EDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nAction Plan Guide
\nOverall Instructions
\nFollow the instructions contained within this Action Plan Guide to develop your Action Plan.
\nDevelop your Action Plan on the Action Plan Signature Assignment template.
\nIntroduction
\nIn this section, refer to your approved EDD9951 Signature Assignment to provide a brief
\nintroduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
\nInformation, the Statement of the Problem, and your Approach to the Problem of Practice
\nfrom your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
\nNOTE: The problem and project ( help with nursing paper writing from experts with MSN & DNP degrees) you describe must be the same one that was
\napproved in your approved Signature Assignment in EDD9951.
\nAction Plan
\nProvide a paragraph (3\u20135 sentences) that introduces the sections of the Action Plan.
\nThe action plan comprises the following sections:
\n\u2022 Purpose of the Project
\n\u2022 Stakeholders and Participants
\n\u2022 Description of the Applied Project
\n\u2022 Implementation Plan
\n\u2022 Guiding Questions
\n\u2022 Data Collection Plan
\n\u2022 Data Analysis Plan
\nPurpose of the Project
\nIn this section, provide a statement of purpose. You may use the following formulation and add
\na few sentences of clarification if desired.
\nThe purpose of the project ( help with nursing paper writing from experts with MSN & DNP degrees) is to implement [insert your intervention] to improve [insert area
\nto be improved\u2014be sure it aligns with your problem statement and guiding questions].
\nExample: The purpose of the project ( help with nursing paper writing from experts with MSN & DNP degrees) is to implement a professional development program to
\nimprove the instructional leadership skills of district principals. (The problem the professional
\ndevelopment program addresses is that teachers do not receive feedback and coaching that
\nlead to improvement of instruction. The root-cause analysis identified one of the problem\u2019s
\ncauses: inadequacy of district principals\u2019 classroom observation and coaching skills.)
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nA program Assessment project ( help with nursing paper writing from experts with MSN & DNP degrees) might be formulated slightly differently:
\nExample: The purpose of the project ( help with nursing paper writing from experts with MSN & DNP degrees) is to implement an Assessment of ABC school\u2019s
\nscience curriculum to inform a comprehensive revision of the science program. (The
\nproblem the Assessment will be used to addresses is poor student achievement in science.
\nOne of the problem\u2019s causes identified in the root-cause analysis was an outdated
\ncurriculum.)
\nStakeholders and Participants
\nIn this section, briefly describe the project ( help with nursing paper writing from experts with MSN & DNP degrees)\u2019s stakeholders and their roles. Use two
\nsubheadings\u2014one for stakeholders and one for participants.
\n1. Identify and describe the key stakeholders of your project ( help with nursing paper writing from experts with MSN & DNP degrees), including their role(s) in
\nthe organization and why they would be impacted by your project ( help with nursing paper writing from experts with MSN & DNP degrees).
\n2. Identify and describe the roles of the people you anticipate will participate in your
\napplied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees) and include their approximate number. These
\nparticipants will include people who will participate in your project ( help with nursing paper writing from experts with MSN & DNP degrees)\u2019s activities and
\nfrom whom you will collect data to evaluate the intervention or solution.
\n3. Provide a rationale for the size and makeup of your participant group.
\nLocal conditions will dictate, in part, who and how many participants you will have. You will
\nneed at least a minimum of five participants for your Applied Improvement Project (AIP). The
\nnumber of participants will vary from AIP to AIP but you will need a sufficient number of
\nparticipants to support the analysis you intend to use, particularly for quantitative analyses:
\n\u2022 For parametric statistics, sample must be > 30
\n\u2022 Nonparametric statistics are used for samples of 11 to 29.
\n\u2022 For a qualitative analysis the sample should include 5 to 10 participants.
\nNotes
\nStakeholders and participants are not necessarily the same people, but they could be the
\nsame. Stakeholders have a stake in solving or improving a problem and are involved in
\nproviding necessary input to define a problem and consider ways to address it. This input
\nhappens during the planning phase before beginning the implementation of the intervention.
\nCollaborating and communicating with stakeholders are essential in of change
\nmanagement, which is what an AIP will involve. A project ( help with nursing paper writing from experts with MSN & DNP degrees) participant is someone directly
\nengaged in implementing and evaluating the intervention. Data should be collected about
\nthe implementation from participants, including their perceptions of the implementation as
\nwell as their perceptions of the Assessment of the intervention.
\nIt is possible for stakeholders to be participants in the improvement project ( help with nursing paper writing from experts with MSN & DNP degrees). It is also
\npossible that some stakeholders may not be project ( help with nursing paper writing from experts with MSN & DNP degrees) participants. For example, a school
\nprincipal may be a stakeholder in a process to define a problem with student achievement or
\nteacher performance but would not be a participant in a project ( help with nursing paper writing from experts with MSN & DNP degrees) that provides instructional
\ncoaching for teachers. Both teachers and a school principal, however, could be stakeholders
\nwith whom you collaborate in the planning stages of the study.
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nDescription of the Applied Project
\nIn this section, you will give a detailed (step-by-step) description of your applied project ( help with nursing paper writing from experts with MSN & DNP degrees). In
\nEDD9951, you shared a general description of the approach you propose to take to address
\nthe problem of practice. In this course, your goal is to design an action plan that you will
\nfollow to implement your project ( help with nursing paper writing from experts with MSN & DNP degrees).
\nWhether your project ( help with nursing paper writing from experts with MSN & DNP degrees) is to conduct an Assessment, an action research study, or other type of
\napplied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees), you should provide a clear narrative about the project ( help with nursing paper writing from experts with MSN & DNP degrees) that
\naddresses each component of the project ( help with nursing paper writing from experts with MSN & DNP degrees). Do not simply name or identify the activities or
\ntasks. Describe them, incorporating the following into your narrative:
\n\u2022 A description of the actions, activities, and tasks that will be implemented.
\n\u2022 The order in which the activities will be implemented.
\n\u2022 The resources needed to implement the project ( help with nursing paper writing from experts with MSN & DNP degrees). Examples of resources include human
\nresources, funding, and materials.
\n\u2022 The approximate duration of the project ( help with nursing paper writing from experts with MSN & DNP degrees) implementation from start to finish.
\nFinally, referring to your \u201cthen\u201d statement(s) in your EDD9951 Signature Assignment, describe
\nthe expected outcomes of the applied project ( help with nursing paper writing from experts with MSN & DNP degrees). How will your project ( help with nursing paper writing from experts with MSN & DNP degrees) help mitigate or remedy the
\nproblem of practice at your site? (You will need to measure outcomes, so be specific. State the
\noutcomes in ways that will allow you to use data and evidence to show whether your desired
\noutcomes occurred and to what degree.)
\nNotes
\nPay attention to and be consistent in your use of language in this assignment. Use the same
\nwords to name your intervention (or solution or Assessment) everywhere you refer to it. For
\nexample, if you describe the intervention as a professional development initiative in one
\nsection, do not refer to it as a training program or workshop series in another section.
\nFor a program Assessment you will need additional sections and details. You will need to
\nidentify the program\u2019s goals and objectives, the type of Assessment (formative or summative),
\nthe Assessment model applied (e.g., CIPP model), guiding Assessment questions, and a
\ncomplete Assessment plan. There will need to be clear alignment among the program\u2019s goals
\nand objectives, the guiding Assessment questions, and the data to be collected and analyzed.
\nImportant: Your detailed description of the project ( help with nursing paper writing from experts with MSN & DNP degrees) must match the project ( help with nursing paper writing from experts with MSN & DNP degrees) proposed and
\napproved in (EDD9951). If you believe you need to adjust or modify the approach to the
\nproblem that was approved in EDD9951 or have any questions about alignment, contact
\nyour instructor immediately.
\nImplementation Plan
\nIn this section, you will build on your description of the project ( help with nursing paper writing from experts with MSN & DNP degrees) by developing a detailed
\nimplementation plan using the template below. Your completed plan, once approved, can be
\nused to guide the project ( help with nursing paper writing from experts with MSN & DNP degrees) implementation at your site.
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nIn addition to the detailed implementation plan, include the following below your completed
\ntemplate:
\n\u2022 A description of anticipated collaboration with participants and stakeholders as part of
\nthe implementation of the project ( help with nursing paper writing from experts with MSN & DNP degrees).
\n\u2022 A description of strategies for keeping participants and stakeholders informed of
\nprogress, as well as unanticipated challenges during the implementation of the project ( help with nursing paper writing from experts with MSN & DNP degrees).
\nACTIVITY\/
\nINTERVENTION
\nTASKS WHO TIMELINE DEADLINE EVIDENCE of
\nCOMPLETION
\n(Outputs)
\nNotes: Use the APA formatted table located within the Action Plan template. Add rows as
\nneeded. Delete any unused rows.
\nExample
\nThe following example is an implementation plan for a professional development program for
\ninstructional coaches in several schools in a P-12 school district. The problem of practice was
\nthat instruction was not improving in classrooms despite the presence of the coaches. Poor
\ninstructional practices negatively impact student achievement.
\nOne root cause of the problem was ineffective coaching practices that did not lead to
\nincreased understanding on the part of teachers about how to alter their practice. Coaches
\ngave inconsistent, unfocused and, at times, conflicting feedback to teachers. Feedback was
\nnot always aligned with district student achievement goals, and their coaching conversations
\nwere not based on any particular protocol or coaching strategy. This often led to confusion
\nabout what was expected on the part of teachers. Follow-up support was also often missing.
\nA cause of these ineffective coaching practices was found to be inadequate preparation of
\nthe instructional coaches.
\nDistrict leaders, in coordination with principals and instructional coaches, worked to develop
\na feasible way to address the problem. The implementation plan for the improvement project ( help with nursing paper writing from experts with MSN & DNP degrees)
\nthey proposed is described below:
\nACTIVITY\/
\nINTERVENTION
\nTASKS WHO TIMELINE DEADLINE EVIDENCE of
\nCOMPLETION
\n(Outputs)
\nProfessional
\ndevelopment on
\ndistrict instructional
\ngoals. (Internal)
\n(For both instructional
\nPrepare materials
\nwith clear goals and
\nexpectations for
\ninstruction aligned to
\ncurricular standards.
\nCurriculum
\ndirector
\nSpring,
\nsummer,
\n20xx
\nAugust 1,
\n20xx
\nAll materials
\ncompleted.
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nACTIVITY\/
\nINTERVENTION
\nTASKS WHO TIMELINE DEADLINE EVIDENCE of
\nCOMPLETION
\n(Outputs)
\ncoaches and school
\nprincipals)
\nPrioritize
\ninstructional
\nstrategies to identify
\nthe most impactful.
\nCurriculum
\ndirector in
\ncoordination
\nwith
\nresearch
\ndepartment
\nSpring,
\nsummer,
\n20xx
\nAugust 1,
\n20xx
\nInstructional
\nstrategies are
\nprioritized across
\nthe district.
\nPrepare timetable for
\ndelivery, follow-up
\nstrategies.
\nSpring,
\nsummer,
\n20xx
\nJuly 20xx Timetable is
\ncompleted.
\nDeliver sessions and
\nprovide follow-up
\ncommunications.
\nCurriculum
\ndirector,
\nHelpants
\nMid-August
\nto midSeptember
\nMust be
\ncompleted
\nby end of
\nSeptember
\nProfessional
\ndevelopment
\nwas delivered.
\nFollow-up
\ncommunications
\nare provided
\nSeptember
\nthrough
\nDecember.
\nTraining by external
\ncoaching consultants:
\nTwo hands-on halfday sessions.
\n(For both instructional
\ncoaches and school
\nprincipals)
\nPrework: Engage
\ntrainers and
\ndetermine
\ntimeline\/dates for
\nworkshops by
\nconsulting school
\ncalendar for next
\nyear.
\nHelpant
\nDirector
\nSpring 20xx August 1,
\n20xx
\nContract
\nagreements
\ncompleted; dates
\nare set for.
\nDetermine and
\nprepare necessary
\nmaterials\/location for
\nconsultants and
\nworkshop
\nparticipants.
\nAdmin
\nHelpant
\nUpon
\ncontract
\ncompletion
\nuntil deadline
\nThree days
\nprior to
\nsessions
\nAll preparations
\ncompleted.
\nDeliver training
\nsessions and
\nevaluate training
\n(satisfaction,
\nknowledge
\nassessment).
\nExternal
\ntrainers
\nBetween midSeptember
\nand end of
\nOctober 20xx
\nMust be
\ncompleted
\nprior to end
\nof October
\nTraining was
\ndelivered and
\nAssessment of
\ntraining was
\ncompleted.
\nClassroom
\nobservations
\nConduct and
\nvideotape classroom
\nobservations.
\n(Specify number of
\nobservations
\nexpected per coach).
\nInstructional
\ncoaches
\nEnd of
\nSeptember to
\nmidDecember
\nEnd of
\nDecember
\nExpected
\nnumber of
\nobservations
\nwere conducted.
\nFollow-up meeting to
\nreview classroom
\nvideo and
\ninstructional coach\u2019s
\nproposed feedback
\nfocus and coaching
\nstrategy.
\nPrincipals,
\ninstructional
\ncoaches
\nEnd of
\nSeptember to
\nmidDecember
\nEnd of
\nDecember
\nFollow-up
\nmeetings were
\nconducted.
\nCoaching
\nconversation review
\nConduct and
\nvideotape coaching
\nInstructional
\ncoaches,
\nEnd of
\nSeptember to
\nEnd of
\nDecember
\nExpected
\nnumber of
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nACTIVITY\/
\nINTERVENTION
\nTASKS WHO TIMELINE DEADLINE EVIDENCE of
\nCOMPLETION
\n(Outputs)
\nconversations,
\n(Specify number of
\nconversations
\nexpected per coach).
\nteachers midDecember
\nconversations
\nwere conducted.
\nFollow-up meeting to
\nreview classroom
\nvideo and
\ninstructional coach\u2019s
\nproposed feedback
\nfocus and coaching
\nstrategy.
\nPrincipals,
\ninstructional
\ncoaches
\nFollow-up
\nmeetings were
\nconducted.
\nCoach and school
\nleadership meetings
\nAll coaches observe
\none videotaped
\nlesson and provide
\nfeedback and
\ncoaching strategies
\nto build interrater
\nreliability, coaching
\nconsistency.
\nPrincipals
\n(or
\ndesignee),
\ninstructional
\ncoaches
\nTwice per
\nmonth,
\nSeptember
\nthrough
\nDecember
\nEnd of
\nDecember
\nMeetings were
\nheld with
\nappropriate
\nformat to support
\nconsistency of
\nfeedback and
\ncoaching
\nstrategies.
\nNotes: Use the APA formatted table located within the Action Plan template. Add rows as
\nneeded. Delete any unused rows.
\nGuiding Questions
\nPlanning Questions
\nProcess Questions
\nOutcome Questions
\nIn this section, you need to think about three different types of guiding questions: planning,
\nprocess, and outcome questions. Planning questions include any unanswered planning
\nquestions you still have regarding the process of developing your intervention or solution.
\nThese planning questions are not questions for which you will collect data but rather are
\nquestions you still need answered in order to ensure your intervention is on track for
\nimplementation in EDD9954. The planning questions could include logistical questions that you
\nneed to work out with your site in order to implement the intervention. The planning questions
\ncould be questions for your course instructor that will lead to a planning discussion.
\nThe typical intervention for an Applied Improvement Project (AIP) is professional development
\ntraining. Keep in mind that the curriculum content for your AIP intervention must be reviewed
\nand approved by your course instructor before you implement the intervention in EDD9954.
\nTypically, you will be the facilitator of the intervention although it is possible that you might use a
\nstakeholder team to deliver the intervention. Regardless, you will need to follow a guide for
\ndelivering your intervention. The expectation is that guide will be a Facilitator\u2019s Guide that will
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\ninclude items such as: instructions, sequence, and timeline to be followed during the
\nintervention, Power Point slide presentations, lectures, exercises, handouts, etc.). The
\nFacilitator\u2019s Guide should be developed simultaneously with this course and needs to be ready
\nto submit a draft to instructor by the end of EDD9953.
\nIt is okay if you have no unanswered planning questions. If you have planning questions that
\nare answered or resolved during EDD9953, indicate in an assignment submission in this section
\nthat the questions were answered, addressed, or resolved.
\nProcess Questions are used to collect process data that will be used to tell the story of how
\nyour AIP was implemented and evaluated. Outcome questions clarify how to evaluate the
\noutcomes of your project ( help with nursing paper writing from experts with MSN & DNP degrees). These questions require that you identify what data will show that the
\nproject ( help with nursing paper writing from experts with MSN & DNP degrees) was or was not successful.
\nFor a typical AIP that will uses a first cycle Action Research approach or a cycle of inquiry
\napproach in implementing an intervention, begin with the two standard action research
\nquestions listed below. The \u201cTo what extent\u201d question is the outcome question. The \u201cHow\u201d
\nquestion is the process question. Depending on the complexity of your AIP, you can add
\nadditional process and outcomes questions. See the Additional Information section below.
\nIf you use only the two standard action research questions, change your question headings from
\nplural to singular to reflect just one question (i.e., Process Question, Outcome Question)
\nStandard Action Research Questions
\nFor an action research or cycle of inquiry approach use the following formula:
\nTo what extent will the implementation of X improve Y in Z?
\nHow will the implementation of X improve Y in Z?
\n(X = the intervention, Y = the process to be improved, Z = the organization.)
\nThe \u201cto what extent\u201d research question is typically a measurement question that will drive the
\nquantitative component but for an action research study (when quantitative data are also
\ncollected) but keep in mind that action research is based on the qualitative paradigm. For an
\naction research study in which only qualitative data will be collected the \u201cto what extent\u201d
\nresearch question can be answered by participants\u2019 perceptions and descriptions of the extent
\nto which they are using or incorporating the intervention training or new process provided. In
\nother words, when only qualitative data are collected, the \u201cto what extent\u201d research question will
\nbe answered descriptively with qualitative data.
\nThe \u201chow\u201d question is a process research question that will drive the qualitative component to
\ntell the story of how the intervention led to change. The how research question refers to two
\nthings: (a) The process by which the intervention does its work (known as process tracking or
\nmonitoring) and is answered by telling the story of how the intervention works and (b) the ways
\nin which the problem is changed or improved (known as the assessment of outcomes) when
\nusing qualitative descriptive interview and or focus group data. Keep in mind that action
\nresearch studies overall are qualitative in nature (see Stringer, 2014 p. 36, or Stringer & Aragon,
\n2020, p. 43) but can include both quantitative and qualitative data, although with very small
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nsamples (e.g., fewer than 20 participants), only qualitative research might be used.
\nKeep in mind that your questions will guide your project ( help with nursing paper writing from experts with MSN & DNP degrees) and will ultimately determine the types
\nof data you collect. The data you collect and analyze will determine what you can infer or
\nconclude from the data. All conclusions and claims you make about the results of your applied
\nproject ( help with nursing paper writing from experts with MSN & DNP degrees) must be supported by your data. If you do not ask the right questions, you will likely not
\ncollect the data that will allow you to conclude whether or not your project ( help with nursing paper writing from experts with MSN & DNP degrees) effectively addressed
\nthe problem.
\nBefore you begin, read the following, reprinted from the Applied Improvement Process: Using
\na Cycle of Inquiry to Plan, Implement, and Evaluate Improvement at:
\nhttp:\/\/media.capella.edu\/CourseMedia\/edd8522element20223\/wrapper.asp
\nKeep in mind that in collecting qualitative data about the implementation process to enable you
\nto explain how the intervention produced the change as evidence and data to support your
\nclaim. For example, checking in with participants during the intervention can be rich source of
\nprocess data and can also lead to adjustments in the intervention. Also, a journal in which you
\nrecord the intervention steps as they occur, your reflections, casual conversations, \u201caha\u201d
\nmoments, and observations can be a rich source of information to help explain how the
\nintervention or solution was implemented and or why the intervention or solution did or did not
\nprove effective. A journal can also be helpful when conducting either action research, cycle of
\ninquiry or program Assessment as a record of the entire process, which can form the basis of an
\naudit trail.
\nAdditional information regarding Process and Outcomes Guiding Questions.
\nFor some AIPs the two standard Action Research questions might not be sufficient.
\nIn considering process questions keep in mind that implementation activities involve organizing
\nthe ways the proposed intervention or approach will be used, developing training activities for
\nparticipants who will apply or use the intervention or approach, providing ongoing
\ncommunication and follow-up information to all participants and stakeholders. Each of these
\nprocesses can be guided by process questions that require specific data collection procedures
\nto determine that the implementation is appropriate and sufficient. To develop separate process
\nquestions, you need to identify specific components in the implementation process that lend
\nthemselves the collection of evidence that the components were implemented properly.
\nAdditional outcome questions are appropriate when there is an expectation for more than one
\noutcome. If that is case for your AIP, develop an outcome question for each expected outcome.
\nOutcome questions can also specify the criteria that will determine success.
\nThe following example outcome questions clarify how the outcomes of the implementation will
\nbe evaluated or assessed. For example, these questions could clarify if improved perception
\noutcomes for one or more stakeholder groups or improved outcomes (\u201cy\u201d) for the problem of
\npractice based on a specific Assessment instrument. Perception data can also be an important
\nsource of feedback about an intervention. Outcome data include an Assessment of the outcome
\nthrough actual measurement and\/or perceptions of stakeholders and participants. What is
\nrequired is the careful collection of outcome data that are clear, precise and interpreted with
\ncare.
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\n\u2022 What are the perceptions of [name the group] about the implementation of
\n\u201cx\u201d?
\n\u2022 To what extent did \u201cx\u201d lead to improved outcomes \u201cy\u201d?
\n\u2022 How are outcomes \u201cy\u201d different after implementation of \u201cx\u201d?
\nWhen the questions of interest have been established, a data plan can be developed to ensure
\ndata are collected to answer them. The chosen course of action, the implementation plan, data
\ncollection, and data analysis must align with each other and with the problem, its causes, and
\nguiding question(s).
\nIn all cases of process and outcomes questions, your data collection plan will be designed to
\nanswer your questions.
\nQuestions for a Program Assessment
\nIf you are conducting an Assessment, your process questions will reflect the Assessment\u2019s purpose
\nand type such as formative or summative, or goal oriented or improvement-oriented Assessment.
\nAs with an action research approach, in an AIP that evaluates a program or process, the
\nAssessment story is told by answering the process questions. For example, \u201cWhat happens when
\nan Assessment of [x] is implemented?\u201d The data you collect will allow you to reflect and report on
\nwhat happens during the Assessment each step of the way.
\nThe outcome questions for an Assessment project ( help with nursing paper writing from experts with MSN & DNP degrees) should flow from the program\u2019s goals and
\nobjectives.
\nData Collection Plan
\nIn this section, you will use the table below to provide a detailed description of the type of data
\nyou will collect and your data collection procedures (that is, how, when, and from whom or
\nfrom where it will be collected). In the table, describe each source of data you will gather
\nbefore, during, and\/or after the implementation of your project ( help with nursing paper writing from experts with MSN & DNP degrees). List data you will collect to
\nmonitor the project ( help with nursing paper writing from experts with MSN & DNP degrees) implementation and data you will collect to assess its outcomes and
\nanswer your guiding questions. List each data source separately.
\nIn a separate narrative, briefly describe the data collection procedures you have outlined in the
\ntable. That is, provide additional detail about when and how you plan to collect the data you
\nhave identified. If not otherwise evident, explain why you will collect the data. For example, if
\nyou plan to collect focus group data, describe the size of the group, the setting, when during
\nthe implementation you will conduct the focus group, and why it is important to collect these
\ndata.
\nGuiding Question(s)* Type of Data to be
\nCollected**
\nData Source+ When
\nCollected++
\nP, O,
\nPO
\n+++
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nNotes: Use the APA formatted table located with the Action Plan template. Add rows as
\nneeded. Delete any unused rows.
\n* Guiding Question: State your guiding question(s), identified in the previous section, one per row
\n** Data Collection: What type of data will be collected to answer the guiding question(s)? (For
\nexample, survey, interview, meeting minutes, or performance assessment data.)
\nAre the data qualitative or quantitative?
\n+ Data Source: Who will provide data or where will you find it? (For example, students, faculty,
\ncounseling records, financial office, leadership team minutes, or records
\ndatabase.)
\n++ When Collected: When will data be collected? (For example, prior to implementation of the
\nintervention, during the intervention, week \u201cx\u201d of the intervention, or after the
\nintervention.)
\n+++ P or O or PO Indicate whether the data will be process or outcomes data, or both if the data
\nwill help tell the story of your applied project ( help with nursing paper writing from experts with MSN & DNP degrees) implementation and assess\/evaluate
\noutcomes. An example is when participants are interviewed several times during
\nthe implementation. Their perceptions are process data that help tell the story of
\nhow the intervention is being implemented or \u201chow it is going\u201d and outcomes
\ndata for a guiding question such as \u201cHow did [participants] perceive the
\nintervention?\u201d Responses will help tell the story of participant perceptions during
\nthe implementation and also provide an answer to the question upon completion
\nof the project ( help with nursing paper writing from experts with MSN & DNP degrees).
\nAdd rows as needed.
\nIMPORTANT
\n\u2022 Attach a copy of each data collection tool you plan to use as an Appendix to the action
\nplan.
\n\u2022 If permission is required to use the instrument, attach a copy of documentation showing
\npermission has been granted.
\n\u2022 REMINDER: any quantitative instrument or inventory used in your project ( help with nursing paper writing from experts with MSN & DNP degrees) MUST be
\nan existing published instrument. Examples might be a Clinical Anger Management
\nsurvey, tests of self-efficacy, attitudinal assessments, a climate survey, etc.
\nNotes
\n1. Be careful not to make the common mistake of combining the data collection
\ndescription and the data analysis description. Be sure this section addresses the
\ndata collection plan only.
\n2. Data are either qualitative (for example, interviews, narrative-type observations, openended surveys or questionnaires) or quantitative (for example, observational data
\ninvolving quantitative measures such as the duration of an action, surveys using Likert or
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nother scales, performance data, or records data). Both types of data can be collected in
\nan applied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees).
\n3. Improvement project ( help with nursing paper writing from experts with MSN & DNP degrees)s involve two types of data collection: process data and
\noutcomes data.
\nProcess Data: First, data are collected throughout the implementation of the project ( help with nursing paper writing from experts with MSN & DNP degrees) to
\nmonitor and make adjustments in the implementation as needed based on data and
\ninformation that are collected and analyzed during the implementation. Remember that in
\napplied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees)s or cycles of inquiry, telling the story of the intervention is just
\nas important as reporting the results of the intervention. \u201cTelling the story\u201d of the
\nimplementation is essentially a process analysis of how the implementation unfolded.
\nKeeping a journal of reflections as well as notes of informal or unplanned
\nconversations and observations during the implementation is important. Memory
\nalone will prove unreliable and cannot serve as a source of data. A journal should be listed
\nas one of your data sources. Process monitoring data will help you explain how the
\nintervention brings about change and provide insights into why the intervention did or did
\nnot bring about the anticipated results. These data will also help you respond to your
\nbroad \u201chow\u201d or \u201cwhat\u201d guiding question.
\nOutcomes Data: The second type of data is collected to answer the guiding questions
\nabout the expected outcomes or stated objectives of the intervention. The data to be
\ncollected depend, of course, on the guiding questions and the expected outcomes or
\nsuccess criteria of the intervention and may include, for example, interview data, focus
\ngroup data, meeting minutes, student work or performance assessments, observational
\ndata, or attendance data. Outcomes data enable you to assess the outcomes of the study
\nand determine whether the project ( help with nursing paper writing from experts with MSN & DNP degrees) improved the situation. For example, did the
\nimplementation decrease a performance gap? Do the data indicate a positive difference
\nwhen comparing pre-and post-implementation data?
\nOutcomes data are most often collected at the conclusion of the intervention to determine
\nand evaluate outcomes that were achieved as well as the perceptions of participants about
\nthe intervention, its implementation, and its outcomes.
\nTIPS:
\n\u2022 Be realistic. What is feasible?
\n\u2022 Identify data that would be available and possible to collect at your organization.
\n\u2022 The key is to identify data that are aligned with your guiding questions and the
\npurpose of the project ( help with nursing paper writing from experts with MSN & DNP degrees).
\nData Analysis Plan
\nIn this section, list each type of data you will collect (for example, teacher interviews,
\ndepartment survey, or meeting minutes.) exactly as listed under Data Collection.
\nUse the same language to identify a particular data source throughout the Action Plan.
\nFor example, do not, refer to an instrument as a \u201csurvey\u201d under Data Collection and as a
\n\u201cquestionnaire\u201d under Data Analysis.
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nUse the table below to describe your data analysis plan. Use one row for each data
\nsource. Perform the following tasks:
\n\u2022 Describe how you will organize and prepare your raw data for analysis.
\n\u2022 Describe the process you will use to analyze your qualitative data and the
\nstatistical tests (if any) or descriptive statistics you will use to analyze your
\nquantitative data.
\n\u2022 Describe how you plan to store and protect your data.
\nNotes
\nUse the APA formatted table located with the Action Plan template. Add rows as needed.
\nDelete any unused rows.
\nThe table above will provide a brief explanation of the data analysis. Below
\ndescribe the data analysis in a detailed narrative.
\nDo not describe the data or explain how or why it will be collected in this section.
\nInstead explain exactly how the data will be analyzed. If there is both quantitative
\nand qualitative data collected and analyzed write about the analysis in both
\nsections below. If only qualitative data will be collected and analyzed, delete the
\nquantitative data analysis heading.
\nFollow the table with a detailed narrative below of how the data will be analyzed. Cite the
\nliterature to support your data analysis strategy. For qualitative data analysis we
\nrecommend Merriam and Tisdell\u2019s (2016) Chapter 8 as a guide. The Merriam and
\nTisdell book is available as an eBook in the Capella library.
\nMerriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
\nimplementation (4th ed.). Wiley.
\nDetailed Quantitative Data Analysis Plan
\nDetailed Qualitative Data Analysis Plan
\nType of Data Analysis Procedures\/Plan
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nADDITIONAL CONSIDERATIONS: Limitations, Validity,
\nEthics
\nProvide a paragraph (3\u20135 sentences) that introduces the additional considerations
\nsection of the assignment.
\nLimitations of the Project\u2019s Design
\nIn this section, describe in depth any limitations of your project ( help with nursing paper writing from experts with MSN & DNP degrees) that are currently apparent.
\nIndicate any areas of your action plan that need to be clarified or improved before
\nimplementation, and how you will improve them. In some cases, limitations of a project ( help with nursing paper writing from experts with MSN & DNP degrees)
\ndesign cannot be improved. Identify areas of your action plan that cannot be improved and
\ngive reasons for not redesigning your plan to address these limitations.
\nNotes
\nLimitations reflect weaknesses in the proposed project ( help with nursing paper writing from experts with MSN & DNP degrees) design, particularly the alignment of
\nproblem, purpose, action plan, and data collection and analysis that could potentially
\nimpact the credibility of your results. Consider your instruments and data collection
\nstrategies, your sample, your analysis, or any other aspect of the proposed project ( help with nursing paper writing from experts with MSN & DNP degrees) for
\nwhich there might be an inherent or potential weakness.
\nAsk yourself:
\n\u2022 What are potential weaknesses of the study as I have designed it?
\n\u2022 Are there any threats to validity (or credibility or dependability) that are unavoidable or
\ndifficult to minimize?
\n\u2022 Are there limits to the type of data I can collect?
\n\u2022 Are there risks to the project ( help with nursing paper writing from experts with MSN & DNP degrees) implementation that might present challenges once
\nunderway and decrease the effectiveness of the intervention?
\n\u2022 Are there restrictions that limit who is able to participate?
\n\u2022 What are some ways I might overcome these weaknesses by revising my action plan?
\nMost project ( help with nursing paper writing from experts with MSN & DNP degrees)s have limitations, which must be identified and discussed to reflect an awareness
\nof the limitations and to examine as important information for those impacted by your project ( help with nursing paper writing from experts with MSN & DNP degrees)\u2019s
\nimplementation and findings. The limitations set boundaries for the project ( help with nursing paper writing from experts with MSN & DNP degrees) and influence the
\ninferences that may be made based on your implementation and the data you will collect.
\nBe careful not to confuse limitations with issues of scope. In an applied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees),
\nthe scope is defined by the local situation you are trying to improve. It is not, for example, a
\nlimitation that your project ( help with nursing paper writing from experts with MSN & DNP degrees) does not involve participants outside of your local project ( help with nursing paper writing from experts with MSN & DNP degrees) site
\nbecause the purpose of your project ( help with nursing paper writing from experts with MSN & DNP degrees) is to address a problem of practice that involves the
\nspecific local conditions, resources, and people at your site.
\nCredibility, Dependability, Transferability
\nIn this section, present a strategy to ensure credibility, dependability, and potential
\ntransferability of your applied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees). Discuss specific measures you took
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nto maximize the credibility (validity), dependability (reliability), and transferability of your
\nstudy. How were participants and the organization assured they can trust the study was
\nconducted in a trustworthy manner? What strategies were implemented to assure
\nstakeholders they can trust the results as fair and valid? Review Stringer (2014) pp. 92-
\n93 and determine which strategies you will apply.
\nAddress each of these constructs separately using a subheading for each and cite sources
\nto support your discussion.
\nCredibility
\nDependability
\nTransferability
\nNotes
\nRecall that these constructs are the qualitative analogues to the concepts of validity,
\nreliability, and generalizability in inquiry research, and should be used instead of the
\nconventional inquiry terms. For example, various strategies such as member checking may
\nbe used to increase the credibility of your project ( help with nursing paper writing from experts with MSN & DNP degrees)\u2019s findings. Check resources such as
\nresearch texts from your previous courses (for example, Action Research by Stringer) and
\nother library resources on validity measures for qualitative and action research.
\nEthical Issues, Regulatory Issues, and Risk to Participants
\nIn this section, describe any ethical aspects of your project ( help with nursing paper writing from experts with MSN & DNP degrees) and any regulatory or accreditation
\nconsiderations. Describe any risks to the participants, and what you will do to mitigate
\nthese risks. Ethical considerations include:
\n\u2022 Bias.
\n\u2022 Potential conflict of interest.
\n\u2022 Recruitment.
\n\u2022 Potential coercion.
\n\u2022 Confidentiality.
\n\u2022 Privacy and Anonymity.
\n\u2022 Informed Consent.
\nConsult and cite literature to support your discussion.
\nNotes
\nAsk yourself: What are potential ethical issues related to the project ( help with nursing paper writing from experts with MSN & DNP degrees) as designed?
\nPlease note: Every applied improvement project ( help with nursing paper writing from experts with MSN & DNP degrees) has potential ethical issues!
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nAre there regulatory or accreditation considerations to evaluate before finalizing my project ( help with nursing paper writing from experts with MSN & DNP degrees)
\ndesign?
\nReview the CITI Training and the IRB Capstone screening process you will complete later.
\nDo not hesitate to contact the IRB with any questions related to the implementation of your
\nproject ( help with nursing paper writing from experts with MSN & DNP degrees). Now is the time to consider issues that could delay or prevent IRB approval of
\nyour project ( help with nursing paper writing from experts with MSN & DNP degrees).
\nFor example, if you are the supervisor of the participants in your applied project ( help with nursing paper writing from experts with MSN & DNP degrees), you might
\ntemporarily move your supervisory role to another leader in your organization. You might
\nfurther assure participants that their participation, including their performance during their
\nparticipation, will have no bearing on their performance reviews. These steps could help
\nmitigate a potential risk of coercion. Your direct reports might, otherwise, feel compelled to
\nparticipate (i.e., feel coerced) for fear of possible negative repercussions should they
\ndecline to be part of your study.
\nIf you are conducting an action research or Assessment study, you may need to ask
\nparticipants to provide informed consent. If so, you may decide to ask a colleague to
\nexplain the project ( help with nursing paper writing from experts with MSN & DNP degrees) to participants can collect the informed consent forms. The IRB review
\nwill determine whether this is necessary or not.
\nIMPORTANT NOTE
\nAlignment and Consistency of All Assignment Components
\nA final criterion is included in the signature assignment scoring guide that addresses the
\nalignment of all components of the assignment. The criterion addresses the need for all
\ncomponents to be described in a consistent manner throughout the assignment. For example,
\nthe problem of practice would be described in the same language and with the same scope
\nwherever it is referred to in the assignment. Additional aspects of the problem would not be
\nintroduced in the Description of the Applied Project, the Implementation Plan, or other sections
\nof the assignment.
\nThe criterion also refers to the need for all components of the assignment to be aligned with
\neach other. This means, for example, that the Problem of Practice statement and the Purpose of
\nthe Project are clearly aligned with the Description of the Applied Project\u2014the project ( help with nursing paper writing from experts with MSN & DNP degrees) that will
\nbe implemented to address the problem. The Implementation Plan is aligned with the
\nDescription of the Applied Project. The Guiding Questions are aligned with both the problem
\nand the intervention and dictate the data to be collected. The resultant coherent, logical design
\nenables the improvement project ( help with nursing paper writing from experts with MSN & DNP degrees) to be studied during and after the implementation to determine
\nif and how it made a difference.
\nAlignment and consistency of the sections of the Action Plan are important because applied
\nimprovement project ( help with nursing paper writing from experts with MSN & DNP degrees)s must exhibit clarity of design, precision of language, and logical
\nconsistency to be credible. The Action Plan, which emerged from the needs assessment
\nassignment completed in EDD995, serves as a formal doctoral project ( help with nursing paper writing from experts with MSN & DNP degrees) proposal that must be
\napproved prior to implementation. For the Action Plan to be approved, any ambiguity that results
\nwhen different parts of the assignment are inconsistent or misaligned must first be resolved.
\nEDD9953: Signature Assignment
\nGuide last revised September 15, 2021
\nReferences
\nReferences go on a separate page. Include a properly formatted list of references cited in this
\nassignment. References go on a separate page. Include all references cited. Ensure references
\nare in the hanging indent format and are properly APA formatted. Refer to APA Publication
\nManual 7th edition (2020) Chapters 9 and 10 for guidance and examples.<\/p>\n","protected":false},"excerpt":{"rendered":"
EDD9953: Signature Assignment Guide last revised September 15, 2021 Action Plan Guide Overall Instructions Follow the instructions contained within this Action Plan Guide to develop\u2026<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7641,7638,7639,7640,7637],"tags":[441,7323,628,7326,7325,7322,7324],"class_list":["post-111514","post","type-post","status-publish","format-standard","hentry","category-australia-essay-writers","category-canada-essay-writers","category-ireland-essay-writers","category-uae-essay-writers","category-usa-essay-writers","tag-cheap-dissertation-writing-services","tag-dissertation-help-london","tag-dissertation-help-online","tag-dissertation-tutor","tag-expert-assignment-help","tag-masters-dissertation-help","tag-university-assignment-help"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/111514","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=111514"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/111514\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=111514"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=111514"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=111514"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}