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Handoutsforparticipants.docx

HAND OUTS FOR PARTICIPANTS OF 4 PAGES TO MATCH EDUCATION SLIDES YOU DID AND SHOULD ALIGN WITH PRE TEST Questionnaire PLEASE.

PROJECT TITTLE : Does a Staff education program on early recognition of staff burnout in nurses working in long-term care increase their knowledge?

OrganisationreadinessAssessment.docx

ORGANIZATION READINESS ASSESSMNET.

I did this myself and the instructed stated I’m missing THE ACTUAL TOOL. Let me post what I did for FYI.

PROJECT TITTLE : Does a Staff education program on early recognition of staff burnout in nurses working in long-term care increase their knowledge?

week1organisationreadinessAssessementDONEBYME.docx

ORGANISATION READINESS ASSESSMENT.

Student Name: Geraldine Akonwah  Course: NURS 8512 DNP Project and Practicum Term: Fall 2025

Project Tittle Does a staff education program on early recognition of staff burnout in nurses working in long-term care increase their knowledge?”

Organizational Readiness Assessment

Organizational readiness is a crucial component in the successful implementation of evidence-based projects, as it determines the extent to which an organization is willing and able to adopt change. For the proposed project—implementing a staff education program on early recognition of burnout among nurses in a long-term care facility—assessing organizational readiness ensures that the staff, leadership, and infrastructure are adequately prepared to support and sustain the intervention.

The long-term care facility demonstrates a moderate to high level of readiness for this project. Leadership within the facility acknowledges the increasing rates of nurse burnout and recognizes the potential impact on staff retention, patient outcomes, and quality of care. There is evident support from nursing administration and unit managers who have expressed interest in educational interventions aimed at promoting staff well-being. This administrative backing provides the essential foundation for resource allocation, scheduling, and policy support necessary for the implementation of the educational program.

A key aspect of readiness involves assessing the organization’s culture and openness to change. The facility’s leadership promotes a culture of professional development and continuous learning, as demonstrated through ongoing in-service education and quality improvement initiatives. The existing educational infrastructure, such as a designated training room and access to digital learning tools, will facilitate the delivery of the staff education program. Additionally, the organization’s history of collaborative projects and staff participation in continuing education reflects a conducive environment for learning-based interventions (Weiner, 2020).

Potential barriers include limited staffing levels and competing workload demands that may restrict participation in training sessions. However, these barriers can be mitigated by offering flexible scheduling options, such as brief in-person sessions or recorded modules that nurses can access asynchronously. Engaging nurse leaders as champions for the project will also enhance motivation and participation, promoting sustainability of the initiative (Helfrich et al., 2018).

To further assess readiness, the Organizational Readiness for Implementing Change (ORIC) tool can be utilized. This tool evaluates two key dimensions—change commitment and change efficacy—helping to identify areas that may require strengthening prior to implementation. Results from the ORIC assessment will provide insights into staff perceptions and guide targeted strategies to improve engagement and confidence in adopting the educational program (Shea et al., 2014).

Overall, the facility demonstrates a supportive environment, committed leadership, and adequate resources, which suggest a high likelihood of successful implementation. Conducting a formal readiness assessment and engaging stakeholders early will ensure that the staff education program on early recognition of burnout is effectively integrated and sustained within the organizational culture.

Organizational Readiness Assessment Summary

Readiness Factor

Description

Readiness Level

Comments/Plans

Leadership Support

Director of Nursing and administration endorse the project and view it as a priority for improving staff well-being.

High

Leadership will provide resources and allow staff to attend sessions during work hours.

Staff Engagement

Nurses have expressed interest in learning strategies for early recognition of burnout.

High

Staff surveys and informal feedback show enthusiasm for the program.

Available Resources

Training room, audiovisual tools, and educational materials are available.

High

Facility will allocate materials and time for sessions.

Organizational Culture

The organization promotes professional development and employee wellness.

High

The project aligns with current wellness and quality initiatives.

Potential Barriers

Staffing shortages and workload may affect attendance.

Moderate

Sessions will be scheduled during shift changes or quieter periods to minimize disruption.

Sustainability

The education can be integrated into annual in-service training.

High

The organization plans to continue the training as part of ongoing education.

References

Helfrich, C. D., Li, Y. F., Sharp, N. D., & Sales, A. E. (2018). Organizational readiness to change assessment (ORCA): Development of an instrument based on the Promoting Action on Research in Health Services (PARIHS) framework.  Implementation Science, 4(38).  https://doi.org/10.1186/1748-5908-4-38

Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., & Weiner, B. J. (2014). Organizational readiness for implementing change: A psychometric assessment of a new measure.  Implementation Science, 9(7).  https://doi.org/10.1186/1748-5908-9-7

Weiner, B. J. (2020). A theory of organizational readiness for change.  Implementation Science, 15(72).  https://doi.org/10.1186/s13012-020-01075-3

AppendixCtemplate.docx

Stakeholder Analysis

Identify the key stakeholders:

☐ Manager or direct supervisor

☐ Finance department

☐ Vendors

☐ Patients and/or families; patient and family advisory committee

☐ Professional organizations

☐ Committees

☐ Organizational leaders

☐ Interdisciplinary colleagues (e.g., physicians, nutritionists, respiratory therapists, or OT/PT)

☐ Administrators

☐ Other units or departments

☐ Others: ________________

Stakeholder analysis matrix: (Adapted from http://www.tools4dev.org/)

Stakeholder Name and Title:

Role: (Select all that apply.)

Responsibility, Approval, Consult, Inform

Impact Level: How much does the project impact them? (minor, moderate, significant)

Influence Level: How much influence do they have over the project?

(minor, moderate, significant)

What matters most to the stakeholder?

How could the stakeholder contribute to the project?

How could the stakeholder impede the project?

Strategy(s) for engaging the stakeholder:

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Stakeholder Analysis and Communication Tool

Appendix C

© 2022 The Johns Hopkins Hospital/Johns Hopkins University School of Nursing Page | 2

Communication Planning

Refer to this section to guide your communications to stakeholders throughout—and after—completing the EBP project.

What is the purpose of the dissemination of the EBP project findings? (Check all that apply.)

☐Raise awareness.

☐Promote action.

☐Change policy. 

☐ Change practice. 

☐ Engage stakeholders. 

☐ Inform stakeholders. 

☐ Other:________________ 

What are the three (3) most important messages? 

 

 

 

Align key message(s) and methods with the audience:

Audience 

Key Messages 

Method 

Timing 

Interdisciplinary stakeholders

 

 

 

Organizational leadership

 

 

 

Frontline nurses

 

 

 

Departmental leadership

 

 

 

External community

 

 

 

Other

 

 

 

Directions for Use of the Stakeholder Analysis and Communication Tool

See Chapter 11, “Lessons From Practice,” for examples of completed tools.

Purpose:

The EBP team uses this form to identify key stakeholders. Key stakeholders are persons, groups, or departments that have an interest in, concern about, or stake in your project. This may include approval, subject matter expertise, or resources. Communicate with stakeholders early in the process and keep them updated on progress to ensure their buy-in for implementation.

Because stakeholders may change at different steps of the process, we recommend that you review this form as you proceed from step to step in your action plan.

The communication planning section is useful to promote communication throughout the EBP project process. Ideally, complete the communication section toward the end of the EBP project when the team has identified organization-specific recommendations.

Identify key stakeholders (broad categories)

Consider the various areas, departments, groups, or organizations that may be impacted by or have influence over the proposed practice change.

Stakeholder analysis matrix:

Using the prompts from above, identify the five to seven stakeholders who can most affect (or who will be most affected by) the results and who can influence the success of the translation work. Consider which of the four roles each stakeholder may play in your action planning and translation work. The possible roles are:

· Responsibility—Completes identified tasks; recommending authority

· Approval—Signs off on recommendations; may veto

· Consult—Provides input (e.g., subject matter experts); no decision-making authority

· Inform—Notified of progress and changes; no input on decisions

Completion of the Stakeholder Analysis Tool will help clarify roles and responsibilities. The descriptions of responsibilities for each role provided on the form will be helpful in this process. Remember: One stakeholder may fill different roles, depending on the action.

EBP teams should consider the amount of impact the project may have on the stakeholder and the amount of influence the stakeholder can have on the project’s success. Identifying the ways the stakeholder can both contribute to and impede the project’s success as well as how best to engage the stakeholder allows teams to develop plans to optimize the best outcomes.

Align key message(s) and methods with audience

Audience: Think about the project recommendations. Identify the end users—who is your audience? Revisit the Stakeholder Analysis Tool above to confirm stakeholders and the key messages they need to receive. What do you want the target audience(s) to hear, know, and understand?

Key Messages: Messages should be clear, succinct, personalized to the audience, benefit-focused, actionable, and repeated three to six (3–6) different times and ways. 

Method: Communication can occur on many levels using varying strategies, for example:

· Internal dissemination methods can include newsletters, internal websites, private social media groups, journal clubs, grand rounds, staff meetings, tool kits, podcasts, and lunch-and-learns.

· External dissemination methods can be in the form of conference posters and podium presentations, peer-reviewed articles, opinion pieces, letters to the editor, book chapters, interviews, or social media (blogs, Twitter, YouTube). 

Timing: When will your message have the most impact? Consider the audience and time communication when the content may be most relevant to them and their priorities. Also, keep in mind events, such as holidays and the academic calendar, which can distract audience attention.