SAN DIEGO STATE UNIVERSITY
SCHOOL OF NURSING
Nursing 753
Advanced Practice Nursing:
Acute and Critical Care Practicum
Fall 2014
Melissa Rouse, PhD, RN, CNS-BC, CEN
Course Number:
Nursing 753
Course Title:
Advanced Practice Nursing: Acute and Critical Care Practicum
Course Description: Emphasis on care management activities of the acute/critical care
advanced practice nurse: research-based care of select clients and families,
consultation with others in the coordination of client care, interdisciplinary
collaboration, evaluation of care based on standards of practice.
Credit/Hours:
3 units, 9 clinical hrs/week x 15 weeks for total of 135 hours.
Time:
As arranged with preceptor. Weekly communication with faculty will
document number of clinical hours.
Location:
Facility that employs advanced practice nurse preceptor
Prerequisites:
Concurrent registration in Nursing 751
Faculty:
Melissa Rouse PhD, RN, CNS-BC, CEN
melissarousern@aol.com
(951) 239-6885
Concentration:
Advanced Practice Nursing of Adults/Elderly
Specialization in Acute and Critical Care
Text/Readings:
Clinical Nurse Specialist Toolkit: A Guide for the New
Clinical Nurse Specialist. Melanie Duffy, Susan Dresser, Janet Fulton
Springer Publishing, 2009 (available on Kindle too)
California Board of Registered Nursing: Certification of Clinical Nurse
Specialist. (revised 11/2008)
http://www.rn.ca.gov/practice/pdf/npr-b-24.pdf
NACNS (National Association of Clinical Nurse Specialists) Clinical
Nurse Specialist Core Competencies: Executive Summary.
http://www.aacn.org/WD/Certifications/Docs/corecnscompetenciesexecsumm.pdf
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AACN Standards of Practice and Professional Performance for the Acute
and Critical Care Clinical Nurse Specialist
http://www.aacn.org/WD/Practice/Docs/128101CNSStds.pdf
AACN- Advanced Practice Roles: CNS or NP? What’s in a Name?- –
http://www.aacn.org/AACN/aacnnews.nsf/ff1487bfe89b77df882565a6006
cfc3f/2ae0e849ab5ec4e188256b5a007cd35e?OpenDocument#roles
AACN Statement of Support for Clinical Nurse Specialists
http://www.aacn.nche.edu/publications/position/support-for-cns
Go to the website: http://nacns.org/
to see what is available there
Course Outcomes: At the end of this semester the student will be able to:
1. Acquire/refine advanced clinical assessment techniques to differentiate human responses
to acute or critical illness.
2. Synthesize knowledge of advanced pathophysiology with clinical and laboratory data to
systematically assess acutely/critically ill clients.
3. Synthesize knowledge of biopsychosocial stressors with clinical and laboratory data to
plan and prioritize the nursing care of acutely/critically ill clients.
4. Implement select preventive and restorative nursing interventions with acutely/critically
ill clients.
5. Enhance knowledge of advanced technology and instrumentation appropriate for the
assessment and care of acutely/critically ill clients.
6. Use standards of care and appropriate research findings to evaluate delivered care.
7. Analyze the utilization of specific coping strategies by families of acutely/critically ill
clients.
8. Implement select crisis reduction strategies with families of acutely/critically ill clients.
9. Use change theory in the implementation of the practice component of the advanced
practice nurse role.
10. Operationalize the role of the acute/critical care advanced practice nurse: advanced
practitioner, researcher, educator, consultant, care manager.
Methodology:
This course is a clinical practicum. Students will develop individual objectives in
collaboration with the faculty and work closely with a clinical preceptor in either acute
care or critical care setting. The purpose of the course is to learn and enact the role
components of the clinical nurse specialist in the clinical setting.
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DISABLED STUDENT SERVICES
If you are challenged by physical, perceptual, cognitive, or other disabilities certified by SDSU
Disabled Student Services, please consult with the instructor on a confidential basis at your
earliest convenience.
Students who need disability accommodation should provide documentation of their disability to
Student Disability Services at 619-594-6473 (Calpulli Center, Suite 3101), and receive
authorization for academic or clinical accommodations. After accommodations have been
authorized by SDS, students are responsible for notifying faculty in advance of the need for
accommodation. This can best be accomplished by making an appointment to meet privately
with the faculty member early in the semester, or as soon as possible in the event that a disability
is diagnosed during the course of the semester.
COURSE REQUIREMENTS AND GRADE DETERMINATION
Students must achieve 100% satisfactory on clinical outcomes to pass this course as evaluated by
clinical faculty. The student, preceptor and faculty will contribute to the evaluation. Required
assignments include clinical objectives, clinical logs, self-evaluations, preceptor evaluations, the
journal club or organized teaching project, and the Evidence based practice change project/paper.
Points will be lost for assignments turned in after the due date.
The following plus/minus scale will be used:
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
67-69%
63-66%
62% or less
A
AB+
B
BC+
C
CD+
D
F
REQUIREMENTS
Clinical Objectives/Clinical Logs
Due Date
Objectives: 9/8/14
Weekly log: Due every
Sunday by midnight
Journal Club OR Teaching Experience
30%
11/23/14
Evidence-based Practice Project/Paper
40%
12/10/14
_______________________________________________________________________
Total
100%
Midterm Evaluation
Final Evaluation
Percent of Grade
30%
10/26/14
12/10/14
Clinical Hours: 60 hours to be completed by 10/26/14. Total 135 hours must be completed by
512/10/14. ***20 hours of the 135 assigned hours may be used for ‘off site’
research…Please note these hours in your log.
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Assignment Description:
1. Individual Clinical Objectives: Objectives should be discussed during the first shift
with your preceptor and should be turned in to the clinical instructor. Each student will
develop 3-5 individual objectives for the clinical experience as agreed upon by the
preceptor and the faculty instructor and written in measurable terms. Objectives must be
based on the course objectives and address specific goals related to the target
population/clinical area and desired accomplishments. Each student is expected to have
weekly involvement in clinical activities with staff and patients. Incorporate the
advanced nursing component areas (expert clinical practice, education, research,
consultation, and clinical leadership) and the CNS spheres of influence (patient/client,
nursing personnel, and organizations/networks) into your objectives. Objectives may be
revised during the semester with faculty approval.
2. Clinical Log: Each student will maintain a clinical log of his or her experience. Each
student will transmit the log to the faculty on a weekly basis via email. Email logs are
due to clinical instructor each Sunday by midnight. Points will be deducted for logs
turned in after the due date. (One point per day)
Use the form attached as Attachment 2 to complete the logs
3. Midterm and Final Evaluations – (forms found in syllabus) must include selfevaluation and validation/comments by preceptor. Submit on time and include
discussion of objectives met and your plan to complete them by the end of the clinical
rotation.
4. Journal Club OR Organized Teaching: Each student will lead EITHER a journal club
or an organized teaching activity. The class format will be discussed with the preceptor
to determine what will best the meet the needs of the unit at this time. The topic will be
agreed upon by the preceptor and the faculty. Student will complete a self-evaluation due
one week after activity.
5. Evidence-based Clinical Practice Project and Paper: Each student will complete one
project in the clinical area. The project will be chosen by the student in collaboration with
the clinical preceptor and faculty, and should be something that the PRECEPTOR
identifies as valuable to the agency. Please consult with the faculty and preceptor before
starting your project. The final paper will be a manuscript written in APA format, about
this project.
Guidelines for Individual Clinical Objectives:
To help guide the experience, you are asked to develop 3-5 personal learning objectives for this
experience. Think about the CNS spheres of influence and the subroles. Learning goals should
be realistic and measurable. You will be asked to update progress towards these goals in your
midterm evaluation and at the end of the semester. One point will be deducted per day for
turning in late.
Use the following suggestions for writing learning objectives:
1. Consider what you want to learn from your preceptor during the clinical experience.
2. Do you want to participate in any particular clinical opportunities?
3. Would you be interested in attending a professional role related meeting or faculty
development/education conference or workshop?
4. What do you MOST want to learn from this experience?
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5. Ask your preceptor for feedback to determine the feasibility of implementing your
objectives during the semester.
Guidelines for Clinical Logs:
The purpose of the clinical log is to give the student an opportunity to reflect on learning
experiences and track progress through the semester. One point will be deducted per day for
turning in late.
The Clinical log should contain the following parts: Date; record of clinical hours; list of
activities; and response to the following
1. What was the most important thing you learned through your activities?
2. What did you discover about yourself through your activities?
3. Identify the CNS role fulfilled and the sphere of influence involved.
Use the form attached as Attachment 2 to complete the logs.
Guidelines for Journal Club: (Choose to do Journal club OR Teaching activity)
For this requirement, you will lead a journal club. This will involve a research critique of a
current nursing research article relevant to the clinical setting and evaluation of the activity. The
discussion will include review of the research process, applicability for the clinical setting and
key “take home” messages for bedside nurses. The article will be agreed upon by the preceptor
and the faculty and the journal club meeting will be scheduled so the clinical instructor can
attend.
Use the form (attachment 3) to complete a self evaluation of the journal club. Submit to
clinical instructor within one week of your journal club meeting.
Guidelines for Organized Teaching Activity: (Choose to do Journal club OR Teaching activity)
For this requirement, you will prepare an organized teaching activity. Preparation will include
learning objectives, review of evidence, and integration of clinical expertise, patient preferences,
selection of teaching methodologies, evaluation of learning outcomes and creation of learner
materials. The class format will be discussed with the preceptor to determine what will best the
meet the needs of the unit at this time. The topic will be agreed upon by the preceptor and the
faculty and will be scheduled so the clinical instructor can attend.
Use the form (attachment 4) to complete a self evaluation of the activity. Submit to your
clinical instructor within one week after your teaching activity.
Guidelines for Evidence-Based Clinical Practice Project and Paper
See Attachment 5 for Grading Guidelines and Criteria for Evaluation.
***5 points per day will be deducted for late papers.
Learning how to manage change is one of the major components necessary to developing
future nurse leaders. The evidence-based planned change project will provide the student
the experience of initiating and coordinating a planned change in a health care
organization. The purpose of this assignment is to engage the student in an analysis of
evidence-based practice within the clinical experience.
Example projects include: incorporation of new evidence based practice guidelines for
care of bariatric patients, evaluation of outcomes related to early extubation post cardiac
surgery, implementation of insulin protocol with treatment beginning for blood sugars
over 120, and revision of orthopedic care maps based on current patient outcomes.
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Paper will be written in APA format (6th edition) with careful attention to spelling and
grammar. This is a scholarly manuscript about the evidence based clinical practice
project.
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Part 1: Problem Identification and Evidence-Base
1. Practice Problem Identification: A clinical problem will be uncovered during clinical
experiences in collaboration with the unit leaders, your preceptor and clinical instructor.
Digging up clinical problems can start with observation of practice on your assigned unit,
asking staff about the problems they face delivering care, looking through policies and
procedures and guidelines of care, and talking with patients about their perceptions of the
care they are receiving. A clinical question should be developed using the PICOT
process.
2. Evidence Base - Review of literature: The review of literature should begin with a
description of the search process used to identify articles. The majority of the literature
reviewed should utilize systematic reviews, meta-analysis, or clinical guidelines.
Individual studies, review articles and clinical articles can be used as supportive literature
for clinical issues with limited research. Approximately 10-15 sources should be
adequate, see your clinical instructor if you have a problem with a particular content area.
Students are encouraged to use evidence-based sources from the Internet, as they are
appropriate. Use of a clinical/medical librarian is encouraged. The individual sources
should be critiqued and a summary evidence grid should be completed. (Evidence
summary grid is attachment 6)
3. Critical Analysis: The critical analysis section should include a discussion of the
synthesis of the evidence. What are the implications for nursing practice? Summarize
what the evidence supports are the best practices related to the problem you selected.
Compare and contrast the evidence gained from your critique to the existing clinical
practice. Summarize in a conclusion whether or not the clinical practice is consistent with
the best practice identified in the evidence. Were you able to make the practice change?
Take Home Message: This section should conclude with “take home” messages
relevant to clinical practice. Citations for each point are critical.
Part 2: Implementation Strategies: This section should describe the innovation or new
practice based on the best evidence and explore strategies to implement the practice change.
Baseline assessment - What is the current practice and what is the history? Change theory should
underpin the implementation strategies selected. Key stakeholders should be identified.
Challenges to implementing evidence-based care in the clinical setting should be identified with
potential solutions for each challenge explored. Is there a cost benefit to making the change?
A proposed implementation timeline should be included. If you cannot complete the change
during the semester, explain what will continue after you are done. What do you propose should
happen? Outcome measures should be identified and an evaluation should be included as a
proposal if there is not time to actually carry it out.
1. Clinical practice: What is the current clinical practice that you are proposing to change?
Why do they do it that way? What is the history? The description of clinical practice can
be a client care scenario in which the student was involved or be clinical practices
observed while in a given clinical area. The rationale nursing staff offers for engaging in
the particular clinical practice should also be explored.
2. Innovation/New practice: The proposed change in practice should be outlined. Be sure
to justify with the evidence.
3. Implementation Strategies: An implementation strategy should be outlined with clear
evidence of integration of the change theory chosen to guide the project.
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4. Evaluation of Outcomes: Discuss the outcomes of your project. How did your project
change clinical practice? Patient care? Patient outcomes? Staff knowledge? Discuss the
evaluation methods you used and whether the evaluation supported the effectiveness of
your project. If appropriate, discuss both cost and quality outcomes. The “what
happened as a result of my actions” section.
5. Summary: This section should incorporate your reflection on the process of
implementing a clinical change. What did you learn during the process? What would you
do differently the “next” time based on what you learned “this” time? Was the change a
success?
6. Support Materials: Any materials developed in conjunction with this project should be
added as attachments to the final paper.
Clinical Practicum:
Students may not start clinical until all requirements for the assigned institution are complete.
Use the consortium website for all paperwork requirements: http://www.sdnsec.org/
Look for your assigned hospital setting and complete all requirements listed.
Students must communicate completion of all requirements to the clinical instructor
before they can start clinical.
Clinical hours may be arranged by the student with his/her preceptor, however students
are generally assigned specific hours due to preceptor availability which may include
evening or weekend hours. Graduate students are responsible for submitting a clinical
schedule to the faculty and preceptor at the beginning of the semester. Any change in the
clinical schedule must be submitted to faculty.
Attendance at all scheduled clinical assignments is MANDATORY. These assignments
involve contractual relationships with professionals who have committed their time to
preceptorships. A student who must miss a scheduled laboratory due to illness or
emergency must notify the clinical agency or preceptor and the course faculty member
BEFORE the scheduled clinical assignment. Students who miss clinical experiences will
be required to make up time lost prior to course completion. It may be necessary to take
an incomplete in the course.
Students are expected to dress in appropriate professional attire at all times.
Professional attire for the CNS role is business dress (or srubs if your preceptor requests)
with a clean, white lab coat, no visible tattoos or piercings other than a single earring in
each ear. Exceptional personal hygiene is expected. It is the responsibility of the
graduate to verify and comply with the dress code for the institution where clinical hours
will be conducted. Graduate students should obtain and wear a name tag indicating their
affiliation with SDSU. Some clinical agencies require special identification. Students are
responsible for complying with all agency regulations.
Each student is required to comply with the School of Nursing Compliance Policy.
Clinical Placements:
Students are assigned to preceptors who provide health care in acute and critical settings.
Students are expected to assume responsibility for the accomplishment of all course
objectives.
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Students are responsible for reviewing the literature, studying, and increasing their
knowledge base in their areas of clinical assignment. In addition, professional
development in the advanced practice role is expected.
Clinical assignments will be distributed as soon as they are available. Due to
unanticipated circumstances, clinical days may change during the semester. Therefore,
students MUST BE AVAILABLE anytime during the semester to complete their clinical
hours. Clinical sites will not be available next semester to complete clinical hours. Work
schedules are not valid excuses for not completing clinical hours.
HARM RELEASE STATEMENT
This course requires students to participate in fieldtrips, research or studies that include
course work that will be performed off-campus. Participation in such activities may result
in accidents or personal injury. Students participating in the event are aware of these
risks, and agree to hold harmless San Diego State University, the State of California, the
Trustees of the California State University and Colleges and its officers, employees and
agents against all claims, demands, suits, judgments, expenses and costs of any kind on
account of their participation in the activities.
Students using their own vehicles to transport other students to such activities should
have current automobile insurance.
Confidential Information:
In the course of your graduate education you encounter personal and sensitive
information about patients and staff. It is your legal and ethical responsibility to
maintain the confidentiality of this information and to protect the anonymity of those
involved. This includes, but is not limited to, avoiding discussions that would allow
others to identify the subject of the information and removing all identifying information
from written notes, etc.
1. As such, you should NEVER leave the clinical setting with any source of information
that could be linked to a patient (e.g., patient name, social security number, or other
identifying data). It is not sufficient to white-out or ink over identifying information.
2. You should not store patient and staff information in electronic format (e.g., PDAs,
computers, etc.)
Failure to comply with the standard as noted above, holds serious consequences for the
Hospital, Clinic, University, School of Nursing and the Patient. As such, any violation
may have serious repercussions. At the very minimum, clinical credit hours will not be
given for the clinical day if patient information is found in one’s possession outside of the
clinical setting.
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Nursing Student Compliance Policy and Procedures
Policy: In order to attend clinical practicum, each nursing student must present a Compliance
Permission Slip to the clinical instructor at the start of each semester. Faculty will not allow any student
who does not present a permission slip to attend clinical. Faculty may allow students to attend orientation
sessions so long as there is no contact with patients.
Procedure:
1. Before going to the first clinical lab, each student will obtain a Compliance Permission
Slip from the Admissions Coordinator.
2. The Admissions Coordinator will be available to issue Permission Slips during
administrative days and the first week of each semester.
o
Students may obtain Permission Slips only during posted hours.
o
The hours during which the Admissions Coordinator is available will be posted on
the SON web site.
3. For graduate students and undergraduate students in semesters 3-6, permissions slips will be
given only if the student meets the following criteria:
o
all immunizations are complete and up to date or:

a waiver is in effect

titers indicate immunizations are not needed
o
TB testing will not expire before the last day of classes of the semester as per the
academic calendar.
o
CPR certification will not expire before the last day of classes as per the academic
calendar.
o
Malpractice insurance will not expire before the last day of classes as per the academic
calendar.
o
Background Check and Drug Testing
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San Diego State University
School of Nursing
N753: Preceptor Evaluation Form
Midterm Evaluation
Student:
Semester:
Faculty:
Preceptor:
Institution:
Clinical Area:
Student Self-Evaluation (List progress for each objective and include strengths and areas for
improvement):
Preceptor Comments:
This evaluation has been reviewed and discussed by both the student and preceptor.
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__________________________________________Date_______________
__________________________________________Date_______________
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San Diego State University
School of Nursing
N753: Preceptor Evaluation Form
Final Evaluation
Student:
Semester:
Faculty:
Preceptor:
Institution:
Clinical Area:
Student Self-Evaluation (List progress for each objective and include strengths and areas for
improvement):
Preceptor Comments:
This evaluation has been reviewed and discussed by both the student and preceptor.
__________________________________________Date_______________
__________________________________________Date_______________
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Attachment 1:
Exploration of CNS Position
Important Agency Documents
Philosophy of the Department of Nursing
Hospital Organizational Chart
Nursing Department Organizational Chart
CNS Job Description
Nurse Manager Job Description
Professional Organization Role Descriptions
ANA and AACN descriptions of the CNS Role and Role Behaviors
CA BRN Description of CNS Role Components
Agency Variables
What type of hospital is it, occupancy rate, and specialty areas?
What is the current TJC status of the hospital?
What are the future plans for the hospital?
What nursing care delivery model is currently used?
How are ancillary personnel (non-licensed personnel) used in the unit/hospital?
Are there collaborative arrangements with Schools of Nursing, Medicine etc?
What is the nursing staff turnover on your unit or service, hospital?
Is there a clinical career ladder?
What is the educational preparation of most staff nurses, unit managers?
Is there a shared governance model and how are nurses represented?
Are nurses unionized?
Is flexible scheduling possible?
CNS Role in the Organization
What organizational responsibilities are associated with the CNS position?
What percent of CNS time is usually spent on these responsibilities?
What hospital wide committees does the CNS sit on?
How do CNSs contribute to changes in nursing practice?
Are there shared organizational responsibilities between the unit manager and the CNS? (hiring,
interviewing, evaluation, policies, committees)
Is there an expectation that one CNS role is needed or valued more highly?
Are there other CNSs in the hospital?
If so, how many and where do they practice and for how long?
Who does the CNS report to?
Who evaluates CNS performance, who contributes?
Whose budget supports the CNS position?
What are the CNS role expectations for the administration, staff?
What are the perceived benefits of having a CNS in the hospital, service, unit?
What problems do CNSs face in this organization?
What are indicators of a successful CNS in this organization?
Support Services Available
Office and furniture, secretarial support, duplicating, audiovisual materials, library resources including
selection of journals and books, librarian with an inter-library loan service, computers, statistician, media
department, printers, parking, beeper, etc.
Benefits
Salary, schedules, vacation policy, basis of salary increments, incentives, educational benefits,
conference time (attendance vs. presentation), out of hospital library time, terms of leave etc.
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Attachment 2:
Nursing 753 Clinical Log
Name:
Date
Clinical Site:
Preceptor: __________________
Hrs/Cum
Hrs
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Activities &
Reflection on Activities
Clinical Objectives 1. What was the most important thing
Addressed
you learned through your activities?
2. What did you discover about
yourself?
3. Identify the CNS role fulfilled and
the sphere of influence involved.
16
Attachment 3
Journal Club Summary Form
Student:
Date:
Clinical Setting:
Learning objective for the activity: (there should be 1-3 depending on the nature of the
activity).
Justify the need for the article selected for the journal club:
Evidence Citation (s):
What is the level of the selected evidence?
Evidence Critique Summary:
Take Home Messages from the evidence for audience: (bullet point most salient messages)
Learner Evaluation:
Number of attendees:
How did you evaluate your audience’s response to your journal club?
Self-Evaluation:
What are your reflections about your role as a leader for the journal club? What would
you do the same or change?
Attach any Learner Materials Distributed
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Attachment 4
Organized Teaching Activity Summary Form
Student:
Date:
Clinical Setting:
Learning objective for the activity: (there should be 1-3 depending on the nature of the
activity).
Justify the need for the teaching activity:
Evidence Citations for content: (3-5 research-based articles)
Evidence Citations for teaching methods selected: (3-5 theoretical or research articles)
Teaching Methodologies Used:
Learner Evaluation:
Number of attendees:
How did you evaluate your audience’s response to your teaching activity?
Self-Evaluation:
What are your reflections about your role as a leader for the teaching activity? What
would you do the same or change?
Attach any Learner Materials Distributed
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Attachment 5
STUDENT___________________________SEMESTER__________
Evidence-Based Practice Project - Paper
Grading Guidelines and Criteria for Evaluation
Problem Identification and Evidence Base
1. Practice Problem Identification
 Description of clinical practice to be addressed.
 Significance of project, be able to answer the question: so why is this problem
significant?
 Problem statement in PICO format
2. Evidence-Base
 Document search process for identifying articles. (consulted a librarian?)
 Identify key search terms.
 Body of Evidence presented was necessary and sufficient (10-15 sources minimum).)
 Fill in The Summary of Evidence Grid (attachment 6)
3. Critical Analysis
 Synthesize the evidence in a 3-5 page summary
 Summarize the implications for Nursing practice
 Summarize what the evidence supports as the best practice related to the problem you
selected
 Contrast and compare to the evidence gained from your critique to the existing clinical
practice.
 Summarize with a conclusion about whether or not the clinical practice is consistent
with the best practice identified in the evidence.
Implementation Strategy
4.
Implementation and Evaluation Plan
 Baseline assessment (describes what the current practice is and it’s history)
o Query staff about the rationale hospital staff for the clinical practice –
summarize the range of responses.
 Protocol or methods used outlining the steps involved in the change in practice
 Clear identification of a change theory and its application in designing the project.
 Cost Benefit assessment as appropriate
 Outcomes measure assessed or proposed

4. Summary
 Address lessons learned from the process- your reflections on changing practice
6. Support Materials, APA format, Spelling and Grammar
Total Points (5 points a day deducted for late papers)
Points
Possible
Points
Earned
10
30
20
20
10
10
100
COMMENTS:
Faculty signature:______________________
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Attachment 6:
Summary of Evidence
P=_______________________________________
I=_______________________________________
C=_______________________________________
O=_______________________________________
PICO format for EBP Question:
______________________________________________________________
Databases searched: SumSearch_____; Trip______; NCG_______;
AHRQ_______; RNAO_______; JBI_______;
CINAHL________; Pub Med________; PsychInfo________;
Other__________; Other___________
Author –
year –
contact
information
(include the
full citation
in your
reference
list)
Purpose
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Design
Sample:
Size &
characteris
tics
Data
Sources
(surveys,
interviews,
tools)
Intervention
Findings/
Strengths/
Weaknesses
&
Take Home
Message
20