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Evidence-Based Practice Project Proposal: Evaluation Plan

The evaluation plan of an evidence-based project comprises the description of how a researcher monitors and evaluates the project to determine if the project is on track to achieve what it originally set out to do. It also includes how the evaluation results would be utilized to improve the project and inform decisions. This project set out to use peer educators to prevent the spread of sexually transmitted diseases among youth and adolescents. This paper thus seeks to present an evaluation plan for the project proposal.

Expected outcomes of the EBP

Multiple changes should be observed after implementing the project. One of them is that persons between 15 and 24 years should have increased knowledge of the signs and symptoms of all sexually transmitted diseases (Akuiyibo et al., 2021). Before the intervention, the researchers administer structured questions that gauge the participant’s knowledge of the STIs. During and after the intervention, questionnaires should show increased knowledge of the signs and symptoms of STIs.

The surveys should also show a marked improvement in the participant’s perceptions of STDs (Akuiyibo et al., 2021). They should also show improved attitudes towards STIs and ways of preventing the spread, including abstinence and other safe sex practices. The number of participants willing to self-report any STIs at hospitals should also increase.

At the same time, online focus group meetings should also show an improved communication system where the youth and adolescents should be willing to talk to their partners about sexual health (Mitchell et al., 2020). The meetings should also show an improved number of participants willing to adopt positive behaviour and stop the stigma surrounding currently known STIs. Also, the number of patients that report to clinics infected with any STI should also reduce.

Data collection tool, validity, reliability, and how it is applicable

A qualitative and quantitative research design is ideal for this study. The most suitable qualitative design form would be questionnaires and online focus group meetings. Questionnaires would provide individual subjective experience on whether using peers to spread information about STIs effectively reduces the spread. Also, online focus groups are very content-rich because they offer a deeper understanding of what all the participants understand, feel, perceive, and opine as a group about the project’s progress (Goodreau, 2021). An ideal quantitative data collection tool would be the administration of structured questions with yes or no answers as the only options, and the results tallied and averaged per participant. These methods are simple to use and do not complicate the analysis method.

A group of experts determine if the questionnaire measures what it intended to address and whether the items are sufficient to address all areas. The selection of the appropriate experts is crucial to assessing the contents of the questionnaire. Content validity thus becomes the ideal validity measure. Reliability is the consistency of the survey results. Internal consistency and test-retest reliability measures would be ideal for measuring and removing redundant questions and measuring the consistency of answering questions, respectively. The questionnaire should be piloted on a small group of people with similar criteria as the desired sample participants and would not be part of the study.

Statistical test and suitability for the questionnaire

A paired t-test would be suitable to measure before and after test scores (Lund Research, 2018). Paired t-tests are normally used to measure the difference where the same individuals are measured before and after the application of an intervention. The research will entail before and after questions to gauge the effects of the intervention.

Data collection methods

The ideal method to apply to the data collection would be before and after tests. Before the intervention, the participants will undergo a pre-intervention test consisting of structured questions with correct/incorrect answers. After the peer-led intervention, the participants will also undergo a post-intervention test to measure what impact it has. The outcome would be calculated and analyzed based on the results.

Strategies to take if the intervention fails to produce expected results

If the intervention fails to produce the expected results, the researchers should first check if they allocated enough time to have observable changes (Rabinowitz & Fawcette, n.d.). A root-cause analysis would also be ideal for determining what transpired and hindered knowledge intake. It would also expose gaps in the implementation process. In addition, a change in the implementation strategy would fill in the gaps if present. Also, the researchers might want to increase delivery strength with additional props. Additional research would improve knowledge and device other strategies.

Plan to maintain, extend, revise, and discontinue the project.

The e-project started with educating peer educators and would continue with periodic refresher training with new content. More school staff leaders would also be included in the intervention. The project would be extended by involving more stakeholders that are more likely to support it after seeing its positive impact. Additionally, involving more participants in the study would also ensure the knowledge gets disseminated (Hampton, n.d.). Alternatively, encouraging the participants to spread the knowledge to other teens and adolescents that are not part of the project ensures that more teens are aware of the signs and symptoms of most, if not all, STIs. The revision would include reviewing areas in the strategy that did not bear fruits. The discontinuation will ensure if the project fails to yield the desired results after three attempts.



Akuiyibo, S., Anyanti, J., Idogho, O., Piot, S., Amoo, B., Nwankwo, N., & Anosike, N. (2021). Impact of peer education on sexual health knowledge among adolescents and young persons in two north western states of Nigeria. Reproductive Health, 18(1).


Goodreau, W. (2021, July 21). Advantages of online Vs traditional focus group. Google. https://www.google.com/url?sa=t&source=web&rct=j&url=https://invoke.com/blog/advantages-online-virtual-vs-traditional-focus-groups&ved=2ahUKEwj-pdeAys_5AhXR0YUKHUnvAWgQFnoECBgQBQ&usg=AOvVaw0LTSHUgPYtTGs1tR7iSNkR

Hampton, C. (n.d.). Chapter 21. Enhancing support, incentives, and resources | Section 2. Creating and facilitating peer support groups | Main section | Community tool box. Community Tool Box. https://ctb.ku.edu/en/table-of-contents/implement/enhancing-support/peer-support-groups/main

Lund Research. (2018). Dependent T-test in SPSS statistics – The procedure for running the test, generating the output and understanding the output using a relevant example | Laerd statistics. SPSS Statistics Tutorials and Statistical Guides | Laerd Statistics. https://statistics.laerd.com/spss-tutorials/dependent-t-test-using-spss-statistics.php

Mitchell, K. R., Purcell, C., Forsyth, R., Barry, S., Hunter, R., Simpson, S. A., McDaid, L., Elliot, L., McCann, M., Wetherall, K., Broccatelli, C., Bailey, J. V., & Moore, L. (2020). A peer-led intervention to promote sexual health in secondary schools: The STASH feasibility study. Public Health Research, 8(15), 1-152. https://doi.org/10.3310/phr08150

Rabinowitz, P., & Fawcette, S. B. (n.d.). Section 3. Refining the program or intervention based on evaluation Research. Community Tool Box. https://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-interventions/refineintervention/mainintervention/main&ved=2ahUKEwjPiNv_2ND5AhUVcxoKHTp6AaQQFnoECBYQAQ&usg=AOvVaw37p1i3r5dXHF7I4ovtZOZ


                 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:

1. Discuss the expected outcomes for your evidence-based practice project proposal.
2. 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.
3. Select a statistical test for your project and explain why it is best suited for the tool you choose.
4. 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.
5. Propose strategies that will be taken if outcomes do not provide positive or expected results.
6. 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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