NR703 Week 2 Assignment: Organizational Needs Assessment
Assignment Context and Overview
This assignment forms the first component of a three-part applied organizational and leadership project sequence in Chamberlain University’s Doctor of Nursing Practice program. NR703 Week 2 requires students to conduct a structured organizational needs assessment within a chosen healthcare setting, identify a practice problem from the perspective of organizational stakeholders, articulate the evidence-based practice gap, and formulate a focused PICOT question that will guide the subsequent project phases in Weeks 5 and 7. The assessment demands synthesis of evidence from the Johns Hopkins Individual Evidence Summary Tool, completion of the Practice Gap Identification Table, and adherence to APA 7th edition formatting throughout. This foundational work supports professional formation and communication skills essential to the DNP-prepared nurse’s role in leading practice change.
The purpose of this assessment is to identify a practice problem based on an organizational needs assessment, including the identification of the practice gap and formulation of the practice question, thereby demonstrating professional leadership competencies in project management as a DNP-prepared nurse.
Instructions
Complete the Organizational Needs Assessment on a healthcare organization of your choice. The paper must include the following components:
Introduction
Introduce the topic and establish the importance of an organizational needs assessment. Present a clear purpose statement. Create an organizing statement for the paper that matches the required Level 1 headings (Problem, Practice Gap, Practice Question, and Conclusion).
Problem
Using the information gathered in the Organizational Needs Assessment: Practice Gap Identification Table (Table 1), describe the practice problem by explaining:
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A specific location (hospital unit, community health clinic, surgical suite, primary care practice).
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The key stakeholders (decision-makers).
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The practice problem as identified by the stakeholders.
Practice Gap
In 1–2 organized paragraphs, summarize the findings in Table 1. Ensure the table is placed after the reference list, starting on its own page with the heading Table 1. Address what is currently happening, what should be happening based on evidence, the identified gap, contributing factors, and supporting evidence.
Practice Question (PICOT)
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Population: Describe the specific characteristics of the population that is the focus of the intervention.
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Intervention: Citing evidence listed in the Johns Hopkins Individual Evidence Summary Tool (Table 2), describe the evidence-based intervention. A total of three references must be listed in Table 2.
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Comparison: State “compared to current practice” for the purposes of this assignment.
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Outcome: Create and explain specific outcome measurements based on the evidence collected in Table 2.
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Time: Time frame for the project implementation (8–10 weeks for DNP practicum projects).
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Practice Question: State the full PICOT question.
Conclusion
Recap the paper’s purpose statement and organizing statement of the three Level 1 headings. Draw major conclusions from the body of the paper. Summarize the importance of effective communication for the DNP-prepared nurse in performing practice gap and problem identification.
References
Create the reference page with a minimum of three scholarly references, all of which should be included on the Johns Hopkins Table. Ensure each reference has a matching in-text citation.
Tables
Add the completed Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool) after the reference list. Table 2 must be completely filled out with at least three quantitative research studies at a minimum.
Template: Table 1
Table 1: Organizational Needs Assessment: Practice Gap Identification
| What is currently happening in the practicum site that causes the problem? | What should be happening in the practicum site based on current evidence? | What do the stakeholders identify as the gap between what is currently happening and what should be happening? | Why is there a gap in practice? What factors are contributing? | What evidence do you have to demonstrate there is a practice gap? |
|---|---|---|---|---|
| [Add text] | [Add text] | [Add text] | [Add text] | [Add text] |
PICOT Problem Statement:
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P (Population): For [specific population] in [specific setting]…
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I (Intervention): Does the implementation of [evidence-based intervention]…
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C (Comparison): Compared to current practice.
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O (Outcome): [Measurable outcome] as measured before and after…
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T (Time): Over a [X]-week period.
Grading Rubric
| Criteria | Exemplary (100%) | Proficient (88%) | Developing (76%) | Needs Improvement (64%) |
|---|---|---|---|---|
| Introduction and Purpose | Clearly introduces the topic, establishes importance of organizational needs assessment, presents a focused purpose statement, and includes a clear organizing statement matching Level 1 headings. | Introduces topic and purpose with minor gaps in clarity or completeness of organizing statement. | Introduction is present but lacks clarity or completeness in purpose or organizing statement. | Introduction is missing or fails to establish purpose and organizing statement. |
| Problem Description | Identifies a specific location, key stakeholders, and describes the practice problem as identified by stakeholders with supporting detail. | Identifies location, stakeholders, and problem with minor omissions or lack of detail. | Identifies some elements but lacks specificity or stakeholder perspective. | Fails to identify location, stakeholders, or practice problem adequately. |
| Practice Gap Analysis | Provides a thorough summary of Table 1 findings, clearly articulates the gap between current and evidence-based practice, and identifies contributing factors with supporting evidence. | Summarizes findings with adequate detail but lacks depth in gap analysis or evidence. | Provides a summary but does not clearly articulate the gap or supporting evidence. | Fails to summarize findings or identify a clear practice gap. |
| PICOT Question | Defines each PICOT element clearly with evidence support, states a focused and answerable practice question, and includes all required components. | Defines PICOT elements with minor gaps in clarity or evidence support. | Defines some PICOT elements but lacks clarity, evidence, or completeness. | Fails to define PICOT elements or formulate a coherent practice question. |
| Conclusion | Recaps purpose and organizing statements, draws major conclusions from the body, and summarizes the importance of communication for the DNP-prepared nurse. | Recaps purpose and conclusions with minor omissions in communication significance. | Provides a conclusion but lacks recap of purpose, conclusions, or communication significance. | Conclusion is missing or does not address required elements. |
| References and Tables | Includes minimum three scholarly references with matching citations; Tables 1 and 2 are completed and properly placed after the reference list. | Includes references with minor formatting or citation discrepancies; tables are completed with minor omissions. | References are insufficient or tables are incomplete or misplaced. | References are missing or tables are not completed. |
| APA Formatting and Writing Mechanics | Paper follows APA 7th edition formatting, uses prescribed Level 1 headings, adheres to page length requirements (3–4 pages), and demonstrates Standard English usage and mechanics. | Minor APA formatting or mechanical errors that do not impede readability. | Multiple APA or mechanical errors that affect clarity or adherence to guidelines. | Significant APA or mechanical errors that impede readability and adherence to requirements. |
Example Student Response
Organizational Needs Assessment
Organizations face persistent challenges that prevent them from delivering optimal care. An organizational needs assessment provides a systematic method for identifying where current practice falls short of evidence-based standards, and it gives DNP-prepared nurses the data needed to lead meaningful change. Conducting this assessment requires more than intuition; it demands structured tools, stakeholder engagement, and a clear understanding of the evidence that should guide practice. The purpose of this paper is to present a practice problem identified through an organizational needs assessment conducted at a long-term care facility, describe the practice gap, and formulate a PICOT question to guide a proposed evidence-based intervention. The paper’s organizing structure includes the practice problem, the practice gap, and the practice question.
Problem
The organization of focus is a 120-bed long-term care facility serving primarily geriatric patients with chronic and terminal conditions. The facility provides skilled nursing care, rehabilitation services, and daily living support. Pressure ulcers represent a significant practice problem within this setting. According to Cowan et al. (2019), pressure ulcers are localized injuries to the skin and underlying tissue caused by prolonged pressure, friction, or shear forces, and long-term care residents face elevated risk due to immobility, comorbidities, and age-related skin fragility. The key stakeholders include the director of nursing, unit managers, staff registered nurses, certified nursing assistants, and the quality improvement coordinator. These decision-makers identify pressure ulcers as a patient safety concern that affects quality of life, prolongs recovery, and increases treatment costs. Nurses report that current prevention efforts rely on routine repositioning without a standardized risk assessment protocol, leaving high-risk residents without targeted interventions.
Practice Gap
A practice gap exists when current practice diverges from evidence-based standards. In this facility, pressure ulcer prevention relies on two-hour repositioning and basic skin inspection, yet evidence supports a more comprehensive approach. The National Pressure Injury Advisory Panel recommends risk assessment using validated tools such as the Braden Scale, combined with targeted interventions including support surfaces, nutritional assessment, and staff education. Shi et al. (2021) demonstrated through an overview of Cochrane Reviews that alternating pressure mattresses and overlays significantly reduce pressure ulcer incidence compared to standard hospital mattresses. The gap is evidenced by a 35% prevalence rate of pressure ulcers among long-term residents, a figure that exceeds national benchmarks. Contributing factors include inconsistent use of risk assessment tools, limited staff education on prevention protocols, and lack of access to pressure-redistribution surfaces. Stakeholders acknowledge that without a structured prevention bundle, high-risk residents remain vulnerable.
Practice Question
The population of focus includes adult patients admitted to the long-term care facility for more than six months who are assessed as high risk for pressure ulcer development. The evidence-based intervention is the implementation of a pressure ulcer prevention bundle consisting of Braden Scale risk assessment, alternating pressure mattresses for high-risk residents, and structured staff education on repositioning and skin care. Kim and Lee (2019) found that nurses’ knowledge and attitudes toward pressure ulcer prevention significantly influence prevention performance in long-term care settings. The comparison is current practice, which consists of routine repositioning without standardized risk assessment or pressure-redistribution surfaces. The measurable outcome is a reduction in new pressure ulcer cases, measured by comparing pre-intervention and post-intervention incidence rates. The project will be implemented over a 10-week period.
The practice question is as follows: For adult patients in a long-term care facility admitted for more than six months (P), does the implementation of a pressure ulcer prevention bundle including Braden Scale assessment, alternating pressure mattresses, and staff education (I), compared to current practice (C), reduce the number of new pressure ulcer cases (O) over a 10-week period (T)?
Conclusion
The organizational needs assessment conducted at the long-term care facility identified pressure ulcers as a significant practice problem with a clear gap between current prevention efforts and evidence-based standards. The proposed intervention addresses this gap through a structured prevention bundle that includes risk assessment, support surfaces, and staff education. Effective communication is essential for the DNP-prepared nurse in this process; identifying a practice gap requires collaboration with stakeholders, clear articulation of evidence, and the ability to translate findings into actionable project plans. Without strong communication skills, even well-designed interventions may fail to gain the stakeholder support necessary for successful implementation.
References
Cowan, L. J., Ahn, H., Flores, M., Yarrow, J., Barks, L. S., Garvan, C., Weaver, M. T., & Stechmiller, J. (2019). Pressure ulcer prevalence by level of paralysis in patients with spinal cord injury in long-term care. Advances in Skin & Wound Care, *32*(3), 122–130. https://doi.org/10.1097/01.ASW.0000553109.70752.bf
Kim, J. Y., & Lee, Y. J. (2019). A study on the nursing knowledge, attitude, and performance towards pressure ulcer prevention among nurses in long-term care facilities in Korea. International Wound Journal, *16*(1), 29–35. https://doi.org/10.1111/iwj.13021
Shi, C., Dumville, J. C., Cullum, N., Rhodes, S., McInnes, E., Goh, E. L., & Norman, G. (2021). Beds, overlays and mattresses for preventing and treating pressure ulcers: An overview of Cochrane Reviews and network meta-analysis. Cochrane Database of Systematic Reviews, *2021*(8), CD013761. https://doi.org/10.1002/14651858.CD013761.pub2
Table 1: Organizational Needs Assessment: Practice Gap Identification
| What is currently happening? | What should be happening? | What is the gap? | Why is there a gap? | What evidence demonstrates the gap? |
|—|—|—|—|—|—|
| High number of new pressure ulcer cases reported. Prevention relies on routine repositioning without standardized risk assessment. | Nurses should use evidence-based prevention strategies including Braden Scale assessment, support surfaces, and structured education. | Approximately 35% of residents report pressure ulcers; no clear prevention guidelines beyond routine care. | Lack of knowledge about prevention protocols; inadequate prevention measures; inconsistent use of risk assessment tools. | Pressure ulcer case reports; nurse comments; NPs report desire to improve prevention. |
PICOT Problem Statement:
For adult patients in a long-term care facility admitted for more than six months, does the implementation of a pressure ulcer prevention bundle including Braden Scale assessment, alternating pressure mattresses, and staff education, compared to current practice, reduce the number of new pressure ulcer cases over a 10-week period?
Research, Writing, Citation and Referencing Guide
Answer-First Summary
An organizational needs assessment identifies gaps between current practice and evidence-based standards, providing DNP-prepared nurses with the data needed to lead practice change. This assignment requires you to select a healthcare setting, engage stakeholders, analyze what is happening versus what should be happening, and formulate a PICOT question. The paper must include an introduction, problem description, practice gap analysis, PICOT question, and conclusion, with Table 1 and Table 2 completed and placed after the reference list. Use APA 7th edition formatting throughout.
Frequently Asked Question
What is the difference between a practice problem and a practice gap in a DNP needs assessment?
A practice problem is the clinical issue or concern observed in the organization, such as a high rate of pressure ulcers or medication errors. A practice gap is the specific discrepancy between what is currently being done and what evidence-based guidelines recommend should be done. For example, the practice problem may be a high rate of falls, while the practice gap is the absence of a standardized fall risk assessment protocol. The gap analysis explains why the problem exists and what needs to change.
Why This Matters in Practice
Identifying practice gaps through structured needs assessment is fundamental to the DNP role. DNP-prepared nurses are expected to lead evidence-based practice change, and the ability to recognize where current practice diverges from best evidence determines the success of improvement initiatives. Without a clear gap analysis, interventions may target the wrong problem or fail to gain stakeholder support. The organizational needs assessment process also builds essential communication skills; translating data into a compelling case for change requires the ability to engage decision-makers, present evidence clearly, and align proposed interventions with organizational priorities.
Key Academic Entities and Frameworks
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Johns Hopkins Evidence-Based Practice Model: Provides the Individual Evidence Summary Tool (Appendix G) used to appraise and synthesize evidence.
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PICOT Framework: Structures clinical questions around Population, Intervention, Comparison, Outcome, and Time.
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Braden Scale: Validated risk assessment tool for pressure ulcer development.
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CARE Plan Paragraph Development: Chamberlain’s writing framework emphasizing Connect, Apply, Reflect, and Extend.
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APA 7th Edition: Formatting standard for citations, references, headings, and table presentation.
Next Assignment
NR703 Week 3 Discussion: Leading Interprofessional Teams
This discussion asks you to analyze strategies for leading interprofessional teams in the context of your proposed DNP practice change project. You will examine your leadership strengths and identify approaches for managing team dynamics, resolving conflict, and fostering collaboration. Consider how emotional intelligence, communication frameworks, and mindfulness practices can support effective team leadership. Your initial post should address the specific interprofessional team members who would be involved in your project and the strategies you would use to engage them.
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