Duck’s Change Curve Model
Roger's diffusion of innovation theory is a particularly good theoretical framework to apply to an EBP project. However, students may also choose to use change models, such as Duck's change curve model or the transtheoretical model of behavioral change. Other conceptual models, such as a utilization model (Stetler's model) and EBP models (the Iowa model and ARCC model) can also be used as a framework for applying your evidence-based proposal in clinical practice. Apply one of the above models and carry your implementation through each of the stages, phases, or steps identified in the chosen model.
In 500-750 words (not including the title page and references page), discuss applying one of the change models to the implementation plan:
Identify the selected model or theoretical framework and discuss its relevance to your project.
Discuss each of the stages in the change model/framework.
Describe how you would apply each stage in your proposed implementation.
In addition, create a conceptual model of the project. Although you will not be submitting the conceptual model you design in Topic 4 with the narrative, you will include the conceptual model in the appendices for the final paper.
You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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. Refer to the LopesWrite Technical Support articles for assistance.
Note: After submitting the assignment, you will receive feedback from the instructor. Use this feedback to make revisions for your final paper submission. This will be a continuous process throughout the course for each section.
RUBRIC
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Evidence-Based Practice Proposal - Section D: Change Model - Rubric
No of Criteria: 7 Achievement Levels: 5
Criteria
Achievement Levels
DescriptionPercentage
Unsatisfactory
0.00 %
Less than Satisfactory
80.00 %
Satisfactory
88.00 %
Good
92.00 %
Excellent
100.00 %
Content
70.0
Change Model Application
65.0
A discussion of an appropriate change model applied to the implementation plan is not included.
A discussion of an appropriate change model applied to the implementation plan is present, but it lacks detail or is incomplete.
A discussion of an appropriate change model applied to the implementation plan is present.
A discussion of an appropriate change model applied to the implementation plan is clearly provided and well developed.
A comprehensive discussion of an appropriate change model applied to the implementation plan is thoroughly developed with supporting details.
Required Sources
5.0
Sources are not included.
Number of required sources is only partially met.
Number of required sources is met, but sources are outdated or inappropriate.
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
Organization and Effectiveness
20.0
Thesis Development and Purpose
7.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
8.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
Format
10.0
Paper Format (Use of appropriate style for the major and assignment)
5.0
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage 100
Duck’s Change Curve Model
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Duck’s Change Curve Model
Organizations cannot gain from the changes that they make if the implementation process is not conducted effectively. Change is a challenging prospect to every healthcare organization as it needs resources and people's inputs to be effective. As such, stakeholders in a change of management must find avenues of initiating and implementing the changes without harming their organizations’ sustainability. Duck’s change curve model remains a primary tool in change implementation. The model takes five stages that are vital to any change. Healthcare organizations that fail to undergo each step can fail to achieve the objectives of a specific change process.
The Model
The Duck’s change curve model is a five-stage change model that hospitals presently employ to steer evidence-based practice initiatives. Implementing EBP protocols in a healthcare organization can be a challenge because such processes require more resources. Healthcare organizations with few resources must find avenues of overcoming their limitations to make proper changes (Rahmayanti et al., 2020). The model also insists on the inputs of stakeholders in the change process. Every organizational change must be communicated to the stakeholders appropriately. That is because the stakeholders, such as nurses, have individual roles to play in the entire change process. The Duck’s change curve model emphasizes the following stages as vital to the change process:
Stagnation
The stagnation stage implies a position with limited growth. In the stagnation stage, the healthcare facility fails to experience any notable changes. Occurrences in this stage include failures to meet targets, poor patent satisfaction indices, more cases of patient safety concerns, and diminishing resources (Baxley, 2016). Healthcare managers can realize that a change is needed at the stagnation stage. Among insightful managers, staying at the stagnation stage for longer than necessary can lead to more failures.
Preparation
The preparation stage is when leaders announce the need to make specific changes in an organization. This stage is merely existent to inform stakeholders about the possibilities of changes (Baxley, 2016). In EBP, all the stakeholders, including the management, physicians, nurses, pharmacists, and others, must be informed about the elements of a possible change. The preparation stage comes with confusion as individuals cannot understand what to expect in the change itself.
Implementation
The third stage of Duck’s change curve model is the implementation in which various clinical settings are subjected to sp...