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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.