Category: Nursing

Differential Diagnosis Essay Assignment Example

Differential Diagnosis Response 1

This assignment is designed to expose you to the process of determining a diagnosis according to DSM-5 criteria. Many disorders share similarities or even co-occur, making it difficult to arrive at a diagnosis. Differential Diagnosis Essay Assignment Example. Clinicians have to identify the behaviors and thoughts that fit the established diagnosis criteria, ruling out alternative diagnoses.

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For this exercise, you will read the clinical case excerpt presented below and assign a primary diagnosis based on the available evidence. Differential Diagnosis Essay Assignment Example.  Evidence from the passage that you may cite to support your diagnosis includes specific behaviors, patterns of thinking, and symptom duration. Cite at least 4 examples from the excerpt that align with the specific DSM criteria for your primary diagnosis. Each criteria should be supported with a specific behavior/cognition displayed by the individual. Please also identify distress and impairment to daily living. Then, you will engage in a process of eliminating
two
 
alternative diagnoses. You will offer two diagnoses that a clinician may consider based on the presented case and then use evidence from the case to state why these alternative diagnoses are 
not
 correct. For example, later in the semester we will learn that Post-traumatic Stress Disorder (PTSD) requires symptoms to be present for longer than one month. Differential Diagnosis Essay Assignment Example. A similar diagnosis known as Acute Stress Disorder presents with similar features (e.g., distressing and intrusive thoughts about the trauma, flashbacks, inability to experience positive emotions, hypervigilance), but it has a duration of 3 days to 1 month. A clinician may consider an alternative diagnosis of PTSD but ultimately rule that the primary diagnosis should be Acute Stress Disorder if the client has only experienced symptoms
for 2 weeks
. Another clinician may be seeing a client who is in a current depressive episode. If this same client has experienced an episode of mania in the past, however, they would not meet criteria for Major Depressive Disorder (MDD). The clinician may consider MDD as an alternative diagnosis but ultimately, bipolar disorder would be the appropriate primary diagnosis. For each alternative diagnosis, please provide 
one reason for and one reason against
that diagnosis based on DSM criteria. Differential Diagnosis Essay Assignment Example.

Now, please read the case below and write your response, providing a primary diagnosis and two alternative diagnoses, in paragraph form.

Grading Rubric:

15 points:

correct diagnosis (5 points)

at least 4 criteria from the DSM supported with evidence from the passage (8 points)

identify distress and impairment in functioning (2 points)

Differential Diagnosis Essay Assignment Example

10 points:

Alternative diagnosis #1 (1 point)

Reason for and reason against Alternative #1 (4 points)

Alternative diagnosis #2 (1 point)

Reason for and reason against Alternative #2 (4 points)

Differential Diagnosis Essay Assignment Example

10 points:

Times New Roman 12-point font

1” margins

Spelling

Grammar

Structural organization and clarity

Full sentences

Clinical Case Excerpt:

Henry is a 23-year-old male attending New York University. He finally decided to seek psychological services at the suggestion of his friends and family who were worried about him because he rarely left his apartment. In discussing his symptoms and lifestyle with his therapist, he reported that he experienced intense anxiety at the thought of leaving his apartment and interacting with a large number of people. Being in crowds caused Henry to sweat profusely, his hands to shake, his stomach to feel nauseous, and his chest to pound. He reported that experiencing this intense anxiety made him feel like the world was not real or like he was dying. The first time Henry experienced this intense reaction to a crowd was at a concert when he was 20 where he felt panicked and was overcome with fear that he could not receive help if he needed it. Differential Diagnosis Essay Assignment Example. Since that time, he experienced similar feelings at sporting events. The intense anxiety about being in crowds now prevented him from attending class lectures, and his grades were suffering tremendously. Differential Diagnosis Essay Assignment Example. Additionally, Henry used to go out in NYC with all of his friends during his first two years at school, but now he could no longer bring himself to board the subway and only shopped at the nearby grocery store late at night when the fewest number of people were present. He also feared having a panic attack while on the subway and not being able to escape and get help. Because of his fear of public transportation, he did not apply for internships on the opposite side of the city. His relationship with his girlfriend from freshman year also ended because he could no longer tolerate participating in activities where they would be in a large groups. Henry was worried about his grades, future job prospects, and his social life. This constant worry was also causing problems with sleep. Differential Diagnosis Essay Assignment Example.

NURS 6052 Identifying a Researchable Problem

NURS 6052 PROJECT 1

Course Project: Part 1—Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.

—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

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In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions NURS 6052 Identifying a Researchable Problem.

To prepare:

Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

Review the section beginning on page 71 of the course text Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem. NURS 6052 Identifying a Researchable Problem.

Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.

Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

Note:
Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question. NURS 6052 Identifying a Researchable Problem.

Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete Course Project: Part 1—Identifying a Researchable Problem:

Write a 3- to 4-page paper that includes the following:

A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

The 5 questions you have generated and a description of how you analyzed them for feasibility

Your preliminary PICOT question and a description of each PICOT variable relevant to your question

At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

This paper should be written in APA format

This paper should have a purpose statement and a conclusion

Paper should be written in basic vocabularies

NURS 6052 Identifying a Researchable Problem

Paper should cite at least 5 resources, 3 from the resources listed below and 2 scholarly sources from writer

All the articles will be uploaded

Resources

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. NURS 6052 Identifying a Researchable Problem.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/vie wFile/9741/8144 NURS 6052 Identifying a Researchable Problem

Standardized Procedure Pediatrics Essay Assignment Example

Standardized Procedure Pediatrics

Access CA BRN Website: 
NP standardized Procedures

Choose an Acute Health Problem for Pediatrics and write a complete SP. Follow guidelines per CA BRN examples.

I attached example to write same way.

Primary Health of Acute Clients/Families Across the Lifespan Standardized Procedure Pediatrics Essay Assignment Example

Running head: STANDARDIZED PROCEDURE PEDIATRICS 1

Standardized Procedure for Nurse Practitioners: General Policy

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I Purpose

A. To establish a standardized procedure, in compliance with the California Board of Registered Nursing (BRN) and the 11 components of the BRN’s guidelines for Nurse Practitioners (NPs) to perform specified functions without the immediate supervision of a Physician. Standardized Procedure Pediatrics Essay Assignment Example.

II Development and Review

A. All standardized procedures are developed through the collaborative efforts of the members of the organization’s established interdisciplinary committee (IDC). The IDC will consist of physicians, nurse practitioners, registered nurses and administrative representatives of the organization.

B. All standardized procedures will be approved through the IDC made readily available and contain signed and dated approval sheets of all professionals covered by the procedures. Standardized Procedure Pediatrics Essay Assignment Example.

C. All standardized procedures will be reviewed every 3 years or more often as necessary by the IDC.

D. All NPs and their supervising physicians will signify agreement to the standardized procedures upon hire, annually and with changes as needed as evidenced by a signed and dated approval sheet.

E. Signature on the statement of approval and agreement implies the following: Approval of all procedures in the document, intent to abide by the procedures and willingness to maintain a collegial and collaborative relationship with all parties. The signed statement of approval and agreement form will serve as the record of those NPs who have been authorized to perform the procedures Standardized Procedure Pediatrics Essay Assignment Example. The signature page will be kept on file and readily available together with Standardized Procedures.

III Scope and Setting

A NPs may manage those functions outlined in the standardized procedures, within their trained area of specialty and consistent with their experience and credentialing. Such functions include assessment, management and treatment of acute and chronic illness, contraception, health promotion and overall evaluation of health status. Additional functions include the ordering of diagnostic procedures, physical, occupational, speech therapies, diet and referral to specialty care as needed.

B NPs are authorized to practice standardized procedures in the organization’s Outpatient Clinics.

IV Education and Training/Qualifications

A NPs must have the following

1 Current California registered nurse (RN) license

2 Certification by the State of California, BRN as an NP

3 Board certification from the American Nurses Credentialing Center

4 NP furnishing number

5 DEA registration number

6 Current Health Care Provider Card from the American Heart Association

7 Credentialed by the organization’s medical staff

B In addition to the required education and training all NPs will be required to complete competency validation upon hire and annually. The supervising physician is charged with observing the NP and documenting competency validation. The competency validation checklist is managed, maintained and made available by the Office of Medical Staff as a component of the privilege process. Checklist will be reviewed and updated annually by the IDC.

V Supervision and Evaluation

A NP is authorized to implement the approved standardized procedures without the direct or immediate observation or supervision of a physician unless otherwise specified within a particular procedure.

B Supervising physicians will conduct a weekly case review of a minimum of 10% of each NPs cases for the week. The review will be documented within the electronic medical record and must be completed within 30 days of the visit selected for review. Cases will be selected randomly unless a request for review is received by a medical professional.

C No single physician will supervise more than 4 NPs at any one time.

VI Consultations

A Physician consultation is to be obtained as specified in individual procedures or when deemed appropriate.

VII Patient Records

A NPs will be responsible for the documentation of a complete electronic medical record for each patient contact/encounter in accordance with existing clinic and medical staff policies.

Protocol:

Croup initial visit in the outpatient clinic setting

I Rationale

To assist Nurse Practitioners in the outpatient clinic setting in the differentiation between

croup and other upper airway conditions and to establish guidelines for the management of croup in this setting.

II Definition

Swelling and erythema of the upper airway resulting in narrowing of these airways, usually as a result of viral infection and in some instances bacterial. Most cases are usually mild and self-limiting however, children can be seriously ill or at risk for rapid progression of disease leading to further narrowing of the airways and respiratory compromise.

III Epidemiology – Standardized Procedure Pediatrics

A Typically occurs in children between the ages of 6 months to 6 years, with a peak

incidence between 6 and 36 months.

B Most often occurs in the fall and is usually but not limited to parainfluenza type 1 viral infection.

C Cases occurring in winter are usually but not limited to influenza A and B viruses

D Risk factors include familiar history, parental smoking and male gender.

IV History

A Symptoms of upper respiratory infection for several days.

B Rhinorrhea

C Cough

D Low grade fever

E Symptoms occurring most often at night

F Sore throat

G Stridor

H Intermittent barking, seal like cough

V Physical Exam

A Barking seal like cough, stridor

B Tachypnea

C Use of accessory muscles for respiration

D Tachycardia

E Wheezing

F Low grade fever however, can be elevated to 104F

G Visualization of mouth and epiglottis normal

VI Diagnostic tests

A Diagnosis typically made based on clinical presentation

B Plain imaging of soft tissue of the neck may display classic pattern of subglottic narrowing (steeple sign) on posteroanterior view. Standardized Procedure Pediatrics Essay Assignment Example.

C Pulse oximetry

D Laboratory tests are not necessary for the diagnosis of croup however, may be used to assist with differential diagnosis.

1 CBC

2 Viral Serology

3 Tissue culture

VII Differential Diagnosis

A Epiglottitis

B Foreign body aspiration

C Retropharyngeal or peritonsillar abscess

D Compression due to tumors, trauma or congenital malformations

E Angioedema

F Asthma exacerbation

G Bacterial traceitis

VIII Management – According to severity of disease by means of the Westley Croup Score based on the presence or absence of stridor at rest, degree of chest wall retractions, air entry, the presence or absence of pallor or cyanosis and the mental status. Standardized Procedure Pediatrics Essay Assignment Example.

A Mild croup (Westley croup score of ≤2)

No stridor at rest (although stridor may be present when upset or crying), a barking cough, hoarse cry, and either no, or only mild, chest wall/subcostal retractions.

B Moderate croup (Westley croup score of 3 to 7)

Stridor at rest, has at least mild retractions, and may have other symptoms or signs of respiratory distress, but little or no agitation.

C Severe croup (Westley croup score of ≥8)

Significant stridor at rest, although the loudness of the stridor may decrease with worsening upper airway obstruction and decreased air entry. Retractions are severe (including indrawing of the sternum) and the child may appear anxious, agitated, or pale and fatigued Standardized Procedure Pediatrics Essay Assignment Example.

D Impending respiratory failure (Westley croup score of ≥12)

Fatigue and listlessness- Standardized Procedure Pediatrics

Marked retractions (although retractions may decrease with increased obstruction and decreased air entry)

Decreased or absent breath sounds

Depressed level of consciousness

Tachycardia out of proportion to fever

Cyanosis or pallor

E Treatment

Mild Croup:

1 Single dose of dexamethasone 0.15 to 0.6 mg/kg orally or parentally to a max dose of 10mg.

2 Disposition home with the following instructions:

a Fever management with acetaminophen 15mg/kg po every 4-6hrs as needed not to exceed 75mg/kg/day.

b Anticipatory guidance of potential worsening and instructions on when to seek care. Standardized Procedure Pediatrics Essay Assignment Example.

c Use of humidified air, cool mist or hot stream

d Return for follow-up next day.

Moderate Croup

1 Follow mild croup guidelines

2 Observe patient for up to 4 hours

If improved

3 Disposition home following instructions for mild croup

If no improvement

a Consult with supervising physician and prepare to administer

b Inhaled racemic epinephrine 0.05 ml/kg per dose (maximum of 0.5 ml) of a 2.25% solution diluted with normal saline for a 3ml total volume via nebulizer.

c If pulse oximetry is <92% provide supplemental oxygen at a rate to maintain 02 Sat < 92% d Refer or disposition child via emergency transport to emergency department Severe croup and impending respiratory failure a Activate 911 and provide the following until emergency transport arrives: b Ensure open airway c Administer supplemental 02 to maintain 0s sat 92% d Single dose of dexamethasone 0.15 to 0.6 mg/kg parentally. e Inhaled racemic epinephrine 0.05 ml/kg per dose (maximum of 0.5 ml) of a 2.25% solution diluted with normal saline for a 3ml total volume via nebulizer. Standardized Procedure Pediatrics Essay Assignment Example. f Notify supervising physician of need for emergency transport IX Development and Approval of the Standardized Procedure This standardized procedure was developed and approved through the organization’s Interdisciplinary Committee and will be reviewed and approved every 3 years or more often as needed. Revision Date_____________ Review Date______________ X Standardized procedure was approved by the following members of the Interdisciplinary Committee. _______________________________ Date_______________________ Pediatric Department Chair _______________________________ Date_______________________ Supervising Physician _______________________________ Date_______________________ Director of Nursing Practice _______________________________ Date_______________________ Administration XI Practitioners authorized to function under this standardized procedure: This list of Nurse Practitioners will be maintained on file in the department in which Nurse Practitioners practice and hospital administration. Standardized Procedure Pediatrics Essay Assignment Example. References An explanation of standardized procedure requirements for nurse practitioner practice. (1998). Retrieved from http://www.rn.ca.gov/pdfs/regulations/npr-b-20.pdf Standardized Procedure Pediatrics Bjornson, C., & Johnson, D. (2015). Croup. Retrieved from https://online.epocrates.com/diseases/68111/Croup/Key-Highlights Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric Primary Care (5th ed.). Philadelphia, PA: Elsevier. Ferri, F. F. (2016). Ferri’s Clinical Advisor. Philadelphia, PA: Elsevier. Woods, C. R. (2015). Croup. Retrieved from https://www.uptodate.com/contents/croup-approach-to-management?source=see_link&sectionName=Respiratory+care&anchor=H91700#H1 Zoorob, R., Sidani, M., & Murray, J. (2011). Croup: An overview. Retrieved from http://www.aafp.org/afp/2011/0501/p1067.html. Standardized Procedure Pediatrics Standardized Procedure Pediatrics Essay Assignment Example

Working With Children and Adolescents versus Adults Sample Essay

Discussion: Working With Children and Adolescents Versus Adults

Post your answers to the following:

Explain why a developmental assessment of children and adolescents is important.

Describe two assessment instruments and explain why they are used for children and adolescents but not adults. Working With Children and Adolescents versus Adults Sample Essay.

Describe two treatment options for children and adolescents that may not be used when treating adults.

Explain the role parents play in assessment and treatment.

Required Readings

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Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

· Chapter 2, “Contributions of the Psychosocial Sciences” (pp. 93–130)

· Chapter 6, “Classification in Psychiatry” (pp. 290–299)

· Chapter 31, “Child Psychiatry” (pp. 1107–1152)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Working With Children and Adolescents versus Adults Sample Essay.

· “Neurodevelopmental Disorders”

· “Intellectual Disabilities”

· “Communication Disorders”

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell Working With Children and Adolescents versus Adults Sample Essay.

· Chapter 2, “Diagnosis, Diagnostic Formulations, and Classification” (pp. 17–30)

Discussion: Working With Children and Adolescents Versus Adults

Pediatric Screening, Treatment, and Parents Role in Mental Health

The human brain is amazing. Our brains continue to grow as we age, learn, and interact with our environment. The human brain is not fully formed until one’s early 20’s (Giedd, 2004). This means the brain appears different on imaging during different stages of childhood and adolescents. A child could be developing on time, then start deteriorating and losing milestones it once had. An assessment would be needed to identify areas the child was no longer developing on par in. Working With Children and Adolescents versus Adults Sample Essay. The assessment would identify what is wrong, give a diagnosis which could open means to fund treatment and get the child back on course. Children and adolescents think differently from each other and adults. It is important to speak to these kids at their level, which is impossible to do unless the provider does a brief assessment of where the client is intellectually and emotional and developmental age. Then the provider can alter their approach to meet the client where they are at. How these kids think influences the approach to treatment Working With Children and Adolescents versus Adults Sample Essay.

Pediatric Assessments and Screening Tools

The 
Vanderbilt Assessment Scale Parent Informant
helps providers identify symptoms of ADHD. The questions listed address specific symptoms that occur in childhood ADHD, like climbing on things and running around when supposed to be sitting. If this tool was used on adults, adult ADHD could be missed because the Vanderbilt Assessment Scale Parent Informant does not target adult ADHD’s symptoms thus missing key symptoms of ADHD in adults. Adults might not climb on the furniture, but they may be forgetful and disorganized a lot. Working With Children and Adolescents versus Adults Sample Essay.

CRAFFT
is a screening tool for risky behaviors associated with substances. This tool addresses risky behavior teens may take part in. Alcohol is illegal for teens to consume, but adults can legally drink. What is considered a risky behavior for teens may not be for adults. CRAFFT is not ideal for adults. There are other assessment tools specific to the risky behaviors adult present Working With Children and Adolescents versus Adults Sample Essay. Leslie (2008) stressed the importance of routine screening for substances and risky behavior among teens. CRAFFT was found to be a valid screening tool to identify substance-related problems and disorders (Knight, Sherritt, Shrier, Harris, & Chang, 2002).
Discussion: Working With Children and Adolescents Versus Adults

Pediatric Treatment Options

Play therapy is a type of therapy targeting the developmental age of the client. One large meta-analysis found play therapy to be efficacious and equally effective across ages, gender and presenting problems (Bratton, Ray, Rhine, & Jones, 2005). The greatest improvement was seen when parents were involved with play therapy (Bratton et al., 2005). Working With Children and Adolescents versus Adults Sample Essay.

Many studies use elementary school as the medium or location to treat children. Prevention of negative outcomes is a common theme in schools. Children have little to no control over their home environment. So public schools have made changes to help students have higher chances of succeeding. Mental health problems prevention strategies can be implemented in schools. There is often a psychotherapist in the school and a free period at school to allow teens to make up homework that was not done at home. Tol, Komproe, Susanty, Jordans, … & De Jong (2008) conducted multiple control trials with interventions targeting mental health in schools for kids affected by political violence. The unique aspect of providing interventions and treatment in school is it is a safe, consistent, structured environment the child attends on a regular basis. And there are plenty of adults in the school that may be able to help with the interventions. 
Discussion: Working With Children and Adolescents Versus Adults

School is an ideal location to promote healthy development in children and provide prevention interventions to help children have positive outcomes. Adults are not treated like this. There is not one location nearly everyone goes to on a regular basis, which is a consistently safe environment. Adults work at different businesses and on different days. Often, mental health prevention is not addressed in adults to the degree it is in children and adolescents. 
Discussion: Working With Children and Adolescents Versus Adults. Working With Children and Adolescents versus Adults Sample Essay.

Parent’s Role in Treatment

Parents are vital when working with children and adolescents. When parents are involved and support their child, the child has better chances of succeeding and healing. One way parents can help is by providing information to practitioners in the form of screening and assessment dah data. Parents may need to give feedback because the client lacks insight, awareness, ability to express or even define complex feelings. The parent can provide assessment tools or screening tools to the child’s teacher, thus allowing for more data to be gathered in another environment the child is in.

Parents can also encourage teens to participate in the assessment. Parents may bring up symptoms or events the teen or child does not want to talk about, allowing for more data or an alternate perspective on their situation. Information gathered from parents of adolescents may or may not be accurate because teens often filter details of their lives to parents Working With Children and Adolescents versus Adults Sample Essay.

Parents can help children and teens follow through getting needed treatment, provide reminders and transportation to their children, and refill prescriptions.

Discussion: Working With Children and Adolescents Versus Adults References

Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. 
Professional Psychology: Research and Practice
, 
36
(4), 376.

Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. 
Annals of the new york academy of sciences
, 
1021
(1), 77-85. Working With Children and Adolescents versus Adults Sample Essay.

Knight, J. R., Sherritt, L., Shrier, L. A., Harris, S. K., & Chang, G. (2002). Validity of the CRAFFT substance abuse screening test among adolescent clinic patients. 
Archives of pediatrics & adolescent medicine
, 
156
(6), 607-614.

Tol, W. A., Komproe, I. H., Susanty, D., Jordans, M. J., Macy, R. D., & De Jong, J. T. (2008). School-based mental health intervention for children affected by political violence in Indonesia: a cluster randomized trial. 
Jama
, 
300
(6), 655-662.Leslie, K. (2008). Youth substance use and abuse: challenges and strategies for identification and intervention. 
Cmaj
, 
178
(2), 145-148. 
Discussion: Working With Children and Adolescents Versus Adults. Working With Children and Adolescents versus Adults Sample Essay.

Introduction to Theory in Healthcare Informatics Essay Assignment

Assignment: Introduction to Theory in Healthcare Informatics

Part one:

Discuss your current practice setting (I work on a cardiac unit) and how informatics is involved in your practice. Include what work-related tasks you complete using healthcare informatics and what server your facility uses (We use epic) . Introduction to Theory in Healthcare Informatics Essay Assignment. Lastly, think of one or two topics for the Signature Assignment project (look ahead to Module 8 for details) you will complete during this course and provide a brief description.

Please provide a brief description of Electronic Health Records: as this would be the topic for my project. Introduction to Theory in Healthcare Informatics Essay Assignment.

Assignment: Introduction to Theory in Healthcare Informatics Part two:

Assignment: Introduction to Theory in Healthcare Informatics

Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment. Introduction to Theory in Healthcare Informatics Essay Assignment.

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Write an essay addressing the following prompts:

Electronic health records (EHRs) are easier to read than the paper charts of the past, but many complain that healthcare providers are focusing too much on the computer screen instead of the patient.

Is this due to lack of skill or training, poor computer system design, or just the nature of computer charting?

Is patient care suffering from the implementation of EHRs? Introduction to Theory in Healthcare Informatics Essay Assignment.

Charting in an EHR consist of clicking boxes, do you feel this provides enough detail about the patient, condition, and events if there was a law suit?

Hebda, Hunter and Czar (2019) identify three types of data that is currently being tracked by organizations (p. 46).

Identify and explain another type of data, specific to your practice, that is being tracked by an organization.

Why do you feel this data is important to track?

Identify and discuss the organization that is tracking the data.

Are there any ethical concerns with an outside organization tracking this data, explain and give examples?

In this week’s discussion post, you identified and explain the topic selected for the project Introduction to Theory in Healthcare Informatics Essay Assignment.

Provide a description of your selected topic based on input from the discussion forum. What is your project, why is it relevant to this class, and why is it important to you?

Identify an informatics/healthcare theory from pages 29-30 of the textbook that aligns with the project and explain why. Introduction to Theory in Healthcare Informatics Essay Assignment.

Assignment Expectations:

Length: 500 words per essay prompt/each section (1500 total for this assignment)

Structure: Include a title page and reference page in APA style. These do not count towards the minimal word amount for this assignment. All APA Papers should include an introduction and conclusion. Introduction to Theory in Healthcare Informatics Essay Assignment.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Attached are pages from the textbook to help with the Introduction to Theory in Healthcare Informatics Essay Assignment

NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments
.

Week 1: Developing a Focus in Your Specialty Area

As a nurse and a doctoral student, you have already developed a set of skills and the expertise that have enabled you to contribute to the nursing profession and to those you serve. Yet, your call to advanced practice warrants a deeper understanding of issues and approaches, particularly in your area of specialty practice. To practice at the highest level, you must be able to analyze a health care problem using reasoning, theory, research, and experience.

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As you move forward in this course, you will create an Evidence-Based Practice (EBP) Project, in which you will evaluate the scientific foundations of a health care issue in your specialty area, apply effective practices, identify and evaluate outcomes, and develop new practice guidelines. This week, you will become familiar with the requirements of the EBP Project, which will be completed as part of your practicum experience. To help you prepare for your practicum, this week you reflect on your own potential for professional growth and create learning objectives to guide your experience. The EBP Project must be completed during this practicum experience and is not the same as your DNP project that you are developing with the guidance of your DNP faculty chair and committee in the mentoring courses. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Learning Objectives

Students will:

Formulate a EBP Project question incorporating theory, knowledge, research, reasoning, and nursing practice

Assess areas for professional growth within the practicum experience

Looking Ahead

You are required to keep a log of the time you spend related to your practicum experience. You can access your time log from the Welcome page in your Meditrek account. Please make sure to continuously input your hours throughout the term. Time logs are reviewed by your instructors in weeks 3, 7, and 11.

Photo Credit: ERproductions Ltd / Blend Images / Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice
(3rd ed.). Burlington, MA: Jones & Bartlett Learning. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments

Chapter 2, “Developing the Researchable Problem”

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/dnp/Essentials.pdf

 

Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses.
Applied Nursing Research
, 26, 105-109.

McCurry, M. K., Revell, S. M. H., & Roy, C. (2009). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. 
Nursing Philosophy, 11
(1), 42–52.

 

Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: The seven steps of evidence-based practice.
American Journal of Nursing
, 110(1), 51-53.

Note:
You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. 
American Journal of Nursing, 110
(3), 58–61.

Note:
You will access this article from the Walden Library databases.

Tschannen, D., Aebersold, M., Kocan, M., Lundy, F., & Potempa, K. (2015). Improving patient care through student leadership in team quality improvement projects.
Journal Nursing Care Quality
, 30(2), 181-186.

Note:
You will access this article from the Walden Library databases.

Vanderbilt University Center for Teaching. (2017) Bloom’s Taxonomy Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

 

Yensen, J. (2013). PICO Search Strategies.
Online Journal of Nursing Informatics (OJNI)
, 17 (3). Available at http://ojni.org/issues/?p=2860

 

Document: Clinical Time Log and Journal (Word document)

Document: Literature Review Matrix (Word document)

Document: NURS 8410 Practicum Journal Template (Word document)

 

Discussion: Developing an Evidence-Based Practice (EBP) Project Question

Consider issues related to your nursing practice. What stands out to you about your specialty area? What questions or concerns do you think are especially in need of attention? Why? How would you most like to contribute to the knowledge base of your profession?

The EBP Project provides a significant opportunity for furthering the nursing profession. Formulating a specific, applicable question is a necessary first step for developing your project. The question defines the focus of the EBP Project and guides your selection of research methods and tools. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments Think about aspects of your specialty area, and begin to formulate a question that relates to your nursing practice.

The primary purpose of this Discussion is to provide a forum in which you and your colleagues can support each other in cultivating a practice-related question.

To prepare:

Develop your EBP Project question using the PICO (patient group, issue or intervention, comparison, outcome) method as described in Chapter 2 of 
Clinical Research for the Doctor of Nursing Practice
(p. 29) and other resources. Depending on your specialty area, you may modify the PICO method as necessary to be appropriate for your target population.

Begin to complete the “Literature Review Matrix,” reviewing at least four to six research articles relevant to your specialty area and your EBP Project question. Note any areas of difficulty that you encounter, as well as any strategies or insights that might be beneficial to others.

Reflect on the information presented in the McCurry, Revell, and Roy article listed in the Learning Resources.

What questions or concerns, if any, do you have about how to develop your project question and/or expand your expertise in your specialty area?

By Day 3

Post
 a cohesive scholarly response that addresses the following:

Share your project question, as you have developed it thus far.

Discuss salient elements that inform your project question: theory, current research, nursing practice, and specialty knowledge.

Pose any questions or concerns you may have related to developing your project question or literature review. You may also include any other issues related to expanding your expertise within your specialty area.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues by providing feedback on their project question:

Consider the following when providing feedback:

Is the project question easily understood?

Is the answer to the project question not immediately obvious?

Can the project question be answered in the time available to the researcher?

NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments

You may also respond to your colleagues in the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective, using readings from the classroom and/or from your own research in the Walden Library. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

ORDER A PLAGIARISM-FREE PAPER HERE

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 1 Discussion

 

Assignment: Introduction to the Evidence-Based Practice (EBP) Project

As a part of your practicum experience in this course, you will engage in a small-scale Evidence-Based Practice (EBP) Project. This project will enable you to apply many of the concepts presented in the Learning Resources; it provides an authentic learning experience to enhance your specialty area knowledge and support your growth as a scholar-practitioner.

Select the following link for an overview of the full EBP Project assignment.

Document: Evidence-Based Practice (EBP) Project Overview (Word document)

 

The document includes due dates. You do not need to submit anything this week, but begin thinking about and planning for this project as soon as possible. You may wish to discuss it with your Practicum Mentor as well.

Practicum: Planning Learning Objectives

The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience.  You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy. Your practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701).  Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006).

Your practicum objectives should include the following:

Two to three learning objectives using Bloom’s Taxonomy.

Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level.

Relationship of the learning objectives to the DNP Essentials.

NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Submit by Day 7

Ensure that all of the necessary paperwork has been submitted and approved. Remember, final approval for your practicum experience must come from your Instructor, and your practicum may not begin until the required documentation has been submitted and you have received Instructor approval.

Reminder:

Begin keeping track of your practicum hours 
using the provided time log
. This time log needs to include the date, times (start and finish), total hours for the week, a brief description of what you did or observed during each time interval, and the objectives that are being addressed through your practicum activities. You can have more than one objective for each time interval.

In addition, you will submit a journal entry (along with your time log) in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature.

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Practicum using the naming convention “WK1Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 1 Practicum 

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK1Practicum+last name+first initial.(extension)” and click 
Open
.mNURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

To access your rubric:

Week 1 Practicum Rubric

 

Check Your Practicum Draft for Authenticity

To check your Practicum draft for authenticity:

Submit your Week 1 Practicum draft and review the originality report.

 

Submit Your Practicum by Day 7

To submit your Practicum:

Week 1 Practicum

 

Practicum: Journal Guidelines

You will submit your Clinical Time Log and Journal located in the Week 1 Learning Resources in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity (1point)

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate. (2 points)

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories. (2 points) NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments

Time Log submission (1 point)

Week in Review

This week
, you formulated an EBP Project question and assessed areas for professional growth within the practicum experience.

Next week
, you will develop your small-scale Evidence-Based Practice (EBP) Project in your practicum setting.

To go to the next week:

Week 2

 

Week 2: Applying Complex Reasoning Strategies

You likely make countless decisions in your day-to-day practice—many with significant consequences. How do you gather and assess information? Evaluate its significance? Weigh possible actions? As a DNP-prepared nurse, it is essential to engage in self-reflection and further your awareness of how your decision-making processes and use of professional judgment can promote the application of effective practices in your specialty area.

Reasoning strategies guide current practice as well as the development and adoption of new, innovative approaches to improve practice in the specialty areas—a topic that will be explored in depth during upcoming weeks of this course.

This week you begin to develop your small-scale Evidence-Based Practice (EBP) Project in your practicum setting. In Application 1—the first in a series of assignments in which you will convey your insights and analysis of the EBP Project—you are asked to identify an issue related to practice in which an outcome is different from what would be expected according to the research literature. This issue provides the foundation for future development of the project. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Learning Objectives

Students will:

Apply reasoning strategies in a nursing specialty area

Evaluate outcomes in a specialty practice area that differ from the research evidence

Photo Credit: [Science Photo Library – PASIEKA]/[Brand X Pictures]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice
 (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 1, “The Importance of Research in the Doctor of Nursing Practice Degree”

Read pages 12-18 beginning with “The DNP Graduate With an Aggregate Focus”In this section of Chapter 1, the author explains relationship between the DNP clinician, the research process, and developing an effective evidence-based practice. The author also discusses facilitating change in practice based on critically appraised and validated evidence. In addition, Carper’s four essential patterns of “knowing” in nursing and Rosswurm and Larrabee’s six-phase model for reviewing research are highlighted.

Balakas, K., Sparks, L., Steurer, L., & Bryant, T. (2013). An outcome of evidence-based practiced education: Sustained clinical decision-making among bedside nurses.
Journal of Pediatric Nursing,
28, 479-485.

Note:
You will access this article from the Walden Library databases.

Harkanen, M., Voutilainen, A., Turunen, E., & Verhvilainen-Julkunen, K. (2016). Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses,
Nurse Education Today
, 41, 36-43.

Note:
You will access this article from the Walden Library databases.

Lee, J., Lee, Y., Bae, J., & Seo, M. (2016). Registered nurses clinical skills and reasoning process: A think-aloud study. N
urse Education Today
, 46, 75-80.

Note:
You will access this article from the Walden Library databases. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Simmons, B. (2010). Clinical reasoning: Concept analysis. 
Journal of Advanced Nursing, 66
(5), 1151-1158.

Note:
You will access this article from the Walden Library databases.

Discussion: Reasoning in a Specialty Area

Bring to mind an important practice-related decision you have made recently. How did you approach this decision? What aspects of your specialty expertise informed your decision-making?

Evaluate your decision now in light of the principles of clinical reasoning presented in the Learning Resources this week. What new insights arise about your decision making as you look at it through this lens? What questions emerge as you reflect how you use reasoning in your practice?

In this Discussion, you and your colleagues examine the application of reasoning strategies in your specialty area of practice, particularly as it is connected to your EBP Project question.

To prepare:

Consider the definition of 
clinical reasoning
and how it is distinguished from other terms in the Simmons article.

Bring to mind key characteristics of your specialty area. Is the concept of clinical reasoning relevant and sufficient to describe the 
process
you utilize as you make decisions and solve problems in your area of specialization? Why or why not? If not, what terminology would be more useful for defining or characterizing this process?

Review the literature to identify at least two specific examples of reasoning strategies used in your specialty area. These may be part of your literature review related to your EBP Project question(s).

Reflect on your EBP Project question(s). Reexamine your project question(s) through this lens of clinical, or alternately termed, reasoning. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

By Day 3

Post 
a cohesive scholarly response that addresses the following:

How are reasoning strategies most often applied in your specialty area? Provide at least two specific examples supported by the literature.

How can you apply reasoning strategies to the refinement of your EBP Project question(s)?

Read
 a selection of your colleagues’ responses.

By Day 6

Respond 
to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective, using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 2 Discussion

 

Assignment: Application 1: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Project

In many of the courses in the DNP program, you have been asked to analyze research literature when exploring issues in health care. Reflect now on an issue in your practice area that has different outcomes from what is supported by the literature. For example, the literature evidence notes that nosocomial infections are reduced when procedures such as hand washing, glove use, and isolation strategies are implemented. In your clinical area, you have implemented these strategies and you are not seeing a reduction in nosocomial infections.

For Application 1, you select an issue that will serve as the launching point for your Evidence-Based Practice (EBP) Project.

Before you proceed with this assignment, you may wish to review the 
overview of the full EBP Project assignment
.

To prepare
 for Application 1:

Consider the specifics of your practicum setting, as well as practice-related challenges in your specialty area that interest you. Brainstorm practice issues in which an outcome is different from what would be expected according to the research literature. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Select one issue to focus on for this assignment. This will be your issue for the entire EBP Project, so be sure it is one that will enable you to fulfill the project requirements (e.g., you can develop new approaches to practice). You may wish to speak with your Practicum Mentor about your selection.

Explore the research literature on this issue.

To complete:

In a 1- to 2-page paper, address the following:

Provide a summary of the selected practice issue in which the outcome is different from what would be expected according to the research literature. (
Note:
The issue you select must be suitable for completing the entire EBP Project.)

By Day 7

Application 1 is due.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 2 Assignment

 

Practicum

As you begin your practicum activities, make sure that you have submitted and received approval for all of the required paperwork. Be sure to keep track of your practicum hours using the provided time log.

By Day 7 of Week 3

Reminder:
You submit your time log and a journal entry during Week 3. See the Practicum Guidelines in the Practicum area of the Course Overview page for a complete description of the practicum. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Week in Review

This week
, you evaluated outcomes in a specialty practice area different from research evidence and applied reasoning strategies in a nursing specialty area.

Next week
, you will examine the current state of science in your specialty area.

To go to the next week:

Week 3

ORDER A PLAGIARISM-FREE PAPER HERE

 

Week 3: Translating Science in Advanced Nursing Practice

Health care is an increasingly complex field fueled by the explosion of information available at one’s fingertips. As technology, medical research, and information systems continue to evolve, more emphasis is being placed on incorporating science and effective practices into health care. Nurses are increasingly called upon to implement best practices based on scientifically sound evidence.

This week, you examine the current state of science in your specialty area. This is an essential step for being able to assess and promote evidence-based practice, whether or not you are directly involved in the delivery of patient care. For instance, you may investigate the latest research in leadership, economics, management, education, and so on, and apply that research in your specialty practice area.

Also this week, you submit your time log and a journal entry for your practicum experience.

Learning Objectives

Students will:

Evaluate the state of the current context of science in your specialty area in nursing and health care

Assess the practicum experience

Evaluate current literature pertaining to an issue in a specialty area NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Photo Credit: [GIPhotoStock]/[Cultura]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
Translation of evidence into nursing and health care practice
(2nd ed.). New York, NY: Springer.

Chapter 1, “Evidence-Based Practice”

Chapter 2, “The Science of Translation and Major Frameworks”

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice
(3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Pages 15-18, “The Process of Translating Evidence Into Clinical Practice”

Chapter 3, “Conducting a Literature Review”

Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science.
Journal of Oncology Practice
, 10(3), 200-202.

Note:
You will access this article from the Walden Library databases. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part 1.
American Journal of Nursing
, 110(7), 47-52.

Note:
You will access this article from the Walden Library databases.

Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II.
American Journal of Nursing
, 110(9), 41-48.

Note:
You will access this article from the Walden Library databases.

Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part III.
American Journal of Nursing
, 110(11), 43-51

Note:
You will access this article from the Walden Library databases.

Guyatt, G., Oxman, A. D., Akl, E. A., Kunz, R., Vist, G., Brozek, J., Schünemann, H. J. (2011). GRADE guidelines: 1. Introduction-GRADE evidence profiles and summary of findings tables.
Journal of Clinical Epidemiology
, 64 (4), 383-394.

Note:
You will access this article from the Walden Library databases.

Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses.
Applied Nursing Research
, 26, 105-109. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Note:
You will access this article from the Walden Library databases.

Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice.
Journal of Advanced Nursing,
70(10), 2181–2195.

Note:
You will access this article from the Walden Library databases.

Rosswurm, M. A., & Larrabee, J. H. (1999). A model for change to evidence-based practice.
Journal of Nursing Scholarship
, 31(4), 317-322.

Note:
You will access this article from the Walden Library databases.

Additional Research

Conduct your own research on translational science and how it is utilized in your specialty area. Review your specialty area websites and search for articles on evidence-based practice that address the translation of research into practice. This information will inform the Discussion.

Optional Resources

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice
(3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 14, “Reducing 30-Day Hospital Readmission of the Patient with Heart Failure: An Evidence-Based Quality Improvement Project”

Chapter 15, “Reducing 30-Day Hospital Readmission of the Patient with Heart Failure: An Evidence-Based Quality Improvement Project”

Chapter 16, “The Impact of Evidence-Based Design”

Chapter 17, “The Lived Experience of Chronic Pain in Nurse Educators”

As you develop sections of your Project Premise, you may wish to review these examples of completed EBP project.

Discussion: The State of the Science in Practice

The phrase 
evidence-based practice
 may be most often thought of as a clinical reference; however, research evidence is applicable in every specialty area. What types of research evidence support your work environment? How does research evidence inform your practice?

Now, how current do you think the science is that underlies your practice? How current is the evidence that supports your specialty practice guidelines?

To prepare:

Bring to mind an issue related to your practice. You may use the issue you are exploring for your EBP Project, or another current issue in your specialty area.

If possible, examine practices and/or practice guidelines established to address your selected issue and determine how current the evidence is that supports them. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Using the Walden Library, locate recently published articles that discuss research translated into evidence that applies to your selected practice issue. If you are unable to locate current articles (within the last five years), use the Internet to find evidence-based practice articles on this topic.

Consider the following questions:

How current is the science that supported the practice or practice guidelines?

What new evidence has emerged since the practice guidelines were crafted and adopted?

By Day 3

Post 
a cohesive scholarly response that addresses the following:

Discuss the state of the scientific underpinnings that relate to your selected issue.

How current is the science that supported the practice or practice guidelines?

What new evidence has emerged since the practice guidelines were crafted and adopted? Provide one or two examples that support your assessment.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 3 Discussion

 

Practicum: Journal and Time Log

By Day 7

You will submit a journal entry (along with your time log) for Weeks 1-3. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity.

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories.

Time Log submission.

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 3 Practicum 

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK3Practicum+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Check Your Practicum Draft for Authenticity

To check your Practicum draft for authenticity:

Submit your Week 3 Practicum draft and review the originality report.

 

Submit Your Practicum by Day 7

To submit your Practicum:

Week 3 Practicum

 

Week in Review

This week
, you assessed the practicum experience and evaluated current literature and the state of the current context of science in your specialty area in nursing and health care. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Next week
, you will explore the interrelationships of nursing practice and how it influences evidence-based practice.

To go to the next week:

Week 4

 

Week 4: New Practice Approaches, Part I

As underscored in Week 3, science provides a foundation for nursing practice and practice guidelines—yet, it can be surprising to realize that the latest research evidence is often not applied in practice, or that practice guidelines may not be updated based on new evidence.

The aim of evidence-based practice is to ensure that the most current science is used to promote the highest quality of health care. This is accomplished through the analysis, synthesis, and application of research, theory, and knowledge to nursing practice.

This week, you explore the interrelationships between theory, knowledge, research, and nursing practice and how this influences evidence-based practice. You also continue your EBP Project, as you initiate work on Application 2.

Learning Objectives

Students will:

Analyze the interrelationships between theory, knowledge and research, and evidence-based practice

Evaluate evidence-based approaches based on theories from non-nursing disciplines

Evaluate research designs for addressing a specific issue in a specialty area

Defend the selection of a research design

Photo Credit: [Squaredpixels]/[iStock / Getty Images Plus]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice
(3rd ed.). Burlington, MA: Jones & Bartlett Learning.

With your EBP project in mind, select and read the chapter that best fits your proposed methodologies:

Chapter 6, “Designing a Clinically-Based Quantitative Capstone Research Project”

Chapter 7, “Designing a Clinically-Based Qualitative Capstone Research Project”

Chapter 8, “Designing a Clinically-Based Mixed Method Capstone Research Project”

Fawcett, J., & Garity, J. (2009). Chapter 1: Research and evidence-based nursing practice.
In Evaluating Research for Evidence-Based Nursing
, (pp. 3-20). Philadelphia, PA: F. A. Davis.

Note:
You will access this article from the Walden Library databases.

Adams, J.M., & Natarajan, S. (2016). Understanding influence within the context of nursing: Development of the Adams influence model using practice, research, and theory.
Advances in Nursing Science
, 39(3), E40-E56.

Note:
You will access this article from the Walden Library databases.

Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science.
Journal of Oncology Practice
, 10(3), 200-202.

Note:
You will access this article from the Walden Library databases.

Hutchinson, A.M., Bioeth, M., Wilkinson, J.E., Kent, B., & Harrison, M.B. (2012). Using the promoting action on research implementation in health services framework to guide research use in the practice setting.
Worldviews on Evidence-Based Nursing
, First Quarter, 59-61.

Note:
You will access this article from the Walden Library databases.

Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice.
Journal of Advanced Nursing
70(10), 2181–2195. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Note:
You will access this article from the Walden Library databases.

Leung, K., Trevena, L., & Waters, D. (2016). Development of a competency framework for evidence-based practice in nursing.
Nurse Education Today
, 39, 189-196.

Note:
You will access this article from the Walden Library databases.

Discussion: The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice

Fawcett and Garity (2009) present an overview of the relationship between theory, knowledge, research, nursing research, and evidence-based practice. As you prepare for this Discussion, reflect on your own specialty area and consider how the authors’ definitions of 
evidence-based practice
and of 
research
 align with your understanding of these concepts based on your professional experiences and your experiences as a doctoral student embarking on your EBP Project.

To prepare:

Reflect on Fawcett and Garity’s definitions of 
knowledge
, 
theory
, 
research
and 
evidence-based practice
 presented in the Learning Resources. How do these definitions align with your understanding of the concepts?

How does this interrelationship support or guide your EBP Project?

By Day 3

Post
 a cohesive scholarly response that addresses the following:

How do Fawcett and Garity’s definitions align with your understanding of knowledge, theory, research and evidence-based practice? Support your response with evidence from the literature.

Discuss the interrelationship between theory, knowledge, research and evidence-based practice.

How does this interrelationship support or guide your EBP Project?

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

 

Assignment: Application 2: Laying the Foundation for New Approaches to Practice

This week you have been exploring the interrelationship between theory, knowledge, and research and evidence-based practice. As you begin Application 2, which builds on the work completed for Application 1, consider how evidence-based approaches based on theories from disciplines other than nursing could be used to guide your EBP Project.

To prepare
:

Using the Walden Library and other scholarly resources, locate evidence-based practice approaches based on theories from disciplines other than nursing.

Evaluate various approaches and determine if one could be used to support your EBP Project.

You will incorporate this information into Application 2 as you continue to develop it next week.

By Day 7 of Week 5

Application 2 is due.

Practicum

Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum.

By Day 7 of Week 7

Reminder:
 You will submit your time log and a journal entry in Week 7.

Week in Review

This week
, you evaluated evidence-based approaches on theories from non-nursing disciplines and research designs that address specific issues in a specialty area.

Next week
, you will examine evidence-based practice models and frameworks that assist with the adoption of new practice approaches. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

To go to the next week:

Week 5

 

 

 

 

 

 

 

 

 

 

 

 

Week 6: The Application of New Practice Approaches, Part I

The first several weeks of this course have presented the foundational information necessary for you and your colleagues to develop new practice strategies. Think of the EBP Project issue that you have been addressing in this course. How could you synthesize the evidence you reviewed for Application 2 and what you have learned in this course to create a new approach?

This week you formulate evidence-based practice strategies designed to promote health care quality, and develop a plan for evaluating these strategies as well. As you begin Application 3, you consider the financial and economic impact of implementing these new strategies. As you continue your practicum experience, you are asked to reflect on your leadership skills and your ability to integrate business, finance, and health policy principles in the development of initiatives that will improve the quality of care delivered.

Learning Objectives

Students will:

Integrate theoretical foundations in the development of evidence-based practice strategies

Evaluate the potential economic impact of new practice strategies that address a selected specialty issue

Appraise personal growth in leadership skills

NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments

Photo Credit: Hero Images / Hero Images / Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
Translation of evidence into nursing and health care practice
(2nd ed.). New York, NY: Springer.

Chapter 6, “Translation of Evidence for Leadership”

Balakas, K., Sparks, L., Steurer, L., & Bryant, T. (2013). An outcome of evidence-based practiced education: Sustained clinical decision-making among bedside nurses.
Journal of Pediatric Nursing
, 28, 479-485.

Note:
You will access this article from the Walden Library databases.

Brown, D.S. (2012). Interview with quality leaders: Dr. Donna E. Shalala and Dr. Linda Burnes Bolton on the committee on the Robert Wood Johnson Foundation initiative on the future of nursing at the Institute of Medicine.
Journal for Healthcare Quality
, 24(4), 40-44.

Note:
You will access this article from the Walden Library databases.

Brandt, B., Lutfiyya, M.N., King, J.A., & Chioresco, C. ( 2014). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim.
Journal of Interprofessional Care
, 28(5), 393-399. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Note:
You will access this article from the Walden Library databases.

Grindel, C.G. (2016). Clinical leadership: A call to action. Med-Surg Nursing, 25(1), 9-16.

Note:
You will access this article from the Walden Library databases.

Mannix, J., Wilkes, L, & Daly, J. (2015). Grace under fire: Aesthetic leadership in clinical nursing,
Journal of Clinical Nursing
, 24, 2649-2658.

Note:
You will access this article from the Walden Library databases.

Stetler, C.B., Ritchie, J.A., Rycroft-Malone, J., & Charns, M.P. (2014). Leadership for evidence-based practice: Strategic and functional behaviors for institutionalizing EBP.
Worldviews on Evidence-Based Nursing
, 11(4), 219-226.

Note:
You will access this article from the Walden Library databases.

Discussion: Developing and Evaluating New Practice Approaches

One of the exciting aspects of participating in the health care field is the discovery of new techniques, treatments, and technologies that improve the quality of care and improve health outcomes. As someone engaged in advanced nursing practice, you have the opportunity to search for new solutions to issues in your specialty area. What tools can you use to guide the discovery process? What needs to be considered as you determine new practice approaches to address issues in health care? This week, you consider new ways to address the EBP Project issue you identified in Week 2. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

To prepare:

Reflect on your analysis of the evidence base that addresses your selected issue from the EBP Project (identified during Week 2).

Using methods articulated in the Learning Resources, formulate new evidence-based practice strategies to address the issue and improve health care quality.

What are the theoretical bases for your proposed strategies?

What might be the economic impact of implementing your proposed strategies?

By Day 3

Post
 a cohesive response that addresses the following:

Briefly summarize your selected issue and propose new evidence-based practice strategies. Describe the theoretical basis for your strategies.

Discuss the potential economic impact of your suggested strategies.

How could the new practice strategies improve health care quality?

Read
 a selection of your colleagues’ postings.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 6 Discussion

 

Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice

This week you begin working on Application 3. As a nurse engaged in advanced practice, you have the exciting opportunity to be a leader in translating evidence into practice.

For this first section of Application 3, consider the economic and financial implications of addressing your EBP Project issue. In addition, reflect on your leadership skills. As a DNP-prepared nurse, you are expected to employ the principles of business, finance, and health policy in the development of initiatives that will improve the quality of care delivered.

Prepare
 for this week’s section of Application 3 as follows:

Continue (from this week’s Discussion) to evaluate the new strategies you developed to address your selected issue and the potential economic impact.

Review Chapter 6 in the course text, 
Translation of Evidence Into Nursing and Health Care Practice
, and ask yourself the following: How are these activities enhancing my leadership skills? How does translating evidence enable me, as a leader, to affect or strengthen health care delivery and my nursing practice?

You will build on this Application next week as you look at advancing new approaches to practice through the policy process. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

By Day 7 of Week 7

Application 3 is due. You do not need to submit anything this week.

Practicum

Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum.

By Day 7 of Week 7

Reminder:
 You will submit your time log and a journal entry in Week 7.

Week in Review

This week
, you evaluated economic impacts of new practice strategies and integrated theoretical foundations in developing evidence-based practice strategies. You also appraised your personal growth in leadership skills.

Next week
, you will explore how to utilize the concepts presented in earlier weeks to advocate for health care policy to improve health-related outcomes.

To go to the next week:

Week 7

 

 

 

 

 

 

 

 

 

Week 7: The Application of New Practice Approaches, Part II

“Engagement in the process of policy development is central to creating a health care system that meets the needs of its constituents” (AACN, 2006, p. 13).

As a professional nurse, you are well positioned to affect changes in health care through policy. Nurses are frequently asked to testify before Congress or congressional committees on important health care matters; being able to present the scientific evidence on a health care issue can contribute to this process and thereby inform the formation of health policy.  NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

This week, you explore how to utilize the concepts presented in earlier weeks to advocate for health care policy to improve health-related outcomes. In addition, you submit your time log and a journal entry for your practicum experience.

Reference: American Association of Colleges of Nursing. (2006). 
The essentials of doctoral education for advanced nursing practice
. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

Learning Objectives

Students will:

Develop strategies for advocating for health policy to enhance health care outcomes

Analyze professional growth and development as a leader in evidence-based practice

Assess the practicum experience

Photo Credit: Hero Images / Hero Images / Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
Translation of evidence into nursing and health care practice
(2nd ed.). New York, NY: Springer.

Chapter 4, “Translation of Evidence to Improve Clinical Outcomes”

Chapter 5, “Translation of Evidence for Improving Safety and Quality”

Chapter 7, “Translation of Evidence for Health Policy”

Andermann, A., Pang, T., Newton, J.T., Davis, A., & Panisset, U. (2016). Evidence for health II: Overcoming barriers to using evidence in policy and practice.
Health Research Policy and Systems,
14 (17) doi 10.1186/s12961-016-0086-3

Note:
You will access this article from the Walden Library databases.

Catallo, C. & Sidani, S. The self-assessment for organizational capacity instrument for evidence-informed health policy: Preliminary reliability and validity of an instrument (2014).
Worldviews on Evidence-Based Nursing
, 11(1), 35–45.

Note:
You will access this article from the Walden Library databases.

Malterud, K., Bjelland, K., & Elvbakken, K.T. (Evidence-based medicine – an appropriate tool for evidence-based health policy? A case study from Norway.
Health Research Policy and Systems,
14 (15) doi 10.1186/s12961-016-0088-1

Note:
You will access this article from the Walden Library databases.

Rehfuess, E.A., Durao, S., Kyamanywa, P., Meerpohl, J. J., Young, T., & Rohwer, A. (2016). An approach for setting evidence-based and stakeholder-informed research priorities in low- and middle-income countries,
Policy & Practice
, 94, 297–305 doi: http://dx.doi.org/10.2471/BLT.15.162966

Note:
You will access this article from the Walden Library databases.

Discussion: Advocating for New Practice Approaches Through Policy

“I think one’s feelings waste themselves in words; they ought all to be distilled into actions which bring results.”

—Florence Nightingale

Through the policy process, nurses can put their feelings—as well as their experiences and expertise—into actions that create results. In this course, you have been honing your skills for critically assessing evidence with the purpose of improving practice and developing new practice approaches. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments As a DNP-prepared nurse, you can influence health care outcomes at the population or aggregate level. Leading policy development to address health care concerns is a vital way to achieve this.

For the past several weeks, you have been focusing on a health care issue of interest to you for your EBP Project. For this Discussion, consider how you could lead policy development in support of a proposed evidence-based practice approach that addresses that issue and is designed to promote quality.

Reference: Nursing Schools. (2012). 
100 entertaining and inspiring quotes for nurses
. Retrieved from http://www.nursingschools.net/blog/2010/06/100-entertaining-inspiring-quotes-for-nurses/

To prepare:

Select one of the new practice approaches you developed for the Week 6 Discussion.

Review the Trautman (2009) article listed in the Learning Resources. Assess the strategies for engaging in the policy process.

Consider the barriers to using evidence to affect changes in health care policy discussed in the course text.

Brainstorm ideas for leading policy development related to your suggested practice approach, as well as ideas for addressing those barriers.

By Day 3

Post
 a cohesive response that addresses the following:

Identify your proposed practice approach in the first line of your posting.

How would you lead policy development for your selected issue?

What strategies could you use to overcome barriers you may encounter while engaging policy makers? (Select two or more strategies to focus on in your posting.)

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 7 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 7 Discussion

 

Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice

Reflect on your growth, professionally and personally, since you embarked on your DNP journey. The AACN believes that one of the benefits of a practice doctorate is that it enhances your leadership skills to “strengthen practice and health care delivery” (2006, p. 5). NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments As you continue to engage in your practicum experience, be cognizant of your growth in these areas.

In Week 6, you were asked to reflect on your leadership skills for this Assignment. This week, you continue your reflection on leadership and how you can lead the translation of evidence to practice through contribution to policy development.

Prepare
 for this week’s section of Application 3 as follows:

Building on the work you began in Week 6 for this Application, review this week’s Discussion posting, and consider how you can lead policy development to address your EBP Project issue.

The full Application 3 is due by 
Day 7
 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 6.

To complete:

Write a 3- to 5-page paper that synthesizes:

Your vision of yourself as a leader—specifically:

How you would continue to increase your knowledge and awareness of financial, economic, and other concerns related to new practice approaches

How translating evidence would enable you to affect or strengthen health care delivery and nursing practice

How you would advocate for the use of new evidence-based practice approaches through the policy arena

By Day 7

Application 3 is due.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click 
Open
. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment

 

Practicum: Journal and Time Log

By Day 7

You will submit a journal entry (along with your time log) for Weeks 4-7. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity.

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate.

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories.

Time Log submission.

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 7 Practicum 

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK7Practicum+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

To access your rubric:

Week 7 Practicum Rubric

 

Check Your Practicum Draft for Authenticity

To check your Practicum draft for authenticity:

Submit your Week 7 Practicum draft and review the originality report.

 

Submit Your Practicum by Day 7

To submit your Practicum:

Week 7 Practicum

 

Week in Review

This week
, you analyzed your professional growth/development as a leader in evidence-based practice and developed strategies to advocate for health policy that enhances health care outcomes.

Next week
, you will examine barriers that may inhibit the adoption and implementation of evidence-based practice.

To go to the next week:

Week 8

 

ORDER A CUSTOM-WRITTEN PAPER NOW

 

Week 8: Creating an Environment for Evidence-Based Practice

“What health care needs most are effective leaders who understand innovation and how it spreads, who respect the diversity of change itself, and who can nurture innovation in all its rich and many costumes” (Hyrkäs & Harvey, 2010, p. 1).

As a nurse engaged in advanced practice, you are uniquely positioned to motivate your colleagues and contribute toward the development of a culture that embraces change. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments Yet, even with the worthwhile goal of translating evidence into practice, barriers present a formidable challenge in many settings in today’s health care system.

This week you examine barriers that may inhibit the adoption and implementation of evidence-based practice. You also explore change theories and consider how they can be applied to help create an environment that facilitates practice grounded in evidence and, ultimately, to promote the achievement of outcomes related to quality and safety.

In addition, you continue your practicum experience and begin Application 4 this week.

Learning Objectives

Students will:

Assess the readiness for change in a practice environment

Develop theory-based strategies to facilitate the implementation of change in a practice environment

Photo Credit: [Sam Edwards]/[Caiaimage]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
Translation of evidence into nursing and health care practice
(2nd ed.). New York, NY: Springer.

Review Chapter 3, “Change Theory and Models: Framework for Translation”

Chapter 14, “Creating a Culture That Promotes Translation”

Chapter 15, “Best Practices in Translation: Challenges and Barriers in Translation”

Darling, F. (2016). Practitioners’ views and barriers to implementation of the Keeping Birth Normal tool: A pilot study.
British Journal of Midwifery
, 24(7), 508-519.

Note:
You will access this article from the Walden Library databases.

Sadeghi-Bazargani, H., Tabrizi, J.S., & Azami-Aghdash, S. (2014). Barriers to evidence-based medicine: a systematic review.
Journal of Evaluation in Clinical Practice
, 20, 793-802.

Note:
You will access this article from the Walden Library databases.

Smith, E.L., Rice, K.L., & Agrell-Kann, M. (2015). Improving quality outcomes using a champion model for ancillary nursing staff,
Journal of Continuing Education in Nursing
, 46(12), 539-541.

Note:
You will access this article from the Walden Library databases.

Discussion: Preparing for Change

What steps might be utilized to move a practice issue from development and design through implementation to the realization of positive outcomes? NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments How does theory provide a framework? What barriers might you encounter?

To prepare:

Review the theories and frameworks (i.e., change, organizational, behavioral) presented in Chapter 3 of the course text, 
Translation of Evidence Into Nursing and Health Care Practice
, and conduct additional research of your own. What insights do these theories provide regarding how to take your practice issue from development and design through implementation to the realization of positive outcomes?

Think about your practicum setting and evaluate the readiness for change in this environment. Identify barriers and facilitators for change.

Consider strategies to address the barriers, and assess why they might be effective based on theory.

By Day 3

Post
 a cohesive scholarly response that addresses the following:

Assess the readiness for change in your practicum environment. Discuss those factors (barriers and facilitators) that need to be considered.

Identify a theory or framework that will guide your change efforts.

Discuss strategies to address barriers, and provide one or more insights regarding why you think they might be effective based on theory. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 8 Discussion

 

Assignment: Application 4: Planning for Change, Implementing and Evaluating EBP Projects

Planning for Change

Change can be difficult—and implementing new practices based on evidence can present challenges. How can you effectively prepare your work environment for change? What factors need to be considered (e.g., financial, legislative, systems)?

This week you begin working on Application 4, which builds on this week’s Discussion and is a continuation of your EBP Project. For this first section of the assignment, determine the factors that would impact stakeholders or end users as you create change and implement a new process/project to address your EBP issue.

Prepare
 for this week’s section of Application 4 as follows:

Continue (from this week’s Discussion) to analyze the impact of implementing change in your practice environment. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments What factors need to be considered regarding stakeholders or end users? How would you communicate with them to address their questions or concerns? How would you enlist their support?

Develop a summary of the methods you would use to ensure that those factors are adequately addressed.

By Day 7 of Week 10

Application 4 is due. You do not need to submit anything this week.

Practicum

Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum.

By Day 7 of Week 11

Reminder:
 You will submit your time log and a journal entry in Week 11.

Week in Review

This week
, you assessed change readiness in a practice environment and developed theory-based strategies to facilitate the implementation of change.

Next week
, you will assess an issue within an organization—analyzing the system at the macro- and micro-level—and identify strategies that can be used to assess the clinical environment and the associated nonclinical units that support the provision of quality.

To go to the next week:

Week 9

 

Week 9: Identification of Outcomes

“In a large, complex organization…the primary consequences of our actions may well be in the distant future or in a distant, but interrelated, part of a larger system in which we operate. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments For this reason, we are often puzzled by the underlying causes of current problems within our organizations. We are unable to look at underlying structures or patterns of behavior that may have resulted in less than stellar outcomes” (Zaccagnini & White, 2011, p. 45).

How can the perspective described above be shifted to provide a fuller view of the dynamics in today’s health care organizations? And, in doing so, how could this promote the achievement of positive outcomes related to quality and safety?

In previous courses you have examined systems theory, as well as the interrelationships of various areas within an organization. This week, you revisit these concepts as you assess an issue within an organization—analyzing the system at the macro- and the micro-level. You also identify strategies that can be used to assess the clinical environment and the associated nonclinical units that support the provision of quality. In addition, you develop outcomes related to quality and safety.

This week you continue to engage in your practicum experience and on Application 4.

Reference: Zaccagnini, M. E., & White, K. W. (2011). 
The doctor of nursing ractice essentials: A new model for advanced practice nursing
. Sudbury, MA: Jones and Bartlett.

Learning Objectives

Students will:

Apply systems theory to the evaluation of quality improvement and patient safety initiatives

Photo Credit: [Blend Images – Jose Luis Pelaez Inc]/[Brand X Pictures]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Brooks, P., Spillane, J.J., Dick, K., & Stuart-Shor, E. (2014). Developing a strategy to identify and treat older patients with postoperative delirium.
AORN Journal
, 99(2), 256-276.

Note:
You will access this article from the Walden Library databases.

Jarden, R.J. & Sutton, L.J. (2014). A practice change initiative to improve the provision of enteral nutrition to intensive care patients.
British Association of Critical Care Nurses
, 20(5), 242-254.

Note:
You will access this article from the Walden Library databases NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

McCluskey, A. & Middleton, S. (2010). Delivering an evidence-based outdoor journey intervention to people with stroke: Barriers and enablers experienced by community rehabilitation teams. BMC Health Services Research, 10(18). doi: 10.1186/1472-6962-10-18. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/1472-6963-10-18

 

Murfet, G.O., Allen, P., & Hingston, T.J. (2014). Maternal and neonatal health outcomes following the implementation of an innovative model of nursepractitioner-led care for diabetes in pregnancy.
Journal of Advanced Nursing
, 70(5), 1150-1163.

Note:
You will access this article from the Walden Library databases.

Discussion: Quality Improvement and Patient Safety Initiatives

The vice president of nursing, Dr. Sasha Mendez, has had a lot of complaints from patients and their families about the difficulties they experience navigating the system at her organization; e.g., going from the E.R. to admissions. Dr. Mendez’s nursing specialty area is psych/mental health. As such, she is very concerned about the stress this is causing the patients.

What are the macro systems that are affecting patient satisfaction at Dr. Mendez’s facility? What micro systems should she also analyze to look at how the patient moves through—from entry, to possible admission, to possible discharge? How do these systems relate? What impacts each system?

The concepts presented in Week 8 serve as a foundation for this week as you continue to look at factors within an organization’s environment that are barriers and facilitators for implementing change. In this Discussion, you examine the macro and micro systems within the organization (of your practicum setting) and identify changes that may need to take place to facilitate quality improvement and achievement of patient safety outcomes.

To prepare:

Reflect on the issue you have been addressing through your EBP Project.

Identify the macro and micro systems that influence the issue. Review the McClusky and Middleton (2010) article for an example of this process.

Determine the desired outcomes of resolving the EBP Project issue and how resolving it will improve quality and patient safety. (
Note:
Next week you will evaluate these outcomes. You may want to view the Week 10 Discussion as you prepare.)

What procedures/processes would need to be modified to achieve the desired outcomes?

Develop a 5-slide Microsoft PowerPoint presentation for the business unit team and leadership within the organization, sharing your issue, strategies for resolving the issue, and how it will improve quality and patient safety. 
Note:
The purpose of the presentation is to persuade the business unit team and leadership to accept your recommendations.

By Day 3

Post
 your PowerPoint presentation.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues using the following scenario:

Imagine you are a manager from the business unit or leadership team who is also involved in your organization’s quality management committee. Employing this perspective, critique at least three of your colleagues’ presentations.

When critiquing your colleagues’ presentations be sure to:

Determine the extent to which the PowerPoint presentation convinces you that the appropriate systems were examined and that the identified outcomes are attainable

Provide feedback on whether you believe the suggested modifications to the systems will lead to the desired outcomes

Return
to this Discussion in a few days to read the responses to your initial posting NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 9 Discussion

 

Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Projects

Implementing EBP Projects

It is essential to consider those systems that inhibit and facilitate change within the health care organization. Recognizing how one system influences another is a necessary step in moving an EBP project forward.

For this week’s Discussion, you examined the macro and micro systems within your practicum organization and how these systems affect your EBP Project issue. For this section of Application 4, reflect on your colleagues’ feedback regarding your Microsoft PowerPoint presentation. What new insights did you gain? How might you modify your strategies for resolving the issue?

Prepare
 for this week’s section of Application 4 as follows:

Continue (from this week’s Discussion) to refine your desired outcomes and strategies for resolving the issue.

Also continue (from this week’s Discussion) to evaluate how resolving the issue will improve quality and patient safety.

You will integrate this information (not in PowerPoint) into your Application paper.

By Day 7 of Week 10

Application 4 is due. You do not need to submit anything this week.

Assignment 2: Application 5: Disseminating the EBP Project

One of the chief purposes of translating evidence into practice is to advance the field of nursing. Dissemination is a critical step in this process. It is important to disseminate and share the information gained from a translation-of-evidence project to enhance the body of knowledge within the profession, thus furthering the science of nursing. To prepare for this week’s section of Application 5:

Continue (from this week’s Discussion) to:

Analyze the role of the DNP-prepared nurse in scholarship

The full Application 5 is due by 
Day 6
 of week 11.

For this assignment you will prepare a scholarly product that reports the results and implications of your project to designed audience.  The scholarly product for dissemination reports the results and implications of your project to a specified audience. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments Your scholarly product may be in the form of a project summary and evaluation report,  poster presentation, program evaluation report, or a media or technology-based deliverable, Your scholarly product must include the following:

Background, Purpose, and Nature of the Project (2 points)

Describe the larger problem or issue you explored in your DNP Project. Identify your practice-focused question. Explain how this problem or issue affects nursing practice and the overall health care system, and describe how your DNP Project explored possible strategies for addressing the problem or issue.

Evidence (2 points)

Identify the practice setting and context in which you conducted your project, a summary of the evidence supporting the project, and the process for implementation and evaluation.

Presentation of Results (2 points)

Explain the results of your DNP Project and recommendations for change that you made to the organization.

Note:
 Up to 2 points may be deducted for grammar, spelling, and/or APA errors.

This Application is due by 
Day 6
 of 
Week 11.

Practicum

Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum.

By Day 7 of Week 11

Reminder:
 You will submit your time log and a journal entry in Week 11.

 

 

Week in Review

This week
, you applied systems theory to the evaluation of quality improvement and safety initiatives.

Next week
, you will determine how the success of the new practice approaches can be evaluated and explore the next steps of translating research evidence into new guidelines for practice and, ultimately, standards of care.

To go to the next week:

Week 10

 

Week 10: Evaluation of Outcomes

“One of the great mistakes is to judge policies and programs by their intentions rather than their results.”

—Milton Friedman

How do you measure the success of a translation project to determine if new practice approaches actually make a difference? NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments Evaluating the results or outcomes of the translation of evidence into practice is the key. Only by evaluating the outcomes can you ensure the effectiveness and sustainability of your new practice approaches.

During Week 9, you outlined desired outcomes for the issue you have been addressing through your EBP Project. In the Discussion, you suggested changes at the micro and/or macro systems level to improve quality outcomes.

This week, you determine how the success of the new practice approaches can be evaluated. Then, you explore the next steps of translating research evidence into new guidelines for practice, and ultimately, standards of care. You also continue your practicum experience.

Reference: Friedman, M. (Guest). (1975). Living within our means [Television series episode]. In 
The Open Mind
. New York, NY.

Learning Objectives

Students will:

Evaluate the outcomes of new practice approaches in a specialty area

Develop guidelines for practice based on the evaluation of outcomes of new practice approaches in a specialty area

Recommend new standards of care to address a health issue in a specialty area

Photo Credit: [stevanovicigor]/[iStock / Getty Images Plus]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
Translation of evidence into nursing and health care practice
(2nd ed.). New York, NY: Springer.

Chapter 17, “Data Management and Evaluation of Translation”

Erickson, K., Monsen, K.A., Artleson, I.S., Radosevich, D.M., Oftedahl, G., Neely, C., & Thorsen, D.R. Translation of obesity practice guidelines: NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments Measurement and evaluation.
Public Health Nursing
, 12(3), 222–231

Note:
You will access this article from the Walden Library databases.

Wang, Y., Xiao, L.D., Ullah, S., Guo-Ping, H., & De Bellis, A. Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial (2017).
Nurse Education Today
, 49, 1-7.

Note:
You will access this article from the Walden Library databases.

Abdullah, G., Rossy, D., Ploeg, J., Davies, B., Higuchi, K., Sikora, L., & Stacey, D. (2014). Measuring the effectiveness of mentoring asa knowledge translation intervention for implementing empirical evidence: A systematic review.
Worldviews on Evidence-Based Nursing
, 11 (5) 284–300.

Note:
You will access this article from the Walden Library databases.

Einarson, A., Egberts, T.c., & Heerdink, E.R. (2015). Antidepressant use in pregnancy: knowledge transfer and translation of research findings.
Journal of Evaluation in Clinical Practice
, 21, 579-583 doi:10.1111/jep.12338

Note:
You will access this article from the Walden Library databases.

Discussion: Evaluation of Outcomes

As you translate evidence into practice, it is essential to consider how you will evaluate the outcomes. As introduced in Week 8, you are likely to encounter barriers as you integrate research findings into practice. Using a framework for evaluation can assist in minimizing those barriers.

As a nurse engaged in advanced practice, it is now time to take your practicum project to the next level—evaluating the outcomes you identified for the Week 9 Discussion and then developing new practice guidelines.

To prepare:

The course text, Translation of Evidence Into Nursing and Health Care Practice, provides a list of questions that should be considered when planning for evaluation. See page 239 for this list of questions.

Review the Learning Resources focusing on the various evaluation frameworks presented. Select a framework and determine how you would evaluate the outcomes you identified in the Week 9 Discussion.

Based on the possible results of your evaluation, envision new practice guidelines you would develop.

What new standards of care might this lead to?

By Day 3

Post
 a cohesive scholarly response that addresses the following:

In the first line of your posting, state the outcomes you are addressing (those you initially identified in the Week 9 Discussion).

How would you evaluate the outcomes? Support your response with evidence from the literature.

What new practice guidelines would you create based on your evaluation of those outcomes?

Discuss any new standards of care that would be appropriate based on the new practice guidelines.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 10 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 10 Discussion

 

Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Projects

Evaluating EBP Projects

Many factors influence how successfully an EBP Project is implemented and evaluated. As noted in this week’s Learning Resources, using a translation framework can facilitate effective implementation and the evaluation of outcomes.

As you complete Application 4, revisit the evidence-based practice model or framework you selected for your EBP Project (Application 2). How does the model or framework facilitate the evaluation of outcomes? Would another model or framework better meet the needs of your project?

To prepare
 for this week’s section of Application 4:

Continue (from this week’s Discussion) to:

Identify an appropriate method for evaluating your outcomes.

Develop new practice guidelines based on the possible results of the evaluation.

Create, if appropriate, new standards of care that would be based on the new practice guidelines.

The full Application 4 is due by 
Day 7
 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Weeks 8 and 9.

To complete:

Write a 4- to 8-page paper that addresses the following:

Planning for Change

Analyze the impact of implementing change in your practice environment, including the factors that need to be considered regarding stakeholders and end users.

Summarize the methods you would use to ensure that those are adequately addressed.

Implementing EBP Projects

Identify the desired outcomes of your EBP Project.

Describe any macro or micro systems issues that may inhibit implementation and strategies for resolving those issues.

Explain how resolving your EBP Project issue will improve quality and patient safety.

Evaluating EBP Projects

Describe evaluation strategies.

Formulate new practice guidelines based on the possible results of the evaluation of outcomes.

Describe, if appropriate, new standards of care relevant to the new practice guidelines.

By Day 7

Application 4 is due.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 10 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 10 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment

ORDER A CUSTOM-WRITTEN PAPER NOW

Assignment 2: Application 5: Disseminating the EBP Project

One of the chief purposes of translating evidence into practice is to advance the field of nursing. Dissemination is a critical step in this process. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments It is important to disseminate and share the information gained from a translation-of-evidence project to enhance the body of knowledge within the profession, thus furthering the science of nursing. To prepare for this week’s section of Application 5:

Continue (from this week’s Discussion) to:

Analyze the role of the DNP-prepared nurse in scholarship

The full Application 5 is due by 
Day 6
 of week 11.

For this assignment you will prepare a scholarly product that reports the results and implications of your project to designed audience.  The scholarly product for dissemination reports the results and implications of your project to a specified audience. Your scholarly product may be in the form of a project summary and evaluation report,  poster presentation, program evaluation report, or a media or technology-based deliverable, Your scholarly product must include the following:

Background, Purpose, and Nature of the Project (2 points)

Describe the larger problem or issue you explored in your DNP Project. Identify your practice-focused question. Explain how this problem or issue affects nursing practice and the overall health care system, and describe how your DNP Project explored possible strategies for addressing the problem or issue.

Evidence (2 points)

Identify the practice setting and context in which you conducted your project, a summary of the evidence supporting the project, and the process for implementation and evaluation.

Presentation of Results (2 points)

Explain the results of your DNP Project and recommendations for change that you made to the organization.

Note:
 Up to 2 points may be deducted for grammar, spelling, and/or APA errors.

This Application is due by 
Day 6
 of 
Week 11.

Practicum

Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum.

By Day 7 of Week 11

Reminder:
 You will submit your time log and a journal entry in Week 11.

Week in Review

This week
, you evaluated new practice approach outcomes in a specialty area and developed guidelines for practice based on the evaluation of outcomes. You also recommended new standards of care to address a health issue in a specialty area.

In this final week
, you will assess the role of dissemination in scholarship. You will complete your practicum experience and submit your time log and final journal entry.

To go to the next week:

Week 11

 

Week 11: Dissemination, Part I

One of the chief purposes of translating evidence into practice is to advance the field of nursing. Dissemination is a critical step in this process.

It is important to disseminate and share the information gained from a translation-of-evidence project to enhance the body of knowledge within the profession, thus furthering the science of nursing. Yet how does one prepare to disseminate research findings? NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments What is required to engage in this form of scholarship?

This week, you assess the role of dissemination in scholarship. You also complete your practicum experience and submit your time log and final journal entry.

Learning Objectives

Students will:

Analyze the role of the DNP-prepared nurse in scholarship

Assess the practicum experience

Photo Credit: [Blend_ImagesCLOSE]/[Blend Images]/Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S. & Terhan, M.F. (2016).
Translation of evidence into nursing and health care practice
(2nd ed.) New York, NY: Springer NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Chapter 18, Dissemination of Evidence

American Association of Colleges of Nursing. (1999).
Defining scholarship for the discipline of nursing.
Retrieved from http://www.aacn.nche.edu/publications/position/defining-scholarship

American Association of Colleges of Nursing. (2006)
. The essentials of doctoral education for advanced nursing practice.
Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

 

Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate.
Issues in Accounting Education
, 7(1), 87-91.

Note:
You will access this article from the Walden Library databases.

Carina, K., Chan, Y., Oldenburg, B., & Kasisomayajula, V. (2015). Advancing the science of dissemination and implementation in behavioral medicine: Evidence and progress.
International Journal of Behavioral Medicine
, 22, 277-282 doi 10.1007/s12529-015-9490-2

Note:
You will access this article from the Walden Library databases.

Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877-880. Retrieved from http://www.academicpeds.org/events/assets/Glassick article.pdf

 

Lane, J.P. & Stone, V.J. (2015). Comparing three knowledge communication strategies – diffusion, dissemination and translation – through randomized controlled studies.
Assistive Technology
doi:10.3233/978-1-61499-566-1-92

Note:
You will access this article from the Walden Library databases.

Leeman, J., Myers, A.E.,Ribisl, K.M.,& Ammerman, A.S. (2015). Disseminating policy and environmental change interventions: Insights from obesity prevention and tobacco control.
International Journal of Behavioral
Medicine, 22:301–311 doi 10.1007/s12529-014-9427-1

Note:
You will access this article from the Walden Library databases.

Rieger, K. & Schultz, A.S. (2014). Exploring arts-based knowledge translation: Sharing research findings through performing the patterns, rehearsing the results, staging the synthesis.
Worldviews on Evidence-Based Nursing
, 11(2), 133–139.

Note:
You will access this article from the Walden Library databases.

Tricco, a.C., Ashoor, H.M., Cardoso, R., MacDonald, H., Cogo, E., Kastner, M., Perrier, L., McKibbon, A., Grimshaw, J.M. & Straus, S.E. (2016). Sustainability of knowledge translation interventions in healthcare decision making: a scoping review.
Implementation Science
, 11(55) doi 10.1186/s13012-016-0421-7

Note:
You will access this article from the Walden Library databases NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Discussion: Defining Scholarship

A hallmark of your education at Walden University is your development as a scholar-practitioner. As a doctoral student, you have been actively engaged in scholarly activities that support your growth as a scholar-practitioner. As you continue to develop, implement, and evaluate your EBP project, you will be 
applying
 scholarship as you translate research into practice. A key element of scholarship is dissemination.

As you prepare for this Discussion, consider the role of evaluation and dissemination in scholarship. If research is not disseminated, can it be considered scholarship?

To prepare:

Reflect on the definitions and criteria for scholarship presented in the Learning Resources.

Consider AACN’s definition of scholarship and their vision of the role of the DNP-prepared nurse in furthering nursing scholarship.

By Day 3

Post
 a cohesive scholarly response that addresses the following:

What is the role of the DNP-prepared nurse in scholarship? Provide at least two specific examples.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in your small group in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 11 Discussion

 

Assignment: Application 5: Disseminating the EBP Project

Disseminating EBP Projects

Many factors influence how successfully an EBP Project is implemented and evaluated. As noted in this week’s Learning Resources, using a translation framework can facilitate effective implementation and the evaluation of outcomes.

For this assignment you will prepare a scholarly product that reports the results and implications of your project to designed audience.  The scholarly product for dissemination reports the results and implications of your project to a specified audience. Your scholarly product may be in the form of a project summary and evaluation report, poster presentation, program evaluation report, or a media or technology-based deliverable.

To prepare
 for this week’s section of Application 5:

Reflect on the definitions and criteria for scholarship presented in the Learning Resources and in your weekly discussions.

Consider AACN’s definition of scholarship and their vision of the role of the DNP-prepared nurse in furthering nursing scholarship.

The full Application 5 is due by 
Day 7
 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Weeks 9 and 10

To complete:

Assignment 5: Disseminating the EBP Project

For this assignment you will prepare a scholarly product that reports the results and implications of your project to designed audience.  The scholarly product for dissemination reports the results and implications of your project to a specified audience. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments Your scholarly product may be in the form of a project summary and evaluation report,  poster presentation, program evaluation report, or a media or technology-based deliverable, Your scholarly product must include the following:

Background, Purpose, and Nature of the Project (2 points) 

Describe the larger problem or issue you explored in your DNP Project. Identify your practice-focused question. Explain how this problem or issue affects nursing practice and the overall health care system, and describe how your DNP Project explored possible strategies for addressing the problem or issue.

Evidence (2 points)

Identify the practice setting and context in which you conducted your project, a summary of the evidence supporting the project, and the process for implementation and evaluation.

Presentation of Results (2 points)

Explain the results of your DNP Project and recommendations for change that you made to the organization.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 11 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 11 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 11 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 11 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 11 Assignment

ORDER A CUSTOM-WRITTEN PAPER NOW

Practicum: Journal and Time Log

By Day 7

You will submit a journal entry (along with your time log) for Weeks 8-11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate.

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories.

Time Log submission

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Assignment using the naming convention “WK11Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 11 Practicum 

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK11Practicum+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

To access your rubric:

Week 11 Practicum Rubric

 

Check Your Practicum Draft for Authenticity

To check your Practicum draft for authenticity:

Submit your Week 11 Practicum draft and review the originality report.

 

Submit Your Practicum by Day 7

To submit your Practicum:

Week 11 Practicum

 

Week in Review

In this final week 
you analyzed the role of the DNP-prepared nurse in scholarship and assessed the practicum experience.

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7. NURS 8410 – Best Practices In Nursing Specialties weekly discussion essay assignments.

NURS 8410: Disseminating the EBP Essay Assignment

Application 5: Disseminating the EBP Assignment

Disseminating EBP Assignments

Many factors influence how successfully an EBP Assignment is implemented and evaluated. As noted in this week’s Learning Resources, using a translation framework can facilitate effective implementation and the evaluation of outcomes. NURS 8410: Disseminating the EBP Essay Assignment.

For this assignment you will prepare a scholarly product that reports the results and implications of your project to designed audience.  The scholarly product for dissemination reports the results and implications of your project to a specified audience. Your scholarly product may be in the form of a project summary and evaluation report, poster presentation, program evaluation report, or a media or technology-based deliverable. NURS 8410: Disseminating the EBP Essay Assignment.

To prepare
 for this week’s section of Application 5:

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Reflect on the definitions and criteria for scholarship presented in the Learning Resources and in your weekly discussions.

Consider AACN’s definition of scholarship and their vision of the role of the DNP-prepared nurse in furthering nursing scholarship.

The full Application 5 is due by 
Day 7
of this week. Instructions for how to prepare for previous sections of this Application have been provided in Weeks 9 and 10. NURS 8410: Disseminating the EBP Essay Assignment.

To complete:

Assignment 5: Disseminating the EBP Assignment

For this assignment you will prepare a scholarly product that reports the results and implications of your project to designed audience.  The scholarly product for dissemination reports the results and implications of your project to a specified audience. Your scholarly product may be in the form of a project summary and evaluation report,  poster presentation, program evaluation report, or a media or technology-based deliverable, Your scholarly product must include the following:

Background, Purpose, and Nature of the Project (2 points) 

Describe the larger problem or issue you explored in your DNP Project. Identify your practice-focused question. Explain how this problem or issue affects nursing practice and the overall health care system, and describe how your DNP Project explored possible strategies for addressing the problem or issue. NURS 8410: Disseminating the EBP Essay Assignment.

Evidence (2 points)

Identify the practice setting and context in which you conducted your project, a summary of the evidence supporting the project, and the process for implementation and evaluation.  

Presentation of Results (2 points)

Explain the results of your DNP Project and recommendations for change that you made to the organization.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name. NURS 8410: Disseminating the EBP Essay Assignment.

Click the 
Week 11 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 11 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 11 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 11 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 11 Assignment

Practicum: Journal and Time Log

By Day 7

You will submit a journal entry (along with your time log) for Weeks 8-11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate.

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories. NURS 8410: Disseminating the EBP Essay Assignment.

Time Log submission

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Assignment using the naming convention “WK11Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 11 Practicum 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK11Practicum+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
. NURS 8410: Disseminating the EBP Essay Assignment.

Click on the 
Submit
 button to complete your submission.

To access your rubric:

Week 11 Practicum Rubric

Check Your Practicum Draft for Authenticity

To check your Practicum draft for authenticity:

Submit your Week 11 Practicum draft and review the originality report.

Submit Your Practicum by Day 7

To submit your Practicum:

Week 11 Practicum

Week in Review

In this final week 
you analyzed the role of the DNP-prepared nurse in scholarship and assessed the practicum experience.

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

NURS 8410 Week 11: Dissemination, Part I

One of the chief purposes of translating evidence into practice is to advance the field of nursing. Dissemination is a critical step in this process.

It is important to disseminate and share the information gained from a translation-of-evidence project to enhance the body of knowledge within the profession, thus furthering the science of nursing. Yet how does one prepare to disseminate research findings? What is required to engage in this form of scholarship? NURS 8410: Disseminating the EBP Essay Assignment.

This week, you assess the role of dissemination in scholarship. You also complete your practicum experience and submit your time log and final journal entry.

Learning Objectives

Students will:

Analyze the role of the DNP-prepared nurse in scholarship

Assess the practicum experience

Photo Credit: [Blend_ImagesCLOSE]/[Blend Images]/Getty Images

NURS 8410: Disseminating the EBP Essay Assignment Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S. & Terhan, M.F. (2016). 
Translation of evidence into nursing and health care practice
 (2nd ed.) New York, NY: Springer.

Chapter 18, Dissemination of Evidence

American Association of Colleges of Nursing. (1999). 
Defining scholarship for the discipline of nursing. 
Retrieved from http://www.aacn.nche.edu/publications/position/defining-scholarship NURS 8410: Disseminating the EBP Essay Assignment

American Association of Colleges of Nursing. (2006)
. The essentials of doctoral education for advanced nursing practice. 
Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate.
 Issues in Accounting Education
, 7(1), 87-91.

Note:
 You will access this article from the Walden Library databases.

Carina, K., Chan, Y., Oldenburg, B., & Kasisomayajula, V. (2015). Advancing the science of dissemination and implementation in behavioral medicine: Evidence and progress. 
International Journal of Behavioral Medicine
, 22, 277-282 doi 10.1007/s12529-015-9490-2

Note:
 You will access this article from the Walden Library databases.

Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877-880. Retrieved from http://www.academicpeds.org/events/assets/Glassick article.pdf

Lane, J.P. & Stone, V.J. (2015). Comparing three knowledge communication strategies – diffusion, dissemination and translation – through randomized controlled studies. 
Assistive Technology
doi:10.3233/978-1-61499-566-1-92

Note:
You will access this article from the Walden Library databases. NURS 8410: Disseminating the EBP Essay Assignment

Leeman, J., Myers, A.E.,Ribisl, K.M.,& Ammerman, A.S. (2015). Disseminating policy and environmental change interventions: Insights from obesity prevention and tobacco control. 
International Journal of Behavioral 
Medicine, 22:301–311 doi 10.1007/s12529-014-9427-1

Note:
 You will access this article from the Walden Library databases.

Rieger, K. & Schultz, A.S. (2014). Exploring arts-based knowledge translation: Sharing research findings through performing the patterns, rehearsing the results, staging the synthesis. 
Worldviews on Evidence-Based Nursing
, 11(2), 133–139.

Note:
 You will access this article from the Walden Library databases.

Tricco, a.C., Ashoor, H.M., Cardoso, R., MacDonald, H., Cogo, E., Kastner, M., Perrier, L., McKibbon, A., Grimshaw, J.M. & Straus, S.E. (2016). Sustainability of knowledge translation interventions in healthcare decision making: a scoping review. 
Implementation Science
, 11(55) doi 10.1186/s13012-016-0421-7

Note:
You will access this article from the Walden Library databases. NURS 8410: Disseminating the EBP Essay Assignment

NURS 8410 Week 3: Translating Science in Advanced Nursing Practice Essay

NURS 8410 Week 3 Discussion: The State of the Science in Practice

Discussion: The State of the Science in Practice

The phrase 
evidence-based practice
 may be most often thought of as a clinical reference; however, research evidence is applicable in every specialty area. What types of research evidence support your work environment? How does research evidence inform your practice?

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Now, how current do you think the science is that underlies your practice? How current is the evidence that supports your specialty practice guidelines?

To prepare for 
NURS 8410 Week 3 Discussion: The State of the Science in Practice
:

Bring to mind an issue related to your practice. You may use the issue you are exploring for your EBP Assignment, or another current issue in your specialty area.

If possible, examine practices and/or practice guidelines established to address your selected issue and determine how current the evidence is that supports them. Translating Science in Advanced Nursing Practice Essay

Using the Walden Library, locate recently published articles that discuss research translated into evidence that applies to your selected practice issue. If you are unable to locate current articles (within the last five years), use the Internet to find evidence-based practice articles on this topic.

Consider the following questions:

How current is the science that supported the practice or practice guidelines?

What new evidence has emerged since the practice guidelines were crafted and adopted?

By Day 3 of 
NURS 8410 Week 3 Discussion: The State of the Science in Practice

Post 
a cohesive scholarly response that addresses the following:

Discuss the state of the scientific underpinnings that relate to your selected issue.

How current is the science that supported the practice or practice guidelines?

What new evidence has emerged since the practice guidelines were crafted and adopted? Provide one or two examples that support your assessment.

Read
 a selection of your colleagues’ responses.

By Day 6 of 
NURS 8410 Week 3 Discussion: The State of the Science in Practice

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Translating Science in Advanced Nursing Practice Essay

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Translating Science in Advanced Nursing Practice Essay.

Practicum: Journal and Time Log

By Day 7

You will submit a journal entry (along with your time log) for Weeks 1-3. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity.

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate.

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories.

Time Log submission.

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 3 Practicum 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Practicum+last name+first initial.(extension)” and click 
Open
. Translating Science in Advanced Nursing Practice Essay.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

NURS 8410 Week 3: Translating Science in Advanced Nursing Practice

Health care is an increasingly complex field fueled by the explosion of information available at one’s fingertips. As technology, medical research, and information systems continue to evolve, more emphasis is being placed on incorporating science and effective practices into health care. Nurses are increasingly called upon to implement best practices based on scientifically sound evidence. Translating Science in Advanced Nursing Practice Essay.

This week, you examine the current state of science in your specialty area. This is an essential step for being able to assess and promote evidence-based practice, whether or not you are directly involved in the delivery of patient care. For instance, you may investigate the latest research in leadership, economics, management, education, and so on, and apply that research in your specialty practice area.

Also this week, you submit your time log and a journal entry for your practicum experience.

Translating Science in Advanced Nursing Practice Essay Learning Objectives

Students will:

Evaluate the state of the current context of science in your specialty area in nursing and health care

Assess the practicum experience

Evaluate current literature pertaining to an issue in a specialty area

Photo Credit: [GIPhotoStock]/[Cultura]/Getty Images

Translating Science in Advanced Nursing Practice Essay Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
Translation of evidence into nursing and health care practice
 (2nd ed.). New York, NY: Springer.

Chapter 1, “Evidence-Based Practice”

Chapter 2, “The Science of Translation and Major Frameworks”

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice 
(3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Pages 15-18, “The Process of Translating Evidence Into Clinical Practice”

Chapter 3, “Conducting a Literature Review”

Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science. 
Journal of Oncology Practice
, 10(3), 200-202.

Note:
You will access this article from the Walden Library databases. Translating Science in Advanced Nursing Practice Essay.

Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part 1. 
American Journal of Nursing
, 110(7), 47-52.

Note:
 You will access this article from the Walden Library databases.

Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II. 
American Journal of Nursing
, 110(9), 41-48.

Note:
 You will access this article from the Walden Library databases.

Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part III. 
American Journal of Nursing
, 110(11), 43-51

Note:
 You will access this article from the Walden Library databases.

Guyatt, G., Oxman, A. D., Akl, E. A., Kunz, R., Vist, G., Brozek, J., Schünemann, H. J. (2011). GRADE guidelines: 1. Introduction-GRADE evidence profiles and summary of findings tables. 
Journal of Clinical Epidemiology
, 64 (4), 383-394.

Note:
 You will access this article from the Walden Library databases.

Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses. 
Applied Nursing Research
, 26, 105-109. Translating Science in Advanced Nursing Practice Essay.

Note:
 You will access this article from the Walden Library databases.

Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice. 
Journal of Advanced Nursing,
 70(10), 2181–2195.

Note:
 You will access this article from the Walden Library databases.

Rosswurm, M. A., & Larrabee, J. H. (1999). A model for change to evidence-based practice. 
Journal of Nursing Scholarship
, 31(4), 317-322.

Note:
 You will access this article from the Walden Library databases.

Additional Research

Conduct your own research on translational science and how it is utilized in your specialty area. Review your specialty area websites and search for articles on evidence-based practice that address the translation of research into practice. This information will inform the Discussion.

Optional Resources

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice 
(3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 14, “Reducing 30-Day Hospital Readmission of the Patient with Heart Failure: An Evidence-Based Quality Improvement Project”

Chapter 15, “Reducing 30-Day Hospital Readmission of the Patient with Heart Failure: An Evidence-Based Quality Improvement Project” Translating Science in Advanced Nursing Practice Essay.

Chapter 16, “The Impact of Evidence-Based Design”

Chapter 17, “The Lived Experience of Chronic Pain in Nurse Educators”

As you develop sections of your Project Premise, you may wish to review these examples of completed EBP project.

Rubric Detail- 
NURS 8410 Week 3 Discussion: The State of the Science in Practice

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8410_ Week3_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Translating Science in Advanced Nursing Practice Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Translating Science in Advanced Nursing Practice Essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Translating Science in Advanced Nursing Practice Essay

NURS 8410 Week 4 Discussion: The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay

Discussion: The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice

Fawcett and Garity (2009) present an overview of the relationship between theory, knowledge, research, nursing research, and evidence-based practice. As you prepare for this Discussion, reflect on your own specialty area and consider how the authors’ definitions of 
evidence-based practice
and of 
research
 align with your understanding of these concepts based on your professional experiences and your experiences as a doctoral student embarking on your EBP Assignment.

ORDER A PLAGIARISM-FREE PAPER HERE

To prepare:

Reflect on Fawcett and Garity’s definitions of 
knowledge
, 
theory
, 
research
 and 
evidence-based practice
presented in the Learning Resources. How do these definitions align with your understanding of the concepts? The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay.

How does this interrelationship support or guide your EBP Assignment?

By Day 3

Post
 a cohesive scholarly response that addresses the following:

How do Fawcett and Garity’s definitions align with your understanding of knowledge, theory, research and evidence-based practice? Support your response with evidence from the literature. The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay.

Discuss the interrelationship between theory, knowledge, research and evidence-based practice.

How does this interrelationship support or guide your EBP Assignment?

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library. The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

ORDER NOW FOR AN ORIGINAL PAPER

Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8410_ Week4_Discussion_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice Discussion Essay

Total Points: 30

Name: NURS_8410_ Week4_Discussion_Rubric

NURS 8410 Week 5 Discussion: New Models for Evidence-Based Practice Essay

New Models for Evidence-Based Practice

A professional goal for DNP-prepared nurses is to produce new evidence-based models of care and develop evidence-based guidelines. As you continue to develop and engage in your EBP Assignment, keep this aim in mind. What could help to facilitate the acceptance of new practices?

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As noted in earlier weeks, every specialty area should base practice on research and evidence. For example, in informatics, an informatician who plans to implement a new health information system would be wise to follow a model that research shows has been effective. New Models for Evidence-Based Practice Essay. Similarly, those involved in leadership or management can review change models and theories, exploring current evidence on best practices that produce positive results. For this Discussion, you evaluate evidence-based practice models, change theories, and frameworks that assist with the adoption of new evidence-based practice approaches.

To prepare for New Models for Evidence-Based Practice:

Reflect on your practicum setting and the use of evidence-based practice models. How are these models used? If they are not used, how might the integration of an evidence-based practice model change practice?

Review the Rosswurm and Larrabee article presented in the Learning Resources focusing on the model they present for integrating new evidence-based practices.

Research and locate an evidence-based practice model from nursing or another discipline that could be used in your specialty area to lead a systematic change to evidence-based practice approaches. You may also use a model or framework discussed in your course text, 
Translation of Evidence Into Nursing and Health Care Practice
. New Models for Evidence-Based Practice Essay.

Consider how using a model for evidence-based practice can facilitate adoption of new approaches to practice.

By Day 3 of New Models for Evidence-Based Practice

Post
 a cohesive response that addresses the following:

Discuss the use of evidence-based models in your practicum setting.

Describe a model for evidence-based practice or change theories and frameworks that you could utilize to facilitate the adoption of new approaches to practice. Substantiate your selection with evidence from the literature.

Read
 a selection of your colleagues’ postings.

By Day 6 of New Models for Evidence-Based Practice

Respond
 to 
two
 of your colleagues in one or more of the following ways:

Provide specific feedback on your colleague’s chosen research method and selected evidence-based practice model.

Suggest another model if appropriate.

Ask a probing question, substantiated with additional background information, evidence, or research.

Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library. New Models for Evidence-Based Practice Essay.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Rubric Detail

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Name: NURS_8410_ Week5_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

New Models for Evidence-Based Practice Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

New Models for Evidence-Based Practice Essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

New Models for Evidence-Based Practice Essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

New Models for Evidence-Based Practice Essay

Total Points: 30

Name: NURS_8410_ Week5_Discussion_Rubric