NR 709A Week 7 Final Evaluation Summary Example

Final Evaluation Summary: Project Objectives as Written in the Approved Proposal, With the Artifact and Date Behind Each

Student Name

College of Nursing, Chamberlain University

NR 709A: DNP Project & Practicum IV

Instructor Name

Month Day, Year

Final Evaluation Summary: Project Objectives as Written in the Approved Proposal, With the Artifact and Date Behind Each

Context

This summary closes the DNP project on a same-day behavioral health handoff at the Northgate adult primary care site of a federally qualified health center. The proposal was approved by the project committee on 14 December 2026. The test ran from 1 March to 24 May 2027, and the last 30-day outcome windows closed on 23 June 2027. Practicum hours this term were 128, bringing the program total to 1,024 post-baccalaureate practice hours, all signed by the site mentor. The objectives below are quoted from the approved proposal, not paraphrased, so that each can be read against what was promised.

Objectives, Artifacts and Dates

Partly Met: Objective 1, Training

The objective set a date and a threshold. By 28 February, 14 of 16 medical assistants (88%) and 8 of 9 clinicians had been trained in person, below the 90% threshold for medical assistants. The two medical assistants who missed the huddles were on approved leave, and each had a private session on returning, on 1 and 2 March, so every medical assistant was trained by 2 March. The ninth clinician read the one-page summary by email and was not observed doing a teach-back. The objective is recorded as partly met because the date was missed by two days, and because one clinician's training cannot be confirmed in the same way as the others'.

Partly Met: Objective 2, Working Parts in Place

Three objects were due by 1 March. The message template went live on 26 February. The daily list went live on 3 March; for the first two days it was compiled by hand. The held open slots existed in the consultant's template from 26 February, but the hold stayed invisible to the front desk until a display fix went in on 9 March, so routine bookings took the afternoon slot three times before the fix. The cause was a display setting in the scheduling system, recorded in the scheduling ticket. The objective is recorded as partly met because two of three parts were late, by two days and by eight days.

Not Met: Objective 7, Patient Survey

The proposal committed to surveying 40 patients in English and Spanish. In week 3 of the previous term, the health center's interpreter service could not provide the time needed for the Spanish interviews, and a survey in English only would have left out about 40% of eligible patients. The student proposed dropping the survey rather than running it in one language; the committee accepted this on 20 April 2027. Patients' views of the handoff remain unknown, and the handover packet lists this as an open question.

Met Objectives, Briefly

Objectives 3 to 6 were met on the evidence of the weekly count file, the run chart and the results paper. The fidelity, reach and adoption measures were tracked separately from the outcome, as implementation outcomes should be (Proctor et al., 2011). Objective 4 is met for the twelve test weeks. Whether the rate holds after the student leaves is not part of that objective, and the monthly report will show it. Objective 8 is met with a packet signed by six holders. Objective 9 is met as written, since the objective was to submit; acceptance is not yet known.

Use of the Model for Improvement

The project used the Model for Improvement throughout (Langley et al., 2009): an aim with a date and a number, measures fixed before the test, and changes tested and adjusted. Two adjustments were made during the test, a plainer Spanish wording for the patient question in week 4 and the waiting area change in week 6, and both were recorded with dates before their effect was known.

Competencies Demonstrated and Still Developing

The DNP Essentials group doctoral competencies into domains that include improving safety, working within larger systems of care and partnering across professions (American Association of Colleges of Nursing, 2021). This project gives evidence for some of these and less for others.

Evidence is strongest for improvement work: the printed counting rule, the recount of the inherited baseline and the run chart are artifacts a reviewer can inspect. Evidence is reasonable for interprofessional work: the handoff depended on medical assistants, a consultant, a behavioral health assistant, an analyst and the scheduling office, and the handover packet shows each of them holding a task.

Three areas are still developing. Dissemination: one abstract is submitted, none is yet accepted, and no manuscript has been drafted. Financial analysis: the project measured no costs, so the student has no evidence of being able to argue a change's value in money. Leading without authority: the scheduling hold took eight days to fix because the student had no standing with the scheduling office and had to work through the director; a faster route existed and was found late. Each is named in the student's professional development plan with a target for the first year of practice.

References

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. American Association of Colleges of Nursing.

Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed.). Jossey-Bass.

Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R., & Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health and Mental Health Services Research, 38(2), 65-76. https://doi.org/10.1007/s10488-010-0319-7