DISCUSSION
CHANGE CHAMPIONS
Change does not occur in a vacuum. Change must be made through leaders who initiate, support, and lead the change. Think of your identified or potential practice problem. Who are the leaders tasked with implementing this change? You should be a part of this list of leaders, but who else is championing the change? Who else is supporting the change and leading the way?
Change can be hard, but change is also inevitable. Thus, change champions understand the purpose and necessity of change and offer this insight and support to the organization. How might your leadership skills and strategies produce more change champions?
For this Discussion, you will contrast change champions and opinion leaders. You will consider the necessity of change for your practice problem, and explore the human impact and resources needed to support your proposed practice change.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
LEARNING RESOURCES
Required Readings
· Hickey, J. V., & Giardino, E. R. (Eds.). (2021). Evaluation of quality in health care for DNPs (3rd ed.). Springer Publishing.
o Chapter 6, “Evaluation of Organizations and Systems” (pp. 147–166)
· Cullen, L., & Hanrahan, K. (2018, January 8). Evidence-based practice and the bottom line: An issue of costLinks to an external site.. Healthcare Financial Management Association. https://www.hfma.org/topics/article/58754.html
· Cullen, L., Hanrahan, K., Farrington, M., Anderson, R., Dimmer, E., Miner, R., Suchan, T., & Rod, E. (2020). Evidence-based practice change champion program improves quality careLinks to an external site.. JONA: The Journal of Nursing Administration, 50(3), 128–134. https://doi.org/10.1097/NNA.0000000000000856
· Dopp, A. R., Narcisse, M.-R., Mundey, P., Silovsky, J. F., Smith, A. B., Mandell, D., Funderburk, B. W., Powell, B. J., Schmidt, S., Edwards, D., Luke, D., & Mendel, P. (2020). A scoping review of strategies for financing the implementation of evidence-based practices in behavioral health systems: State of the literature and future directionsLinks to an external site.. Implementation Research and Practice. https://doi.org/10.1177/2633489520939980
· Luciano, M. M., Aloia, T. A., & Brett, J. F. (2019). 4 ways to make evidence-based practice the norm in health careLinks to an external site.. Harvard Business Review. https://hbr.org/2019/08/4-ways-to-make-evidence-based-practice-the-norm-in-health-care
TO PREPARE
· Review the Learning Resources addressing change champions and opinion leaders.
· Reflect on the human resources that may be necessary to support your proposed practice change.
· Consider the impact of leadership styles in making this change.
Post a description of the differences between change champions and opinion leaders. Be specific and provide examples. Then, describe the human resources that may be necessary to support your proposed practice changes and explain why.
Assignment Rubric
Rubric
NURS_8502_Week9_Discussion_Rubric
NURS_8502_Week9_Discussion_Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeRESPONSIVENESS TO
DISCUSSION QUESTION (20 possible points) Discussion post minimum
requirements: The original posting must be completed by Day 3 at 10:59 pm CT.
Two response postings to two different peer original posts, on two different
days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require
responses, which are not included in the peer posts. Your Discussion Board postings
should be written in Standard Academic English and follow APA 7 style for
format and grammar as closely as possible given the constraints of the online
platform. Be sure to support the postings with specific citations from this
week’s learning resources as well as resources available through the Walden
University library and other credible online resources (guidelines, expert
opinions etc.)
20 to >19.0 pts
Excellent
• Discussion postings and responses are responsive to and exceed the
requirements of the Discussion instructions. • The student responds to the
question/s being asked or the prompt/s provided. Goes beyond what is
required in some meaningful way (e.g., the post contributes a new
dimension, unearths something unanticipated) • Demonstrates that the
student has read, viewed, and considered a variety of learning resources,
as well as resources available through the Walden University library and
other credible online resources (guidelines, expert opinions etc.) •
Exceeds the minimum requirements for discussion posts.
19 to >15.0 pts
Good
• Discussion postings and responses are responsive to and meet the
requirements of the Discussion instructions. • The student responds to the
question/s being asked or the prompt/s provided. • Demonstrates that the
student has read, viewed, and considered a variety of learning resources,
as well as resources available through the Walden University library and
other credible online resources (guidelines, expert opinions etc.) • Meets
the minimum requirements for discussion posts.
15 to >12.0 pts
Fair
• Discussion postings and responses are somewhat responsive to the
requirements of the Discussion instructions. • The student may not clearly
address the objectives of the discussion or the question/s or prompt/s. • Minimally
demonstrates that the student has read, viewed, and considered a variety of
learning resources, as well as resources available through the Walden
University library and other credible online resources (guidelines, expert
opinions etc.) • Does not meet the minimum requirements for discussion
posts; has not posted by the due date at least in part.
12 to >0 pts
Poor
• Discussion postings and responses are unresponsive to the
requirements of the Discussion instructions. • Does not clearly address the
objectives of the discussion or the question/s or prompt/s. • Does not
demonstrate that the student has read, viewed, and considered a variety of
learning resources, as well as resources available through the Walden
University library and other credible online resources (guidelines, expert
opinions etc.) • Does not meet the requirements for discussion posts; has
not posted by the due date and did not discuss late post timing with
faculty.
20 pts
This criterion is linked to a Learning OutcomeCONTENT REFLECTION
and MASTERY: Initial Post (30 possible points)
30 to >29.0 pts
Excellent
Initial Discussion posting: • Post demonstrates mastery and
thoughtful/accurate application of content and/or strategies presented in
the course. • Posts are substantive and reflective, with critical analysis
and synthesis representative of knowledge gained from the course readings
and current credible evidence. • Initial post is supported by 3 or more
relevant examples and research/evidence from a variety of scholarly sources
including course and outside readings.
29 to >23.0 pts
Good
Initial Discussion posting: • Posts demonstrate some mastery and
application of content, applicable skills, or strategies presented in the
course. • Posts are substantive and reflective, with analysis and synthesis
representative of knowledge gained from the course readings and current
credible evidence. • Initial post is supported by 3 or more relevant
examples and research/evidence from a variety of scholarly sources
including course and outside readings.
23 to >18.0 pts
Fair
Initial Discussion posting: • Post may lack in depth, reflection,
analysis, or synthesis but rely more on anecdotal than scholarly evidence.
• Posts demonstrate minimal understanding of concepts and issues presented
in the course, and, although generally accurate, display some omissions
and/or errors. • There is a lack of support from relevant scholarly
research/evidence.
18 to >0 pts
Poor
Initial Discussion posting: • Post lacks in substance, reflection,
analysis, or synthesis. • Posts do not generalize, extend thinking or
evaluate concepts and issues within the topic or context of the discussion.
• Relevant examples and scholarly resources are not provided.
30 pts
This criterion is linked to a Learning OutcomeCONTRIBUTION TO
THE DISCUSSION: First Response (20 possible points)
20 to >19.0 pts
Excellent
Discussion response: • Significantly contributes to the quality of
the discussion/interaction and thinking and learning. • Provides rich and
relevant examples and thought-provoking ideas that demonstrates new
perspectives, and synthesis of ideas supported by the literature. •
Scholarly sources are correctly cited and formatted. • First response is
supported by 2 or more relevant examples and research/evidence from a
variety of scholarly sources including course and outside readings. •
Responds to questions posed by faculty.
19 to >15.0 pts
Good
Discussion response: • Contributes to the quality of the
interaction/discussion and learning. • Provides relevant examples and/or
thought-provoking ideas • Scholarly sources are correctly cited and
formatted. • First response is supported by 2 or more relevant examples and
research/evidence from a variety of scholarly sources including course and
outside readings. • Responds to questions posed by faculty.
15 to >12.0 pts
Fair
Discussion response: • Minimally contributes to the quality of the
interaction/discussion and learning. • Provides few examples to support
thoughts. • Information provided lacks evidence of critical thinking or
synthesis of ideas. • There is a lack of support from relevant scholarly
research/evidence. • No response to questions posed by faculty.
12 to >0 pts
Poor
Discussion response: • Does not contribute to the quality of the
interaction/discussion and learning. • Lacks relevant examples or ideas. •
There is a lack of support from relevant scholarly research/evidence. • No
response to questions posed by faculty.
20 pts
This criterion is linked to a Learning OutcomeCONTRIBUTION TO
THE DISCUSSION: Second Response (20 possible points)
20 to >19.0 pts
Excellent
Discussion response: • Significantly contributes to the quality of
the discussion/interaction and thinking and learning. • Provides relevant
examples and thought-provoking ideas that demonstrates new perspectives,
and extensive synthesis of ideas supported by the literature. • Second
response is supported by 2 or more relevant examples and research/evidence
from a variety of scholarly sources including course and outside readings.
• Scholarly sources are correctly cited and formatted. • Responds to
questions posed by faculty.
19 to >15.0 pts
Good
Discussion response: • Contributes to the quality of the
interaction/discussion and learning. • Provides relevant examples and/or
thought-provoking ideas • Second response is supported by 2 or more
relevant examples and research/evidence from a variety of scholarly sources
including course and outside readings. • Scholarly sources are correctly
cited and formatted. • Responds to questions posed by faculty.
15 to >12.0 pts
Fair
Discussion response: • Minimally contributes to the quality of the
interaction/discussion and learning. • Provides few examples to support
thoughts. • Information provided lacks evidence of critical thinking or
synthesis of ideas. • Minimal scholarly sources provided to support post. •
Does not respond to questions posed by faculty.
12 to >0 pts
Poor
Discussion response: • Does not contribute to the quality of the
interaction/discussion and learning. • Lacks relevant examples or ideas. •
No sources provided. • Does not respond to questions posed by faculty.
20 pts
This criterion is linked to a Learning OutcomeQUALITY OF WRITING
(10 possible points)
10 to >9.0 pts
Excellent
Discussion postings and responses exceed doctoral level writing
expectations: • Use Standard Academic English that is clear, concise, and
appropriate to doctoral level writing. • Make few if any errors in
spelling, grammar, that does not affect clear communication. • Uses correct
APA 7 format as closely as possible given the constraints of the online
platform. • Are positive, courteous, and respectful when offering
suggestions, constructive feedback, or opposing viewpoints.
9 to >8.0 pts
Good
Discussion postings and responses meet doctoral level writing
expectations: • Use Standard Academic English that is clear and appropriate
to doctoral level writing • Makes a few errors in spelling, grammar, that
does not affect clear communication. • Uses correct APA 7 format as closely
as possible given the constraints of the online platform. • Are courteous
and respectful when offering suggestions, constructive feedback, or
opposing viewpoints.
8 to >6.0 pts
Fair
Discussion postings and responses are somewhat below doctoral level
writing expectations: • Posts contains multiple spelling, grammar, and/or
punctuation deviations from Standard Academic English that affect clear
communication. • Numerous errors in APA 7 format • May be less than
courteous and respectful when offering suggestions, feedback, or opposing
viewpoints.
6 to >0 pts
Poor
Discussion postings and responses are well below doctoral level
writing expectations: • Posts contains multiple spelling, grammar, and/or
punctuation deviations from Standard Academic English that affect clear
communication. • Uses incorrect APA 7 format • Are discourteous and
disrespectful when offering suggestions, feedback, or opposing viewpoints.
10 pts
Total Points: 100
