spelling, punctuation, grammar, language use)
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5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
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.
Writer is clearly in command of standard, written, academic English.
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Format
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10.0
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Paper Format (use of appropriate style for the major and assignment)
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5.0
Template is not used appropriately or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
All format elements are correct.
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Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
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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 Percentage 100
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| Subject | Research Methodology | Pages | 33 | Style | APA |
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Answer
DPI Project Prospectus
The quality, reliability, and validity of research depend on its methodology and design. These two aspects describe the data collection procedure and analysis. The different parts of the project should be linked from the introduction, literature review, methodology, discussion, and conclusion. Notably, the data collection approach should be guided by the research objectives and available literature. This paper, therefore, examines the effectiveness of staff education and peer-support on mental health individuals as compared to normal care. The outcomes examined include rehospitalization, recovery, and non-compliance. Among the sections included in the discussion are the rationale of the project, background, theoretical foundations, literature review, and data collection.
Project Overview
Mental health remains among the vital areas in healthcare. This is based on the high rates of readmission and relapse. According to Munson et al. (2015), the majority of mental health issues have been associated with poor prognosis and recovery. In addition, there have been issues with follow up for the patient’s diagnosed with the condition. Therefore, this research aims at examining two core interventions of peer-support and staff training. These interventions are centered on three main outcomes of non-compliance, recovery, and rehospitalization. The research is centered on the PICOT question, In mentally ill patients (P) can the use of peer support and staff education (I) compared to usual care (C) help in reducing non-compliance, re-hospitalization, and promote recovery (O) over a period of 12 weeks (T)? Essential to note is that there will be intervention and the effectiveness of the outcomes will be examined in relation to a control group.
Background of the Problem
There is a routine reporting of failure to utilize quality healthcare for mental health patients. According to Trans (2014), poor prognosis of mental health patients has resulted in deficient care and outcome. This, therefore, prompts healthcare providers to develop new and improved interventions to address the challenges associated with poor mental healthcare adequately. Walker and Bryant (2013) further note that traditional or usual mental health care is characterized by several pitfalls including social prejudice, stigmatization, and poor reporting. In addition, there are limitations on the relationship between the healthcare providers and patients which play a significant role in worsening the mental health prognosis. Evidence-Based Practices including staff education on providing adequate care have been implemented in health facilities, and although the strategies have been proved effective in other realms, there is still deficiency in information on how the approach coupled with peer support can promote the quality of patient outcome. Notably, patient outcome is examined in three core ways of improved recovery rate, compliance in medication and treatment, and reducing the rehospitalization rate. This paper, therefore, seeks to examine the effectiveness of these two interventions of peer support and staff education in promoting the quality outcome among mental health patients.
Theoretical Foundations
This research will be guided by the Ecological Model of health promotion. Based on the study foundation and problem background, it is apparent that the relationship between the healthcare provider and patients is critical in promoting the quality of mental health. The ecological model in this regard is centered on several levels of influence on the individual’s behavior including individual, interpersonal, organizational, community, and policy frameworks. In the individual elements, this theory focuses on the attitudes, personality, and beliefs while under the interpersonal factors, the focus is on providing social support and promoting the individual’s behavior. Organizational factors are concerned with policies and regulations that relate to promoting healthy behaviors (Golden et al., 2015). Community elements, on the other hand, are on the groups and medical facilities elements that relate with the person’s healthy behavior. In this research, both the organizational and interpersonal factors are the foundations of peer-support and staff education to promote the mental health patient’s wellbeing. To implement the proposed change, Kurt Lewin Model will be used which entails three stages of unfreezing, change, and refreezing (Cummings, Bridgeman, & Brown, 2016).
Themes and Literature
Reducing mental health challenges is centered on establishing effective transitions among patients. This involves provision for an integrated health care model and comprehensive treatment for those with serious and recurrent mental illness as well as other associated complications (Lee et al., 2015). Projects that are aimed at increasing accessibility of health services at the community level for the mentally ill patients who are at increased risk readmission ought to be put in place creating and implementing a collaborate approach in both the discharge and transition pilot. This process is made effective by establishing mental health interventions which improve the chances of a successful recovery and in the process reduce re-hospitalization. It is also useful to have a patient-centered recovery model which enhances early family and patient engagement with regards to the discharge planning as well as the need to improvise on the access at the community mental health resources while the patients are still in hospital (Marino et al., 2016).
One of the core themes in this research is the recovery. According to Scheyett & DeLuca & Morgan, 2013), the recovery process has become an important guiding factor in the mental health system hence the growth in the concern and calls for appropriate care and quality services. Drake and Whitley (2014) note that the recovery process and effectiveness is based on achieving key milestones in the management process. Notably, among the key aspect in the recovery process is profound interaction between the nurses and patients. Another theme is the role of peer support in mental health. According to Repper et al. (2013), this aspect entails the support an individual receives from the family and social environment. The social support is central to enhancing the recovery of the process.
Purpose of the Project
This project purpose of examining the effectiveness of peer support and staff education among mental health patients through reducing rehospitalization, promoting compliance, and enhancing the recovery rate. The specific population as identified in the PICOT question is 30-50 years adults in mental health care. However, an inclusion and exclusion criteria will be used to select these patients including age, the type of condition, and length of stay at the hospital which will entail more than three months. Nurses will also be included in the research where they will be trained in effective mental health strategies. This study provides insights on how mental health outcome can be enhanced through peer support and staff education.
Clinical Questions and Variables
In this research, there are two set variables. While the independent variables are peer support, staff education, and usual care, the dependent variables entail the patient outcome which is measured by reduced non-compliance, re-hospitalization, and promoting recovery. Numerical data will, therefore, be obtained for these variables after which an analysis of their relationship will be performed. Three research questions will be used to guide the study which includes
- What are the main challenges of usual mental healthcare?
- What is the importance of peer support in promoting mentally ill patients’ outcome?
- How does staff education promote the rate of patient recovery and reduce rehospitalization?
The significance of the Project
This study compares the effectiveness of staff education and peers support with usual care in promoting patient outcome among the mentally ill individuals. The significance of the study is providing insights on how staff education can be implemented and the key elements to include in the training. In addition, this study explores how peer support may be integrated mental healthcare to promote the rate of recovery and reduce rehospitalization. The findings will provide foundations to further research on EBPs that can be used to promote mental health.
Methodology
Research methods focus on the processes, tools, and procedures used in conducting a study. The main objective of a study is to provide more knowledge on the field which can be done through constructive, exploratory, and empirical approaches. Three types of research methods include quantitative, qualitative and mixed. This research employs the quantitative research method which is concerned with performing objective measurements and the mathematical, statistical, or numerical data analysis (Patten & Newhart, 2017). This method is centered on obtaining numerical data and using it to explain a specific phenomenon. The application of this method is based on examining different variables and how they relate according to the research topic and objectives. The selection of quantitative research is centered on its high reliability and objectivity in providing an explanation of the research questions or objectives (LoBiondo-Wood & Haber, 2017). Besides, quantitative studies are easy to conduct and the findings can be used to make future predictions related to the topic.
Research Design
Profound research designs are the foundation of quality, reliability, and validity of studies. The research design should be informed by the topic, objectives, and questions of the study. This research will use the Randomized Controlled Trial (RCT) to evaluate the importance of staff education and peer support in promoting the quality of patient outcome for mentally-ill patients. These two approaches will be compared to the usual care provided to these patients. While conducting RCTs, a key aspect is to have an intervention which is followed by testing the various variables (Salazar, Crosby, & DiClemente, 2015). In this research, the intervention will involve staff education on effective patient management strategies. In addition, healthcare providers will be trained on the importance of peer support. The treatment from this intervention will entail the nursing professionals being assigned to the experimental group. Upon subjecting the experimental group to the treatment, the outcomes will be evaluated as noted in the PICOT question. Three main outcome variables will be examined which include reducing non-compliance, promoting the patient’s recovery, and decreasing the probability of re-hospitalization. Notably, these outcomes will be compared to a control group which will receive normal care.
Sources of Data
The source of data will involve both nurses and mentally ill patients. The data will be collected before and after the implementation of the two interventions. Data collection will be through a questionnaire where both the patients and nurses will be required to fill according to the three outcomes. The questions will be closed-ended and will use the ordinal and ratio level of measurements to promote reliability and validity. The questions will be developed through adaptation approach where previous studies will be used to provide insights on the possible questions. Adaptation strategy ensures that the questions are linked to other studies and since the instruments have already been checked for validity, there is no need for a pilot study to examine these aspects. The study instruments will be approved by the research experts before being administered.
Data Collection Procedure
Data collection process will involve three main stages of recruiting the participants, administering the questionnaire, and analysis. In the recruitment stage, inclusion and exclusion criteria will be used, and the participants will be required to fill the consent form. Notably, all patients should have the cognitive ability to engage in the study and being a vulnerable population, ethical aspects are imperative. Nurses, on the other hand, will be selected from the medical facility used in the research. Both the nurses and patients will be selected using random sampling to eliminate the risk of bias. In the data collection stage, the questionnaires will be administered and returned physically. Data analysis, on the other hand, will involve correlation and regression where the relationship between the interventions and outcomes will be examined using SPSS. Ethical considerations in this research will involve informed consent, confidentiality in information, and privacy in the patient’s data.
In conclusion, this research is centered on examining the relationship between peer support and staff education on mental health. Key outcomes examined include readmission, recovery rate, and compliance. The research uses quantitative method, RCT design while the data analysis will involve correlation and regression to demonstrate the relationship between the interventions and outcome variables.
References
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Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three steps: Rethinking Kurt Lewin’s legacy for change management. Human relations, 69(1), 33-60. Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6). Golden, S. D., McLeroy, K. R., Green, L. W., Earp, J. A. L., & Lieberman, L. D. (2015). Upending the social ecological model to guide health promotion efforts toward policy and environmental change. Lee, S. Y., Kim, K. H., Kim, T., Kim, S. M., Kim, J. W., Han, C., … & Paik, J. W. (2015). Outpatient follow-up visit after hospital discharge lowers risk of rehospitalization in patients with schizophrenia: a nationwide population-based study. Psychiatry investigation, 12(4), 425-433. LoBiondo-Wood, G., & Haber, J. (2017). Nursing research: Methods and critical appraisal for evidence-based practice. Elsevier Health Sciences. Marino, L., Wissow, L. S., Davis, M., Abrams, M. T., Dixon, L. B., & Slade, E. P. (2016). Predictors of outpatient mental health clinic follow‐up after hospitalization among M edicaid‐enrolled young adults. Early intervention in psychiatry, 10(6), 468-475. Munson, M. R., Brown, S., Spencer, R., Edguer, M., & Tracy, E. (2015). Supportive relationships among former system youth with mental health challenges. Journal of Adolescent Research, 30(4), 501-529. Patten, M. L., & Newhart, M. (2017). Understanding research methods: An overview of the essentials. Routledge. Repper, J., Aldridge, B., Gilfoyle, S., Gillard, S., Perkins, R., & Rennison, J. (2013). Peer support workers: Theory and practice. London: Centre for Mental Health. Salazar, L. F., Crosby, R. A., & DiClemente, R. J. (2015). Research methods in health promotion. John Wiley & Sons. Scheyett, A., DeLuca, J., & Morgan, C. (2013). Recovery in severe mental illnesses: A literature review of recovery measures. Social Work Research, 37(3), 286-303. Tran, A. G. (2014). Family contexts: Parental experiences of discrimination and child mental health. American Journal of Community Psychology, 53(1-2), 37-46. Walker, G., & Bryant, W. (2013). Peer support in adult mental health services: A metasynthesis of qualitative findings. Psychiatric Rehabilitation Journal, 36(1), 28.
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