Describe the evaluative criteria (indicators or variables) to be addressed in answering each evaluation question.

Submit 2-3 pages describing the Methods/Design and Statistical Analysis that you will use in your project. Use the evidence from the peer reviewed articles that you have critically appraised and synthesized. Follow APA format and cite references. Include the following:

  1. Describe the evaluative criteria (indicators or variables) to be addressed in answering each evaluation question.
  2. Describe the research approaches to be used to answer each question and why they are appropriate to the evaluation questions posed.
  3. Describe in specific detail how data will be collected related to each of your evaluative criteria/indicators. Discuss exactly how the data be collected, when, and by whom. Describe any data collection tools in terms of their development and appropriateness in answering the evaluation questions. Provide information on validity and reliability of tools, if available. Explain why the data collection methods are appropriate to the research approach, type of data, and purpose of the evaluation.
  4. Describe how you will analyze the data, including specific statistical tests to be used. Include dummy data tables if applicable to show how you will display your findings.

Expectations

  • Due: Monday, 11:59 pm P.T.
  • Length: 2-3 pages
  • Format: APA 6th ed.
  • Research: At least one peer reviewed reference within the last 5 yearsIn hospitalized adult patients, how does an educational program on central line management compare to no educational program in the prevention of central line-associated bloodstream infections?

    P: Patients with Central lines in MICU or hospitalized

    I: educational interventions for staff and patients.

    C Educational program compare to no educational program.

    O: decrease rate of CLABSIs

    T: within 90 days of process improvement implementation.

    I am interested in Central line bloodstream infections (CLABIS).by using educational initiative could decrease the rate of catheter-associated bloodstream infection. mandatory education program offered to ICU nurses and physicians. it was developed by a multidisciplinary task force to highlight correct practices for the prevention of catheter-associated bloodstream infection.

    In this program, they included 10-page self-study module on risk factors and practice modifications involved in catheter-related bloodstream infections and in-services at scheduled staff meetings for their staff. Seventy-four episodes of catheter-associated bloodstream infection occurred in 7,879 catheter-days in the 24 months before the introduction of the education program.

    Following implementation educational of the intervention, the rate of catheter-associated bloodstream infection decreased to 41 episodes in 7,455 catheter days. The estimated cost savings secondary to the decreased rate of catheter-associated bloodstream infection for the 24 months following the introduction of the education program was between $103,600 and $1,573,000.

    Educational intervention main focused on the education of health-care providers on the prevention of catheter-associated bloodstream infections. it may lead to a dramatic decrease in the incidence of primary bloodstream infections. Education programs may lead to a substantial decrease in medical-care costs and patient morbidity attributed to central venous catheterization when implemented as part of mandatory training.

    References:

    The Effect of an Education Program on the Incidence of Central Venous Catheter-Associated Bloodstream Infection in a Medical ICU.Warren D.K., Zack J.E., Mayfield J.L., Chen A., Prentice D., Fraser V.J., Kollef M.H. (2014) Chest, 126 (5) , pp. 1612-1618

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