There is a need to have in place proper structures which will see to it that any evidence-based project is rolled out according to the initial blueprint. To this effect, therefore, it is important to carry out project evaluation as it serves the purpose of specifying the answers that will be expected of a particular undertaking (Aveyard & Sharp, 2013). Thus, project evaluation acts as the basis of aligning the goals and the expected outcomes of the undertaking. The Berlin and Fresno tools are the most appropriate in regards to carrying out project evaluation in most instances (Chen, et al., 2014). Any evidence-based project aimed at ensuring change happens in any healthcare setting needs to put into consideration the maxims of validity and reliability of any forms of knowledge which will be in used n the process.
The first reason why these tools are used in the evaluation process is the fact they carry out measurements which are tied with the psychometric properties of health care practitioners. Additionally, the aforementioned tools are crucial in regards to establishing the reliability and validity of the individuals who will take part in the project implementation process (Chen, et al., 2014). These two factors are vital as they assist in assessing the health practitioners’ knowledge regarding the evidence-based change project. These tools are also essential in the implementation process as they lay down the required foundations on which the process of quality improvement can be met.
Furthermore, understanding the evaluation tool in the project implementation process serves the role of establishing actions which will be congruent with a particular course of action regarding a particular evidence-based change project. This process is significant since it assists in picking out only the cost-effective processes which are directed at achieving particular results from the change process being set up (Aveyard & Sharp, 2013). Conclusively, these tools have a special role to play as far as carrying out assessments on the competencies of healthcare practitioners is concerned. Healthcare providers are supposed to be at the forefront in ensuring that particular changes are achieved at the workplace and the same can only be realized if they participate in the process.
References
Aveyard, H., & Sharp, P. (2013). A Beginner's Guide to Evidence-based Practice in Health and Social Care. McGraw-Hill Education (UK).
Chen, K. H., Tzeng, P. C., Chen, T. H., Kuo, K. N., Liu, H. E., & Chen, C. C. (2014). Develop a self-evaluation questionnaire for evidence-based practice education. American Journal of Educational Research, 2(9), 740-744.
