Initial EBP Question: In online undergraduate Nursing Programs (P), how does online simulation (S) compared to clinical experience with actual patients (C) affect a nurse’s clinical competence (O)?
EBP Team Leader(s): Andrea Barbosa
EBP Team Members: clinical hours workgroup
Activities	Start Date	Days Required	End Date	Person Assigned	Milestone	Comment/ Resources Required
PRACTICE QUESTION:
Step 1: Recruit interprofessional team	8/21	10	9/31	Dean/Self	Form an interprofessional team	Faculty, dean, and student nurse meetings
Step 2: Define the problem	8/31	7	9/7	Nurse Students/ Self/faculty/dean	Determine the problem	Cooperative learning among peers so gaps between practices can be identified
Step 3: Develop and refine the EBP question	9/7	7	10/14	Nurse Students/ Self/faculty/dean	Identify background question	Faculty, dean, and student nurse meetings
Step 4: Identify stakeholders	10/5	1	10/6	Dean/self	Identify staff and students that show interest and/or concern about the topic.	Faculty, dean, and student nurse meetings
Step 5: Determine responsibility for project leadership	10/12	1	10/12	Dean/Self	Assess knowledge on the subject; assess the motivation and capacity for change	Dean and self-meeting to evaluate organization structure and strategies for change
Step 6: Schedule team meetings	10/26	3	10/29	Faculty/Dean	Organize calendar for the project	Reserve room; ensure team member availability and complete presentation
EVIDENCE:
Step 7: Conduct internal and external search for evidence	9/11	14	9/25	Self	Determine the evidence to search	School protocol, current curriculum, and school financial data
Step 8: Appraise the level and quality of each piece of evidence	9/15	20	10/5	Self	Research Review	Appraisal tool A
Step 9: Summarize the individual evidence	9/22	7	9/29	Self	Sums the evidence documents that answer the PSCO question	Appraisal tool B
Step 10: Synthesize the overall strength and quality of evidence	9/29	7	10/6	Self	Determine the overall quality for each level of evidence	Appraisal tool B
Step 11: Develop recommendations for change based on evidence synthesis: ■■ Strong, compelling evidence, consistent results ■■ Good evidence, consistent results ■■ Good evidence, conflicting results ■■ Insufficient or absent evidence	10/3	10	10/13	Self	Consider possible ways to convert evidence into practice	Verify evidence results that support school needs
TRANSLATION:
Step 12: Determine fit, feasibility, and appropriateness of recommendation(s) for translation path	11/3	4	11/7	Self	Evaluate stakeholders understanding and expectations.	Round table discussion
Step 13: Create an action plan	11/9	10	11/19	Self	Evaluate resources, choose progressive objectives, request feedback, and consider each member’s responsibility.	Action planning tool
Step 14: Secure support and resources to implement action plan	11/16	7	11/23	Self/faculty/dean/ administrators committee.	Obtain support from organization leaders.	Meeting administration, Dean, committee, and faculty
Step 15: Implement action plan	11/23	1	11/24	Faculty/student nurse/committee/ administrators/ dean	Evaluate stakeholders’ knowledge of the practice change and their availability during the implementation.	Round table discussion
Step 16: Evaluate outcomes	11/23	1	11/24	Self/faculty/ student nurse/ dean/committee	Post-inservice survey	Evaluate stakeholder’s understanding of the subjects by reviewing the survey
Step 17: Report outcomes to stakeholders	11/27	1	11/28	dean	Review survey with stakeholders	Authorization from the Dean for a new meeting with the staff.
Step 18: Identify next steps	11/27	1	11/28	Committee/ dean/faculty	New meeting	Evaluate stakeholder’s motivation to continue the new plan.
Step 19: Disseminate findings	12/4	2	12/6		Evaluate school support	Follow-up meetings.