Evaluating Change Assignment Paper Out

Evaluating Change
Evaluating Change

Evaluating Change

Evaluating Change

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Topic 1: Step 5: Evaluating Change

This paper is a continuation of 113908, 114068 and it would be nice for the same writer to complete this paper as it is a continuation. The writer will develop an evaluation plan for the EBP that we have been working and will continue to work on. I will also upload the first part of the EBP paper which will help in also creating the evaluation plan. Bear in mind that they is the second part that will be written in the days ahead. It is also important that the writer note that this EBP is done base on WORK DONE IN A CLINICAL SETTING AND NOT A HOSPITAL. So the evaluation plan and every other aspect of the paper should be written with that in mind. And also taking into consideration that we are educating the patients and not the nurses or Dr.

It is very important that the writer research and use the different steps of how to create an effective evaluation plan before engaging on creating one here.

For this paper you will focus on how you will evaluate your change.
Building on work done in the clinical practicum setting this week, and looking toward work with the EBP, address the following:

• Attach a copy of your evaluation plan.

After creating your plan, Give a summary of the plan, including rationale for your evaluation methods at the end on the paper.

1. www.cdc.gov/obesity/downloads/CDC-Evaluation-Workbook-508.pdf


Evaluation is an important process that contributes significantly to the general understanding educational behavioral change processes. It is focuses on improving a certain program. It is also of benefit to other people who could be conducting similar kinds of programs and would want to conduct an evaluation as well (Oermann., 2013).  Diabetic patients require close monitoring and management from the care givers. The health services offered to them should be of quality. It is for this reason that evaluation of the education offered to them is important (Thayer et al., 2016).

Process Evaluation

For the education of patients with type II diabetes, a process evaluation will be conducted to determine the effectiveness of the program. A quasi-experimental design method will be used to conduct the evaluation. During the process, evidence Based Practice (EBP) will be used in conducting the process evaluation whereby the researcher will go through research that has previously been conducted by other scholars on evaluation of patient education on type II diabetes. The nurse will then examine the acquired findings and compare them to those obtained from conducting a process evaluation on patients in his/her clinical setting.

What will be Measured

The researcher will conduct an in-depth study on several peer-reviewed sources on assessment of education to patients with type II diabetes.  Evidence will be sought on patient factors that are thought to change with such a program. These factors include; patient knowledge on diabetes, self-care skills, diabetes self-efficacy, well-being, depression, and most importantly the patient intention for future behavior. According to Duru, the most important indicator of behavior change after patient education is the intention of the patients to make changes after they have left the program (Duru, 2013).

Additionally, the research will also involve gathering evidence on patient perceptions in other clinical settings on the program. This is significant because it determines the effectiveness of the program. The satisfaction of patients in the program will also be assessed since it is an important indicator of behavior change process (Lewis et al., 2016). Patient views on what areas of the curriculum they felt were well handled and which areas did not receive enough attention or received excess attention will also be examined. Moreover, program trends such as parts of the program that patients do not need and which ones they need more will be evaluated as well. This will be important to the researcher since it will help him/her to modify the program based on previous successes or failures of a similar program in other institutions.

Data Analysis

According to Lewis et al, one of the key successes of evaluation is the ability to analyze data to obtain meaningful results and apply these results to enhance the functioning of the program (Lewis et al., 2014). Statistical analysis will be conducted for appropriate interpretation of the data to instill confidence in the conclusions that will be made from the collected data.  For instance, each outcome from the study will be evaluated and compared to similar aspects of patients that will have enrolled in the patient education program.

From this study, the nurse will then identify the strengths, weaknesses, and flaws of the education program that the patients have been receiving in his/her clinical setting and contrast them with the gathered evidence. It is at this point that the examiner will go back to the drawing boarding and come up with appropriate adjustments on the education program based on the evidence he/she will have acquired from the scholarly sources he/she will have gone through.


The evaluation plan will start with a thorough research on patient education on type II diabetes from the available scholarly sources. The researcher will note down how the program has been working in other institutions. The goals, challenges, interventions, and successes of patient education will be determined. Then he/she will use the quasi-experimental design method to compare the program in other clinical settings to what they have been offering to determine whether they are on the right track. If not, the researcher will identify where they could be going wrong and do necessary changes.

Quasi-experimental design method

This research method was preferred because the study involves determining the perceptions of the patients on the program they have been attending. It is an important method of study since it aids the examiner to conduct research without interfering with the behavior of the participants. Examiner gathers evidence from several sources regarding the views of the patients on whether the program is useful or not. The use of this method also offers unique insights that can be used to promote patient outcomes.


Duru, O. K. (2013). Evaluation of the diabetes health plan to improve diabetes care and prevention. Preventing chronic disease10.

Oermann, M. H., & Gaberson, K. B. (2013). Evaluation and testing in nursing education. Springer Publishing Company.

Thayer, S., Chow, W., Korrer, S., & Aguilar, R. (2016). Real-world Evaluation of Glycemic Control Among Patients with Type 2 Diabetes Mellitus Treated with Canagliflozin versus Dipeptidyl Peptidase-4 Inhibitors. Current medical research and opinion, (just-accepted), 1-38.

Lewis, M. A., Bann, C. M., Karns, S. A., Hobbs, C. L., Holt, S., Brenner, J., … & Burton, J. A. (2014). Cross-site evaluation of the alliance to reduce disparities in diabetes clinical and patient-reported outcomes. Health promotion practice15(2 suppl), 92S-102S.

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