Objectives define the purpose of the practicum and also serve as the basis for evaluation. Activities that must be accomplished need to be identified as well to ensure the objectives are attainable. Following evaluation, the project presentation serves to disseminate the project results. In addition, creating a timeline assists in time management. Discussed below are the aforementioned components of the project.
Learning Objectives
Three of my objectives are in line with the AACN Essentials, the competencies of my specialty, and focus of the course.
1. To experience organizational and systems leadership by initiating a systems-level analysis of the factors contributing to the high turnover rates among nurses in my facility.
2. To experience utilizing research evidence in the development of a project that will address the high turnover.
3. To experience the role of change agent by employing theories in the implementation, evaluation, and dissemination of an evidence-based workplace improvement project aimed at nursing staff retention.
Identifying the influences specific to the context of my facility will assist in determining the appropriate approach to promoting staff retention. Applying available evidence in my chosen setting increases the probability of efficacy, effectiveness, and the achievement of project goals. Meanwhile, the use of theory promotes guided practice that validates and further enriches the chosen theory (Mitchell, 2012).
Activities
Key leadership and other activities include consulting the literature on nurse turnover and retention for the purpose of identifying what is known about the issue. Background information will help in formulating initial guesses about the causes of the problem (Macnee & McCabe, 2008). These guesses will undergo validation in consultation meetings with the staff that generates a collective analysis of the issue and will serve as a springboard for the design and implementation of a related project, namely a mentorship program. Locating applicable research evidence on mentorship and appraising them is another task with the goal of informing program components. Change management is, however, the central leadership activity underlying the planning, implementation, and evaluation of a project that represents change (Gershengorn, Kocher & Factor, 2014). Lastly, there is a need to communicate with administration, the chief nurse, and the nurse educator regarding the project for authorization, coordination, and prevention of any disruptions in the delivery of services.
Proposed Timeline
Having a timeline helps organize tasks and activities and ensures successful completion within the time frame set for the project (DeSilets, Dickerson & Shellenbarger, 2009). The projected total number of hours is 60, half of which will be devoted to project implementation and monitoring. Table 1 presents my proposed timeline.
Project Presentation
For the project presentation, I would request the presence of the chief nurse, my supervisor, and the nurse educator. Their feedback would be valuable in similar undertakings in the future. The presentation will also be an opportunity for me to showcase the knowledge and skills I developed as well as the tasks and responsibilities I am now capable of fulfilling. It will reflect my professional development to which the organization has made possible in big and small ways.
References
DeSilets, L.D., Dickerson, P.S., & Shellenbarger, T. (2009). Time and project management tips for educators. Journal of Continuing Education in Nursing, 40(7), 292-293. doi:10.3928/00220124-20090623-08.
Gershengorn, H.B., Kocher, R., & Factor, P. (2014). Management strategies to effect change in intensive care units: Lessons from the world of business. Annals of the American Thoracic Society, 11(3), 454-457. doi: 10.1513/AnnalsATS.201311-393AS.
Macnee, C.L., & McCabe, S. (2008). Understanding nursing research: Using research in evidence-based practice. Philadelphia, PA: Wolters Kluwer Health.
Mitchell, G. (2012). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32-37. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23705547
