Table - 1
Organizational Needs Assessment: Practice Gap Identification
What is currently happening What should be What do you and the stakeholders 1. Why is there a gap in practice? What evidence do you have to demonstrate
in the practicum site that happening in the (decision-makers) identify as the gap gap (NDNQI, AHRQ Quality Indicators, N
causes clinical problems? practicum site based between what is currently happening and 2. What factors are contributing to the gap Quality Measures, CAHPS Hospital Survey
on current evidence*? what should be happening (this is your in practice? Commission, ORYX®, etc.)? *
practice gap)?
*Use a reference citation from the Johns Hopkins Table 2 if appropriate.
At the practicum site, on The healthcare team Providers, nurses, social workers, case • Inadequate staff limited the • Post-discharge hospital survey
an Intermediate Care should utilize managers, dieticians, and nurse educators time spent on providing • Patient readmission status
Telemetry Stepdown Unit evidence-based identify the practice gap between what is education. • Hearing patient comments on l
(ICTSU), there is a decline practice guidelines to currently happening vs. what should be • Practice setting utilizing an of knowledge of the disease pro
in patient education in heart properly educate heart happening. educational method such as • The healthcare team reports the
failure patients due to: failure patients to pamphlets and booklets that more effective way to educate p
• Education being prevent or delay • Currently, there is an increase often result in forgotten or
partially or complications of the in the number of heart failure inaccurately retained
inappropriately disease process. patient readmissions due to information.
done. (Mohammadi et al., poor education of the disease
• Limited staff 2021). process and limited staff.
It is leading to hospital Although there are limited
readmission and an staff, education is done
increase in patient anxiety inappropriately or partially.
because of poor • A more effective method of
knowledge. education should be initiated
through multimedia with
patient teach-back and
reflective learning. This will
allow patients to be more
intrigued by using images and
videos, asking questions, and
retaining information better.
,Table - 2
Johns Hopkins Individual Evidence Summary Tool–4th Edition Modified for DNP program (Example entry in Blue. Be sure to delete the example before complet
EBP Question: (P) For the Intermediate Care Telemetry Stepdown Unit at Moore’s Anatomy Hospital, (I) does the implementation of multimedia education with teach-back and reflective lear
the current practice (O) increase patient knowledge to reduce readmission rate and anxiety in heart failure patients as measured before and after the intervention (T) over eight weeks?
Revi Arti Author, date, and title Type of Populat Interventio Finding Measure Limita
ewer cle evidenc ion, n s that s used ons
name nu e size, help
(s) mb and answer
er setting the EBP
question
Ange #1 Mohammadi, F., Jahromi, M.S., Bijani, (2021). Investigating the effect of multimedia Quantit Heart Follow-up -No Post hoc Physio
lica education in combination with teach-back method on quality of life and cardiac anxiety in ative, Hospita for significa test gical
Wall Rando l South Interventio nt indicat
er
patients with heart failure: a randomized clinical trial. BMC Cardiovasc Disord 21, 535 mized Iran, n group A differen Minneso ns wer
(2021). https://doi.org/10.1186/s12872-021-02357-z Control 120 and ce in ta not
Trial, patients control demogr Living measu
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/ non- in the groups aphic with d (bloo
login.aspx?direct=true&AuthType=ip&db=c8h&AN=153551733&site=ehost-live blinded study were variable Heart pressu
immediate s Failure heart
Inclusi ly after between Questio rate, E
Aim: on: one the nnaire and
Determ heart month, interven (MLHF patient
ine the failure then three tion Q) knowl
effect (class I- months of (A/B) ge)
of III), interventio and the Cronbac
multim aged < n. control h’s
edia 60 Interventi group. alpha
educati years on group -No (coeffici
on old, no A: significa ent of
using speech, educated nt 0.89)
the vision, only differen
teach- and screened ce in Cardiac
, EBP Question: (P) For the Intermediate Care Telemetry Stepdown Unit at Moore’s Anatomy Hospital, (I) does the implementation of multimedia education with teach-back and reflective lear
the current practice (O) increase patient knowledge to reduce readmission rate and anxiety in heart failure patients as measured before and after the intervention (T) over eight weeks?
Revi Arti Author, date, and title Type of Populat Interventio Finding Measure Limita
ewer cle evidenc ion, n s that s used ons
name nu e size, help
(s) mb and answer
er setting the EBP
question
back hearing four mean anxiety
method impair sessions, scores question
on the ment, 45 minutes of the naire
quality literacy long. quality
of life , and (preventio of life Pearson
and ability n, signs and Correlat
cardiac to talk and cardiac ion
anxiety and symptoms, anxiety
in answer diet, in ANOV
patients questio complicati interven A
with ns. ons of tion and
heart heart control Chi-
failure. Exclusi failure). groups square
on: Interventi before
Interve absent on Group perform
ntion in more B: ing
group than education educatio
A: two + teach- nal
(multi session back interven
media s, method tions.
edu. mentall (group - There
only) y ill discussion was a
(Alzhei s) significa
Interve mer’s, Control nt
ntion stroke, Group: differen
Group liver daily ce in
B disease, education mean
(multi acute provided score
media heart by nurses for
Organizational Needs Assessment: Practice Gap Identification
What is currently happening What should be What do you and the stakeholders 1. Why is there a gap in practice? What evidence do you have to demonstrate
in the practicum site that happening in the (decision-makers) identify as the gap gap (NDNQI, AHRQ Quality Indicators, N
causes clinical problems? practicum site based between what is currently happening and 2. What factors are contributing to the gap Quality Measures, CAHPS Hospital Survey
on current evidence*? what should be happening (this is your in practice? Commission, ORYX®, etc.)? *
practice gap)?
*Use a reference citation from the Johns Hopkins Table 2 if appropriate.
At the practicum site, on The healthcare team Providers, nurses, social workers, case • Inadequate staff limited the • Post-discharge hospital survey
an Intermediate Care should utilize managers, dieticians, and nurse educators time spent on providing • Patient readmission status
Telemetry Stepdown Unit evidence-based identify the practice gap between what is education. • Hearing patient comments on l
(ICTSU), there is a decline practice guidelines to currently happening vs. what should be • Practice setting utilizing an of knowledge of the disease pro
in patient education in heart properly educate heart happening. educational method such as • The healthcare team reports the
failure patients due to: failure patients to pamphlets and booklets that more effective way to educate p
• Education being prevent or delay • Currently, there is an increase often result in forgotten or
partially or complications of the in the number of heart failure inaccurately retained
inappropriately disease process. patient readmissions due to information.
done. (Mohammadi et al., poor education of the disease
• Limited staff 2021). process and limited staff.
It is leading to hospital Although there are limited
readmission and an staff, education is done
increase in patient anxiety inappropriately or partially.
because of poor • A more effective method of
knowledge. education should be initiated
through multimedia with
patient teach-back and
reflective learning. This will
allow patients to be more
intrigued by using images and
videos, asking questions, and
retaining information better.
,Table - 2
Johns Hopkins Individual Evidence Summary Tool–4th Edition Modified for DNP program (Example entry in Blue. Be sure to delete the example before complet
EBP Question: (P) For the Intermediate Care Telemetry Stepdown Unit at Moore’s Anatomy Hospital, (I) does the implementation of multimedia education with teach-back and reflective lear
the current practice (O) increase patient knowledge to reduce readmission rate and anxiety in heart failure patients as measured before and after the intervention (T) over eight weeks?
Revi Arti Author, date, and title Type of Populat Interventio Finding Measure Limita
ewer cle evidenc ion, n s that s used ons
name nu e size, help
(s) mb and answer
er setting the EBP
question
Ange #1 Mohammadi, F., Jahromi, M.S., Bijani, (2021). Investigating the effect of multimedia Quantit Heart Follow-up -No Post hoc Physio
lica education in combination with teach-back method on quality of life and cardiac anxiety in ative, Hospita for significa test gical
Wall Rando l South Interventio nt indicat
er
patients with heart failure: a randomized clinical trial. BMC Cardiovasc Disord 21, 535 mized Iran, n group A differen Minneso ns wer
(2021). https://doi.org/10.1186/s12872-021-02357-z Control 120 and ce in ta not
Trial, patients control demogr Living measu
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/ non- in the groups aphic with d (bloo
login.aspx?direct=true&AuthType=ip&db=c8h&AN=153551733&site=ehost-live blinded study were variable Heart pressu
immediate s Failure heart
Inclusi ly after between Questio rate, E
Aim: on: one the nnaire and
Determ heart month, interven (MLHF patient
ine the failure then three tion Q) knowl
effect (class I- months of (A/B) ge)
of III), interventio and the Cronbac
multim aged < n. control h’s
edia 60 Interventi group. alpha
educati years on group -No (coeffici
on old, no A: significa ent of
using speech, educated nt 0.89)
the vision, only differen
teach- and screened ce in Cardiac
, EBP Question: (P) For the Intermediate Care Telemetry Stepdown Unit at Moore’s Anatomy Hospital, (I) does the implementation of multimedia education with teach-back and reflective lear
the current practice (O) increase patient knowledge to reduce readmission rate and anxiety in heart failure patients as measured before and after the intervention (T) over eight weeks?
Revi Arti Author, date, and title Type of Populat Interventio Finding Measure Limita
ewer cle evidenc ion, n s that s used ons
name nu e size, help
(s) mb and answer
er setting the EBP
question
back hearing four mean anxiety
method impair sessions, scores question
on the ment, 45 minutes of the naire
quality literacy long. quality
of life , and (preventio of life Pearson
and ability n, signs and Correlat
cardiac to talk and cardiac ion
anxiety and symptoms, anxiety
in answer diet, in ANOV
patients questio complicati interven A
with ns. ons of tion and
heart heart control Chi-
failure. Exclusi failure). groups square
on: Interventi before
Interve absent on Group perform
ntion in more B: ing
group than education educatio
A: two + teach- nal
(multi session back interven
media s, method tions.
edu. mentall (group - There
only) y ill discussion was a
(Alzhei s) significa
Interve mer’s, Control nt
ntion stroke, Group: differen
Group liver daily ce in
B disease, education mean
(multi acute provided score
media heart by nurses for
