Posted: August 3rd, 2025

WGU D031 ASM2 Evidence-Based Disruptive Innovation Plan

ASM2 Task 2: Evidence-Based Innovation Proposal

Western Governors University D031 Advancing Evidence-Based Innovation in Nursing Practice requires students to complete the ASM2 performance assessment by submitting a completed Evidence-Based Innovation Plan Template that proposes a disruptive innovation supported by five recent scholarly sources and aligned with the WGU Nursing Programs Conceptual Model.

In this performance assessment for Western Governors University course D031 Advancing Evidence-Based Innovation in Nursing Practice, students demonstrate the role of the nurse innovator by analyzing disruptive innovations, applying big data ethically, and constructing a detailed proposal that improves healthcare outcomes for a defined population or setting. The assessment evaluates competence in evidence appraisal, innovation leadership, and translation of research into practice.

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Competencies

• The graduate leads evidence-based innovation to improve healthcare outcomes.
• The graduate appraises and synthesizes scholarly evidence using established hierarchy levels.
• The graduate applies ethical principles, including the ANA Code of Ethics, to the use of data and technology in innovation.
• The graduate functions in the roles of nurse as detective, scientist, and manager of the healing environment as defined in the WGU Nursing Programs Conceptual Model.

Introduction

Students complete the attached Evidence-Based Innovation Plan Template. The proposal must introduce two scholarly examples of disruptive innovations that improved healthcare, explain the nurse innovator role within the WGU conceptual model, address benefits and challenges of big data with ethical guidance from the ANA Code of Ethics, and present a specific disruptive innovation supported by organizational context, a purpose statement, a SMART+C goal, and a table of five peer-reviewed sources published within the last five years.

Requirements

The submission must be original work. No more than a combined total of 30 percent of the submission and no more than a 10 percent match to any one individual source may be directly quoted or closely paraphrased from sources, even if cited correctly. Use the originality report provided upon submission as a guide.

Complete every section of the Evidence-Based Innovation Plan Template and submit the finished document through the assessment submission tab in PDF, DOC, or DOCX format.

1. Discuss two examples of disruptive innovation that improved healthcare outcomes. Support each example with at least one scholarly source.
2. Explain how an MSN-prepared nurse innovator demonstrates one role from the WGU Nursing Programs Conceptual Model (Nurse as Detective, Nurse as Scientist, or Nurse as Manager of the Healing Environment). Provide a concrete example.
3. Describe one benefit and one challenge of using big data to support innovation. Discuss how the ANA Code of Ethics guides ethical use of big data. Include one scholarly source.
4. Propose a disruptive innovation that addresses a specific healthcare practice problem. Include a description of the target healthcare organization, a clear purpose statement, and a goal written in SMART+C format (Specific, Measurable, Achievable, Relevant, Timed, Challenging).
5. Complete the Relevant Sources Summary Table with five scholarly peer-reviewed sources published within the last five years. For each source provide a full reference, a summary of findings relevant to the innovation, and the evidence strength level (I–VII) according to the WGU Levels of Evidence hierarchy.

Rubric Criteria (Competent Performance)

• Two disruptive innovation examples are accurate, clearly linked to improved outcomes, and supported by scholarly sources.
• Nurse innovator role discussion is detailed, matches one WGU conceptual model role, and includes a relevant practice example.
• Big data benefit, challenge, and ANA Code of Ethics guidance are accurate and supported by at least one scholarly source.
• Proposed innovation is plausible, addresses a real practice problem, and is supported by organizational context, purpose statement, and SMART+C goal.
• Relevant Sources Summary Table contains five recent peer-reviewed sources, accurate summaries, correct evidence levels, and full references.
• APA formatting and originality thresholds are met.

Why This Matters in Practice

Nurse innovators who translate evidence into disruptive solutions reduce variation in care, improve access, and strengthen organizational performance. Proposals grounded in high-level evidence and ethical data use are more likely to secure leadership support and produce measurable gains in patient outcomes and staff efficiency.

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FAQ

How many scholarly sources are required for the D031 ASM2 proposal?
Five scholarly peer-reviewed sources published within the last five years must appear in the Relevant Sources Summary Table. Additional sources may be used in the narrative sections.

What is SMART+C format for the goal?
The goal must be Specific, Measurable, Achievable, Relevant, Timed, and Challenging. Include a clear target metric, timeline, and stretch element that advances practice beyond current performance.

Which WGU conceptual model role should I choose?
Select only one role: Nurse as Detective, Nurse as Scientist, or Nurse as Manager of the Healing Environment. Develop that role with a concrete example tied to the proposed innovation.

Can I use the same sources for both the disruptive innovation examples and the sources table?
Sources used in the narrative examples may also appear in the table provided they meet the five-year peer-reviewed requirement and are fully summarized with evidence levels.

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What file formats are accepted for the ASM2 submission?
PDF, DOC, or DOCX only. Live cloud links are not accepted.

Sample Writing Help

Disruptive innovations such as remote patient monitoring and telehealth have shifted care delivery from facility-centric to patient-centric models and produced measurable gains in chronic disease management. Remote monitoring devices transmit vital signs directly into the electronic record, enabling earlier intervention and fewer preventable readmissions. Telehealth expands specialist access for rural and mobility-limited populations while preserving continuity of care. An MSN-prepared nurse innovator operating as a scientist appraises these technologies against local outcome data, identifies gaps in current workflows, and designs an implementation plan that aligns with organizational priorities. The same nurse applies ethical scrutiny drawn from the ANA Code of Ethics to ensure that big-data algorithms used in risk stratification remain free of bias and protect patient privacy, as emphasized in recent analyses of digital health equity. These steps convert promising technology into sustained improvement rather than short-term pilots.

Evidence Appraisal Priorities

Successful proposals rest on sources that reach Level I or II on the WGU hierarchy whenever possible. Systematic reviews and randomized trials supply the strongest foundation for claiming outcome improvement. When only observational or quality-improvement studies exist, the nurse innovator explicitly notes the evidence level and pairs it with local baseline data to strengthen the case for change. This transparent approach satisfies evaluators and builds credibility with organizational stakeholders who must approve resource allocation. Recent meta-analyses of remote monitoring for heart failure illustrate the pattern: high-level evidence combined with unit-specific readmission rates produces a compelling, actionable proposal.

Common Goal Construction Errors

Students frequently write goals that are specific and measurable yet lack the Challenging element required by SMART+C. A goal that merely maintains current performance fails the stretch criterion. Adding a 15–20 percent improvement target above baseline, tied to a realistic but ambitious timeline, satisfies the full format and signals leadership ambition. Pairing the goal with a purpose statement that names the population, the innovation, and the expected outcome further clarifies intent and helps evaluators locate each required element quickly.

References

Koonin, L. M., et al. (2020). Trends in the use of telehealth during the emergence of the COVID-19 pandemic. Morbidity and Mortality Weekly Report, 69(43), 1595–1599. https://doi.org/10.15585/mmwr.mm6943a3

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Wosik, J., et al. (2020). Telehealth transformation: COVID-19 and the rise of virtual care. Journal of the American Medical Informatics Association, 27(6), 957–962. https://doi.org/10.1093/jamia/ocaa067

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. American Nurses Association. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/

Sounderajah, V., et al. (2020). Diagnostic accuracy of deep learning in medical imaging: A systematic review and meta-analysis. npj Digital Medicine. https://doi.org/10.1038/s41746-020-00254-0

Complete the WGU D031 ASM2 Evidence-Based Innovation Proposal by filling the official template with two disruptive innovation examples, nurse innovator role analysis, big-data ethics discussion, SMART+C goal, and five recent scholarly sources.

Clinical Practice Experience (CPE) Phase 3 Completion and Final e-Portfolio Submission. Students finalize the remaining CPE deliverables that include description of the practice problem, statement of the chosen disruptive innovation, five article references, library search process documentation, additional GoReact screenshots, and written reflection summaries. The completed CPE Record is signed and uploaded separately while the OneNote e-portfolio link is submitted to document all required indirect clinical hours for D031.

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