Tag: Clinical-Nursing

Ethics and the Protection of Human Participants. Due by Day 7. Click the following link to access and complete the NIH Protecting Human Research Participants Tutorial (please note that you will need to register to access this video). Following completion, write a two- to three-page paper (APA style is only required for the title page) that includes a thoughtful reflection on your overall reaction to the tutorial.

In your response, address the following items:

• What concerns regarding protection of human participants are most relevant to the research you are considering proposing for this course? Explain why, citing at least one code or regulation and providing specific examples.

• Discuss how nurses can be involved in the protection of human subjects in clinical research.

• Important: Include a copy of the certificate of completion for proof of completion.

Nursing Research and Evidence Based Practice (EBP) Discussion

Nursing Research and EBP . The distinctions between research and EBP are often misunderstood. The purpose of research is to generate new knowledge or to validate existing knowledge, whereas the purpose of EBP is to use the best evidence available to guide patient care decisions. For this discussion, explore these distinctions and examine barriers to adoption of EBP in your clinical practice. In addition, you will review a list of nursing research priorities that will help you in identification of a topic for your research proposal due in Week Five.

In your initial Nursing Research and Evidence Based Practice (EBP) post, respond to each of the following items:

• Discuss how research evidence informs an EBP. Comment on how research and EBP are connected and how EBP evolved in nursing practice.

• Identify one nursing research priority listed on Table 1-8 in the course textbook that is relevant to an issue in your clinical practice setting, and discuss your rationale for this selection.

• Within every organization, there are obstacles to incorporating an EBP. Review Table 1-2 in the course textbook and list the top three barriers you identify to adoption of an EBP. Consider the strategies provided, and discuss the feasibility of implementing these strategies in your organization.

Discussion Guidelines:

Support your responses with credible or scholarly academic references, using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation Helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and University Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.

Guided Response: In your responses to at least two of your peers, compare your analyses of the historical development of and relationship between research and EBP in nursing. Provide feedback on the selected nursing research priority and strategies posed to address obstacles related to incorporation of an EBP. Your Nursing Research and Evidence Based Practice (EBP) response must display reflective thought that illustrates an understanding of the topic under discussion and be supported with relevant evidence.

Nursing Research and Evidence Based Practice Essay Assignment Learning Outcomes

1. Compare nursing research and EBP [CLOs: 1, 5].

2. Identify barriers to adoption of an EBP and strategies to overcome these barriers [CLOs: 1, 5].

3. Identify historical occurrences that influenced the development of nursing science [CLOs: 1].

4. Examine basic concepts, principles, and issues related to the protection of research participants [CLOs: 6].

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Introduction

In Week One we examine nursing research and discuss the contribution of research to an evidence-based practice (EBP). We also explore historical occurrences that shaped the development of nursing as a science and examine barriers and strategies to adopting an EBP. The protection and rights of human participants is examined by completion of the NIH Protecting Human Participants Research tutorial.

Nursing Research and Evidence Based Practice Essay Assignment Required Resources

Text

Schmidt, N., & Brown, J. (2015). Evidence-based practice for nurses: Appraisal and application of research (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 1: What is Evidence-Based Practice?

• Chapter 2: Using Evidence Through Collaboration to Promote Excellence in Nursing Practice

Article

Fierz, K., Gennaro, S., Dierickx, K., Achterberg, T., Morin, K. H., & Geest, S. (2014). Scientific misconduct: Also an issue in nursing science? Journal of Nursing Scholarship, 46(4), 271-280. http://dx.doi.org/10.1111/jnu.12082

• The full-text version of this article is available in the CINAHL Complete database in the Ashford University Library. This research article explores scientific misconduct, including plagiarism, data fabrication, falsification, and relevance to nursing practice. The ethical principles and concepts discussed in this reading will inform your work on the week’s written assignment, Ethics and the Protection of Human Subjects.

Nursing Research and Evidence Based Practice Essay Assignment Recommended Resources

Multimedia

Jones & Bartlett Learning. (2014). Lesson 1: Introduction to Research and Evidence-Based Practice [Class lecture slides]. In Nursing Research.

• This presentation summarizes key elements of the week’s textbook readings and will assist you in the week’s assignments.

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Supplemental Material

Ashford University Library. (n.d.). Nursing Research Library Guide. Ashford University, College of Health, Human Services, and Science, San Diego, CA.

• The Nursing Research Library Guide is a resource that contains tutorials and other information that will help you search the Ashford University Library’s databases. It will assist you with APA style and scholarly writing in this week’s assignment and for assignments throughout the course and program.

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Nursing research, nursing theory, and evidence-based nursing practice

COURSE DESCRIPTION

Nursing research provides the scientific foundation for professional practice. Nursing research introduces the student to the basic research methodologies and statistical concepts and qualitative, quantitative, and epidemiologic research designs. Research methods and findings are appraised and applied within the framework of evidence-based professional practice. Research proposal development as a foundation for nursing inquiry is emphasized.

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COURSE DESIGN

This course is designed to assist the RN-BSN learner to acquire the knowledge needed to engage in an evidence-based practice (EBP) that includes knowledge about research methods and how to incorporate research evidence into practice. The assignments in this course build on one another and are designed to guide the learner to develop a nursing research proposal and to critically evaluate research evidence with an overall goal to improve quality of care in clinical practice. An evidence-based approach aims to improve the effectiveness and safety of clinical care by incorporating the best and most recent scientific evidence into the patient care process. In Week One, the learner will begin with an examination of the ethical issues related to the protection of human participants in clinical research and complete a tutorial developed by the National Institutes of Health (NIH) entitled “Protecting Human Research Participants.” In Week Two, the learner will visit the National Institute of Nursing Research (NINR) website and review current nursing research priorities. This information will be helpful in identification of a research problem and development of a problem statement and research question significant to nursing practice. A review of literature in Ashford’s online library and other resources will be completed, and in Week Three, learners will develop an annotated bibliography of three select articles relevant to their chosen research topics. Completion of the research proposal is the focus of Week Four. In Week Five, learners will complete an EBP tutorial sponsored by the University of Minnesota and perform a critical appraisal of selected evidence. Reflection on the completion of course outcomes concludes course activities. Nursing research, nursing theory, and evidence-based nursing practice.

COURSE LEARNING OUTCOMES

Upon successful completion of this Nursing research, nursing theory, and evidence-based nursing practice course, students will be able to

1. Analyze the relationship among nursing research, nursing theory, and evidence-based nursing practice.

2. Apply basic research methods to the research proposal development process.

3. Analyze quantitative, qualitative, and epidemiologic designs relative to their effectiveness in nursing inquiry.

4. Critique nursing research used to inform clinical practice.

5. Discuss the process of translating nursing research to clinical practice.

6. Discuss the ethical and legal issues in nursing research.

REQUIRED TEXT

Schmidt, N., & Brown, J. (2015). Evidence-based practice for nurses: Appraisal and application of research (3rd ed.). Burlington, MA: Jones & Bartlett Learning. Nursing research, nursing theory, and evidence-based nursing practice

NURSING RESEARCH, NURSING THEORY, AND EVIDENCE-BASED NURSING PRACTICE REQUIRED RESOURCES

Articles

American Association of Colleges of Nursing. (2006, March 16). Position statement on nursing research. Retrieved from http://www.aacn.nche.edu/publications/position/nursing-research

Bettany-Saltikov, J., & Whittaker, V. J. (2014). Selecting the most appropriate inferential statistical test for your quantitative research study. Journal of Clinical Nursing, 23(11/12), 1520-1531.

http://dx.doi.org/10.1111/jocn.12343. Nursing research, nursing theory, and evidence-based nursing practice.

Chen, S., Chen, C., & Lin, P. (2014). The effect of educational intervention on the pain and rehabilitation performance of patients who undergo a total knee replacement. Journal of Clinical Nursing, 23(1/2), 279-287. http://dx.doi.org/10.1111/jocn.12466

Connelly, M. L. (2014). Use of theoretical frameworks in research. MEDSURG Nursing, 23(3), 187-188. Retrieved from http://www.medsurgnursing.net/cgi-bin/WebObjects/MSNJournal.woa

Fierz, K., Gennaro, S., Dierickx, K., Achterberg, T., Morin, K. H., & Geest, S. (2014). Scientific misconduct: Also an issue in nursing science? Journal of Nursing Scholarship, 46(4), 271-280. http://dx.doi.org/10.1111/jnu.1208

Oliver, D., & Mahon, S. M. (2005). Reading a research article part I: Types of variables. Clinical Journal of Oncology Nursing, 9(1), 110-112. http://dx.doi.org/10.1188/05.CJON.110-112. Nursing research, nursing theory, and evidence-based nursing practice.

Oliver, D., & Mahon, S. M. (2005). Reading a research article part II: Parametric and nonparametric statistics. Clinical Journal of Oncology Nursing, 9(2), 238-240. http://dx.doi.org/10.1188/05.CJON.238-240

Oliver, D., & Mahon, S. M. (2006). Reading a research article part III: The data collection instrument. Clinical Journal of Oncology Nursing, 10(3), 423-426. http://dx.doi.org/10.1188/05.CJON.423-426

Savitz, D., Danilack, V., Engel, S., Elston, B., & Lipkind, H. (2014). Descriptive epidemiology of chronic hypertension, gestational hypertension, and preeclampsia in New York state, 1995-2004. Maternal & Child Health Journal, 18(4), 829-838. http://dx.doi.org/10.1007/s10995-013-1307-9. Nursing research, nursing theory, and evidence-based nursing practice.

Skomakerstuen Ødbehr, L., Kvigne, K., Hauge, S., & Danbolt, L. J. (2015). A qualitative study of nurses’ attitudes towards’ and accommodations of patients’ expressions of religiosity and faith in dementia care. Journal of Advanced Nursing, 71(2), 359-369. http://dx.doi.org/10.1111/jan.12500

Web Pages

American Journal of Nursing. (2010). Evidence-based practice, step by step. Retrieved from http://journals.lww.com/ajnonline/Pages/collectiondetails.aspx?TopicalCollectionId=10

Khan Academy. (n.d.). Probability and statistics. Retrieved from https://www.khanacademy.org/math/probability

National Institute of Nursing Research. (n.d.). Implementing NINR’s strategic plan: Key themes. Retrieved from https://www.ninr.nih.gov/aboutninr/keythemes#.VsimN9BX. Nursing research, nursing theory, and evidence-based nursing practice.

Supplemental Materials

Ashford University Library. (n.d.). NUR306: Nursing Research: Conducting Research Using the CINAHL Database. Ashford University, College of Health, Human Services, and Science, San Diego, CA.

National Institute of Nursing Research. (2011). Bringing science to life: NINR strategic plan [PDF file]. Retrieved from https://www.ninr.nih.gov/sites/www.ninr.nih.gov/files/ninr-strategic-plan-2011.pdf

NURSING RESEARCH, NURSING THEORY, AND EVIDENCE-BASED NURSING PRACTICE RECOMMENDED RESOURCES

Article

Devane, D., Begley, C. M., & Clarke, M. (2004). How many do I need? Basic principles of sample size estimation. Journal of Advanced Nursing, 47(3), 297-302. http://dx.doi.org/10.1111/j.1365-2648.2004.03093.x

Multimedia. Nursing research, nursing theory, and evidence-based nursing practice.

Jones & Bartlett Learning. (2014). Lesson 1: Introduction to Research and Evidence-Based Practice [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 2: Identifying Research Questions [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 3: Finding Sources of Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 4: Linking Theory, Research, and Practice [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 5: Key Principles of Quantitative Design [Class lecture slides]. In Nursing Research. Nursing research, nursing theory, and evidence-based nursing practice.

Jones & Bartlett Learning. (2014). Lesson 6: Quantitative Designs: Using Numbers to Provide Evidence [Class lecture slides]. In Nursing Research.

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NUR306: NURSING RESEARCH COURSE GUIDE

Jones & Bartlett Learning. (2014). Lesson 7: Qualitative Designs: Using Words to Provide Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 8: Collecting Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 9: Using Samples to Provide Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 11: What Do the Quantitative Data Mean? [Class lecture slides]. In Nursing Research. Nursing research, nursing theory, and evidence-based nursing practice.

Jones & Bartlett Learning. (2014). Lesson 12: What Do the Qualitative Data Mean? [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 13: Weighing In on the Evidence [Class lecture slides]. In Nursing Research.

Supplemental Material

Ashford University Library. (n.d.). Nursing Research Library Guide. Ashford University, College of Health, Human Services, and Science, San Diego, CA. Nursing research, nursing theory, and evidence-based nursing practice.

This Assignment addresses this course outcome:

Explain how theoretical frameworks influence advance.

Purpose

The purpose of this Assignment is to explore how a theorist explicates his or her philosophy and thoughts behind a theoretical field. As in other fields of study, nursing has a plethora of theorists and theories. These theorists have developed their paradigm over time enriching it with research and dialogue with other theorists.

Directions

You are going to explore how a theorist of your choice created his or her theory. Did it develop as an acorn becoming a mighty oak over the decades? Did it arrive as a burst of light like the big bang as some believe created our universe? Was it developed from a blueprint like a spaceship where thousands of scholars worked together to create a rocket to the moon? In point of fact, how is a theory developed? This is what we are exploring.

You will pick a theorist who interests you, it does not have to be a nurse theorist. You may also choose from other disciplines such as: behavioral, leadership, business, education, technology.

You will become the theorist immersing yourself in the writings from the earliest mentioned to the most current.

As you read, look at how you (taking on the persona of the theorist) developed the theory.

In the 
first stage
, theorizing occurs. This is where you, as the theorist, identify the concepts of what nursing is and is not. Perhaps you questioned what concepts were guiding those in nursing practice and then started to question your role. You started asking yourself, “Where am I in nursing, and where the profession is going? Is there some overarching concept that guides the professional in his or her practice?” This is where you recognize that a theory is needed.

In the 
second stage
, syntax is developed. This is where you will define the terms. Look for changing definitions of terms. Consider, for example, Jean Watson. She starts by defining the word “caring.” Within the last ten years she has refined her terminology changing the term caring to caritas. This demonstrates a growth and maturation from decades of research she and other scholars did to produce the theory of caring.

The 
third stage
 is theory testing. Defined as the phenomena behind the theory that are exposed through research. The definitions of terms are refined. The theorists and other researchers consider whether this theory helps answer questions that arise in practice. This is where your theory is used in by a widening group of researchers. For example, graduate nursing students request the tool you developed while testing your theory.

The
 fourth and last stage
 is evaluation. This is where philosophical debate occurs as the concepts are applied through evidenced based practice in the act of providing nursing care.

Assignment Details

For this Assignment, you are going to write an article for a nursing journal explaining how you developed your theory through the four stages (theorizing, syntax, theory testing, and evaluation). 
Your paper must be 3 to 5 pages
, not including the title and reference pages.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements

Before finalizing your work, you should:

Minimum requirement of at least 5 sources of support

be sure to 
read the Assignment description carefully
(as displayed above);

consult the Grading Rubric
(under the Course Resources) to make sure you have included everything necessary; and

utilize 
spelling
and 
grammar check
 to minimize errors.

Your writing Assignment should:

follow the conventions of 
Standard English
(correct grammar, punctuation, etc.);

be 
well ordered
, 
logical,
and 
unified
, as well as 
original and insightful
;

display 
superior content, organization, style, 
and
mechanics
; and

use 
APA 6th Edition

A nurse in the PACU is interested in ways to decrease the use of pain medication in post-op patients. She’s wondering if classical music or guided imagery might be efficacious. A 17-year-old African American woman, just diagnosed with hepatitis B, has been taking acetaminophen for headaches. Her mother has heard that acetaminophen can cause liver problems, and she asks you if her daughter should continue taking the drug for her headaches, considering her hep-b diagnosis. You are on a hospital committee exploring best practices in inpatient oncology nursing. The first question to come before the committee is, “how can we improve patients’ sleep quality and quantity without resorting to sleep medication?” The committee decides to explore relaxation techniques (e.g., massage; music), noise reduction, bed/pillow comfort, and ambient temperature changes. Your assignment is to find the best practices to reduce noise levels on the unit. A 53-year-old woman with rheumatoid arthritis wants to possibly change her medication to short-term low-dose corticosteroids instead of NSAIDS, which are upsetting her stomach. Will the corticosteroids be as effective? Jeff, a smoker of more than 30 years, has tried to quit unsuccessfully in the past. A friend of his recently quit with acupuncture. He wonders if he should try it.

Instructions: Choose one (1) clinical scenario above. Formulate a well defined clinical question that will yield the most relevant and best evidence. Describe the background of the question Present the question using PICOT format Indicate what will be the best study to answer the clinical question Make sure that you read other students postings to identify similar areas of interest for future group work.

Leadership
: is a procedure that is carried out through several people to gain authority over others in order to execute the goals.

Laissez-faire:
 is a lider o manager as passive, nondirective, and inactive approach and relinquishes part or all the responsibilities to the members of the group.

Autocratic Leader:
 the person is focused and maintains strong control, make decisions, and address all problem.

Democratic-leader:
 this also called participative management. It based on the belief that every group member should have input into problem solving and the development of goals.

Bureaucratic- leader: 
the leader believes that individuals are motivated by external forces. Relies on organizational polices and procedure for decision making.

Delegation:
 is a process of transferring performance of a selected nursing task in a situation to an individual who is competent to perform that specific task.

Illness:
 Abnormal process in which any aspect of a person’s functioning is diminished or impaired compared with his or her previous condition.

Wellness: 
Dynamic state of health in which and individual progresses toward a higher level of functioning, achieving an optimum balance between internal and external environments.

Leader: 
A person or thing that holds a dominant or superior position within its field, and is able to exercise a high degree of control or influence over others.

Health Belief Model:
 helps you understand factors influencing patient’s perceptions, belief, and behavior to plan care that will most effectively assist patient in maintaining or restoring health and preventing illness.

Maslow’s hierarchy of needs:
 is a model that the nurse use to understand the interrelationships of basic human needs.

Primary prevention:
 is true prevention; it precedes disease or dysfunction and is applied to patient considered physically and emotional healthy.

Secondary prevention:
 is focuses on individual who are experiencing health problem or illnesses and are at risk for developing complications or worsening conditions.

Tertiary prevention: 
occur when a defect or disability is permanent and irreversible. It involves minimizing the effects of long-term disease or disability by intervention directed at preventing complications and deterioration.

Risk factor reduction:
 is any situation, habit, social or environmental condition, physiological or psychological condition, developmental or intellectual condition, spiritual condition, or other variable that increases the vulnerability of an individual or group to an illness or accident.

Acute illness
: is usually reversible, has a short duration, and is often severe.

Chronic illness: persists, usually longer than 6 months, is irreversible, and affects functioning in one or more systems.

Health promotion:
 help patient maintain or enhance their present levels of health.

Integrity:
 is being honest even when no one else is looking, is doing the right thing even when no one is around to see you do it, and doing things the way they should be done, when no one is looking, instead of doing shortcuts. Integrity is being upright, and true to ones beliefs.

Preventive action:
 nursing actions directed toward preventing illness and promoting health to avoid the need for primary, secondary. Or tertiary health care.

Self-concept:
 depends in part on body imagen and roles but also includes other aspects of psychology and spirituality. Is important in relationship with other family members.

Self-efficacy:
 a concept include in social learning theory, refers to a person’s perceived ability to cessfully complete a task and many health promotions theories because it often is a strong predictor of healthy behaviors.

Self-actualization:
 is a process of emotional and moral development that contributes to the more-being and well-being of each individual. The self-actualizing nurse is one who is engaged in the process of becoming true to herself and those with whom she goes through life’s experiences.

Formal leadership:
 is a person exercising authority conferred upon him by the organization pursuant to the individual’s position in the organization. An example of formal leadership is the ability of a company president to exert control over employees, which is based upon his status as president of the company.

Informal leadership:
 are individuals without formal title or authority who serve as advocates for the group, and heighten the contributions of others as well as their own, primarily through influence, relationship-building, knowledge and expertise.

Supervision:
 is an activity that brings skilled supervisors and practitioners together in order to reflect upon their practice. It is a time for you, as a nurse or midwife, to think about your knowledge and skills and how they may be developed to improve care.

Transactional leader:
 focuses on results, conforms to the existing structure of an organization and measures success according to that organization’s system of rewards and penalties. Transactional leaders have formal authority and positions of responsibility in an organization. This type of leader is responsible for maintaining routine by managing individual performance and facilitating group performance.

Transformational leader:
 are sometimes call quiet leaders. They are the ones that lead by example. Their style tends to use rapport, inspiration, or empathy to engage followers. They are known to possess courage, confidence, and the willingness to make sacrifices for the greater good.

Management: 
is a person responsible for supervising and motivating employees and for directing the progress of an organization.

Openness:
 the ability to listen to other points of view without prejudging or discouraging them.

Read an article published recently(less than 5 years) on a topic of your interest. Provide the citation and a written summary of your answers to the following questions: What is the research problem? What is the purpose statement? What were the initial hypotheses for this study? What was the study design? Where the hypotheses rejected or accepted? What was the overall conclusion of this paper?

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4703118/
 My chosen topic is CLABSI Central Line Associated Blood stream infection

A 50 year female who’s family history unknown has a history of smoking 1ppd for 15 years quit 3 years ago. Consumes 3-4 alcohol drinks a week performs moderate excercise 3-4 times a week and has a past medical history of hypertenson controlled on Lisinopril.

Discussion Question

For this discussion, you are asked to review the student learning outcomes for this course and discuss how you met these outcomes. The intention here is to provide you an opportunity to “reflect” on the learning achieved during this term and how you successfully met these learning outcomes. If you do not feel you successfully met the objective, discuss your plans to successfully complete the objective in the future.

Upon completion of this course, the student should be able to:

Critically analyze current practice to formulate researchable problems.

Evaluate research as the basis for decision-making to improve outcomes through translation into evidence-based practice.

Synthesize an understanding of the research process through development of a proposal to address a nursing problem or focus area identified in nursing practice.

Investigate ethical issues related to the conduct of scientific research, including informed consent, data management, data analysis, and protection of human subjects.

Explore national and international initiatives and research priorities.