Evidence-Based Practice Project Proposal: Evaluation Plan

Evidence-Based Practice Project Proposal: Evaluation Plan


Evaluation Plan

Project evaluation is one of the most profound phases of evidence-based project implementation. It enables project implementers to determine the level of the project’s effectiveness and assess whether its implementation aligns with desired outcomes. According to Galas et al. (2018), the evaluation process revolves around the project and its external outcomes. Project implementers should develop a comprehensive evaluation plan to ensure consistency with other project implementation phases. This assessment aims to formulate an evaluation plan for the proposed project for educating adolescents and young adults about sexually transmitted infections (STIs) in Fulton County, Georgia.

The Expected Outcomes of the Project

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Implementing a sexual health program targeting adolescents and young adults in Fulton County will achieve various desired outcomes, including reducing the risky behaviors that facilitate STIs, curtailing the prevalence of sexually transmitted infections (STIs), and enhancing individuals’ knowledge of STI preventive measures. Shannon & Klausner (2018) contend that young people are more likely to engage in high-risk sexual behaviors such as sexual activities without protection and the habit of having concurrent partners. As a result, implementing the proposed project would reduce the disproportionate effects and prevalence of STIs among youths in Fulton County, Georgia.

Data Collection Tools

Data collection is an essential step for ensuring data-driven quality improvement initiatives. Aguinis et al. (2019) define data collection as a stage that entails several choices, including sampling procedures, analyzing measuring variables, and managing missing data. Although there are many data collection tools, it is essential to apply semi-structured interviews when collecting data regarding the progress and outcomes of sexual health education programs. According to Dejonckheere & Vaughn (2019), semi-structured interviews are the most frequent qualitative data source that allows researchers to collect open-ended data, explore thoughts, and understand participants’ beliefs. Semi-structured interviews include loose and flexible structures, deep exploration of participants’ thoughts, and enhanced interactions.

The Statistical Test

Statistical tests provide opportunities for determining an intervention’s efficacy and impacts. In essence, during and after the sexual health education program implementation, it is possible to assess the initiative’s efficacy by comparing participants and people who did not attend the program. Therefore, this consideration means that the means t-test is the most applicable statistical test for establishing the impact of an intervention. Allen (2017) argues that t-tests enable researchers to establish differences between two groups and determine whether group differences are statistically significant. As a result, applying this statistical test in the proposed project will provide ideal opportunities for determining the effectiveness of sexual health education as the primary intervention. Further, this statistical test is simple and can reveal the project’s effectiveness by assessing its impacts on the intervention group.

Data Collection Methods

Undoubtedly data collection and analysis are essential steps for assessing the impacts of an intervention. According to Melnyk & Fineout-Overholt (2019), data analysis is vital in determining an evidence-based project’s process and outcomes measures. In the proposed project, the implementation team will conduct semi-structured interviews with participants as the primary method of consolidating their views, satisfaction levels, and perceptions of the program. After collecting participants’ responses, the researchers will group findings into various themes for effective data analysis and synthesis. Based on these themes, it would be possible to assess the project’s outcome measures and decide the program’s trajectories.

Strategies to Consider in Case the Outcomes are Negative or Unexpected

Although the proposed project aims to improve the health of the at-risk population section, it is essential to have alternative strategies to consider if the program fails to achieve the desired outcomes or yields unexpected results. It is essential to consider various strategies, including re-examining the intervention, program reflection to unearth weaknesses, and extending the project’s timeline to enable the implementation team to embrace corrective measures. In essence, extending the project’s timeline may allow the implementation team to emphasize frequent monitoring and evaluations to identify areas of improvement.

The Plan to Maintain, Extend, Revise, Discontinue the Proposed Solution

The decision to maintain, extend, revise, or discontinue the intervention depends on whether the project will achieve the desired outcomes. According to Melnyk & Fineout-Overholt (2019), it is feasible to maintain a project if its initial implementation positively impacts processes, systems, and clinical practices as stipulated by strategic goals. The decision to discontinue the project will be applicable if the implementation team decides to conclude the program after achieving the strategic goals or if the program turns out to be ineffective in all aspects. Finally, the plan to revise and extend the intervention will apply in the event of the need to modify the project’s components amidst promising progress towards achieving the desired outcomes.


Evaluation is an essential phase that entails assessing a project’s progress and outcomes. When evaluating a project, it is vital to consider the effectiveness of data collection and analysis tools to ensure data quality, reliability, and credibility. Amidst the need to emphasize project evaluation, this paper explores various aspects of project evaluation, including process and outcome measures, data collection approaches, and a plan to maintain, extend, revise, and discontinue the intervention.



Aguinis, H., Hill, N. S., & Bailey, J. R. (2019). Best practices in data collection and preparation: Recommendations for reviewers, editors, and authors. Organizational Research Methods, 678–693. https://doi.org/10.1177/1094428119836485

Allen, M. (2017). The SAGE encyclopedia of communication research methods (1st ed., Vols. 1–4). Sage.

DeJonckheere, M., & Vaughn, L. M. (2019). Semi-structured interviewing in primary care research: A balance of relationship and rigor. Family Medicine and Community Health7(2). https://doi.org/10.1136/fmch-2018-000057

Galas, A., Pilat, A., Leonardi, M., & Tobiasz-Adamczyk, B. (2018). Research project evaluation—learnings from the PATHWAYS project experience. International Journal of Environmental Research and Public Health15(6), 1071. https://doi.org/10.3390/ijerph15061071

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Shannon, C. L., & Klausner, J. D. (2018). The growing epidemic of sexually transmitted infections in adolescents. Current Opinion in Pediatrics30(1), 137–143. https://doi.org/10.1097/mop.0000000000000578



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Assessment Description
In 750-1,000 words, develop an evaluation plan to be included in your final evidence-based practice project proposal. You will use the evaluation plan in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

Discuss the expected outcomes for your evidence-based practice project proposal.
Review the various data collection tools associated with your selected research design and select one data collection tool that would be effective for your research design. Explain how this tool is valid, reliable, and applicable.
Select a statistical test for your project and explain why it is best suited for the tool you choose.
Describe what methods you will apply to your data collection tool and how the outcomes will be measured and evaluated based on the tool you selected.
Propose strategies that will be taken if outcomes do not provide positive or expected results.
Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.
Refer to the \”Evidence-Based Practice Project Proposal – Assignment Overview\” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the \”APA Writing Checklist\” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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