Capstone Change Project Evaluation Plan

Capstone Change Project Evaluation Plan

Project evaluation encompasses approaches for assessing the plan’s processes, impacts, and outcomes. Also, this process enables the implementation team to acquire the requisite knowledge, attributes, and skills to determine the relevance of change programs or quality improvement initiatives (Adams & Neville, 2020). One of the most profound requirements for project evaluation is a solid foundation in research knowledge and skills. In this sense, the evaluation team should rely massively upon qualitative and quantitative data to determine the project’s impacts and outcomes.

In the context of a capstone change project involving evidence-based interventions for preventing medication errors, data collection is a profound strategy for establishing the prevalence, risk factors, and responses to medication mistakes. Examples of data collected when evaluating this project include reported monthly incidences of medication errors, nurses’ knowledge and awareness levels, the severity of these mistakes, and nurses’ response to training and education programs for preventing errors.

The ideal tool for collecting data on this quality improvement initiative are interviews, surveys, observations, and reviews of departmental documents, records, and hospital dashboards (Taherdoost, 2021). These data collection methodologies enable the evaluation team to gather and analyze qualitative and quantitative data.

The project evaluators are advanced practice registered nurses (APRNs), nurse educators, and the informatics team. They are responsible for interviewing nurses, developing learning content, assessing the project’s processes and outcomes, collecting data regarding the project’s impacts and outcomes, and communicating findings to the implementation team, including top organizational leadership.

The viable interventions for communicating data and disseminating findings are report writing, face-to-face presentations, using data visualization tools like concept maps, and open meetings.

A Reflection Journal

My experiences during practicum placement were insightful as well as challenging due to the overarching need to comfort with the demands of the new work environment. However, frequent discussions and interactions with my preceptor enabled me to execute my assigned roles effectively and fit in the new environment.

Also, these interactions allowed us to share insights into topics that form the basis of the current healthcare systems. One of the topics that dominated our discussion with my preceptor was the role of technology in improving healthcare outcomes.

According to Booth et al. (2021), digital technologies like hospital information systems, decision support, remote monitoring systems, electronic health records, artificial intelligence, robotics, and telehealth play a significant role in improving all dimensions of care quality, including convenience, timeliness, and effectiveness. We discussed their functionality, benefits, and potential barriers.

While discussing the role of technology in healthcare with my preceptor, I discovered various personal strengths regarding the topic: background knowledge and awareness of different technologies in current healthcare systems, an interest in the topic, and a willingness to learn about these technologies’ functionality. Equally, I realized some weaknesses, including insufficient knowledge of the technical aspects of different technologies and inadequate awareness of the principles of information interoperability, system security, and confidentiality.

Therefore, I am determined to improve my technological literacy by conducting separate research and participating in future training programs. New et al. (2021) define technological literacy as “the ability to effectively use technology to access, evaluate, integrate, create, and communicate information to enhance the learning process through problem-solving and critical thinking” (p. 321).

Nurse educators can improve nurses’ technical literacy by providing guidelines for using advanced technologies, training and educating them, and process simulation to facilitate knowledge acquisition. Finally, it is essential to incorporate health technology into nursing education curricula to promote nursing students’ awareness of healthcare technologies.


Adams, J., & Neville, S. (2020). Program evaluation for health professionals: What it is, what it is not and how to do it. International Journal of Qualitative Methods, 19, 1–11.

Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. BMJ, 373(373), n1190.

Nes, A. A., Steindal, S. A., Larsen, M. H., Heer, H. C., Lærum-Onsager, E., & Gjevjon, E. R. (2021). Technological literacy in nursing education: A scoping review. Journal of Professional Nursing, 37(2), 320-334.

Taherdoost, H. (2021). Data collection methods and tools for research; A step-by-step guide to choosing data collection technique for academic and business research projects. International Journal of Academic Research in Management (IJARM), 10(1), 10–38.

Capstone Change Project Evaluation Plan

The assignment will be used to develop a written implementation plan.

Step 1) Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources.

Step 2) Develop a process to evaluate the intervention if it were implemented.

Step 3) Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.
Address the following in your summary:

What data was collected?
What tool will be used to collect the data?
Who will be responsible for collecting data?
How will this data be communicated to the team?