Tag: Clinical-Nursing

NUR504 ( all weeks discussions and assignments ) Entire Course

 

NUR504  Week 1

 

Write a summary of 750-1,000 words that includes the following criteria:

1. An introduction that explains the focus of the article.

2. A summary of key points of the article.

3. A list of the steps taken by nursing to develop and implement an EBP.

4. Application of the learned information to a practice setting where the student either identifies an EBP that has been applied to your setting or a practice problem that would benefit from the implementation of an EBP.

5. A clear and concise conclusion.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

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NUR504  week2

Choose two scholarly, peer-reviewed articles about research studies.

The articles can be found using the GCU Library or any of the sources recommended in the readings.

Address the following:

1. One article must be an example of a qualitative research study; the other must be a quantitative example.

2. These articles will be utilized for assignments in Modules 3, 4, 6 and 8.

3. Write a 350-500-word statement which includes:

4. A description of why each research study is categorized as quantitative or qualitative.

5. A justification for your selections.

6. The journal page reference for the research study selected and the reasons why it was selected.

7. A link to the selected articles or an attached copy of each article.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin

 

NUR504  week3

 

This is a CLC Assignment.

 

 

You will be assigned to a CLC group by the instructor.

Within your group, follow the instructions provided in the CLC Assignment: Evidence-Based Practice Project (EBP).

Finalize the CLC Agreement.

CLC Assignment: Evidence-Based Project (EBP)

Group work has benefits and liabilities. Everyone assigned to a CLC is expected to equally participate in the work in terms of time and quality of effort. The assignment should be apportioned to make the best use of the strengths of individual team members. Some of you are natural leaders. Your strengths can be your greatest liabilities. No one wants to be bossed around no matter how skilled the boss. Honest communication is critical to effective group work. The best way to avoid conflict is to set very clear expectations. Then, if someone does not do what is expected, he or she can be referred to the original agreement rather than have the confrontation become personal.

At the end of the project, students will have an opportunity to evaluate each other. These evaluations will be taken into consideration when grading individuals within the group. The grade will be given for the project as compared to the rubric for evaluation. Depending on your evaluations, individual grades will be equal to or less than the overall grade. Course faculty are able to observe the process in the CLC forum. If your work takes place outside the forum, this information will be absent. Be certain, even if you communicate via e-mail, phone, or face-to-face, to record the communication in the CLC forum.

NOTE:
 The final course of your program will require you to develop and implement an EBP guideline. This is your opportunity to learn the process and perhaps even identify an area of interest. Your choice of a topic for the capstone course should be related to your area of specialty. Each course you take will provide you with the opportunity to investigate theory and empirical literature to identify the relevant evidence you will need to complete this project. The more effort you expend now to learn this process, the easier it will be for you to complete the program efficiently.

Topic 1:

Collaborative Learning Community: EBP Agreement

1) Check into your CLC group.

a) Describe your prior experience with evidence-based practice (EBP) includingparticipation in developing EBP guidelines or protocols for changing practice.

CLC Agreement

1) Review the CLC Agreement

a) Choose one member totransfer the CLC Agreement to the CLC forum, input the CLC’s responses for all sections of the Agreement, and submit the CLC Agreement.

b) Each member should provide their contact information on the CLC Agreement and decide what tasks in the Project Management Specifics section they will be responsible for.

c) In the CLC Forum, discuss and provide responses for each component of the CLC Agreement. The CLC Group Review Process will be completed at the end of your project.

d) Discuss the advantages and disadvantages of working in a team environment.

2) Record all communication in the CLC Forum.

3) Complete the CLC agreement, except for the CLC Group Review Process.

4) Submit the completed CLC Agreement to the instructor at the end of Topic 2.

Topic 2:

Collaborative Learning Community: EBP Agreement.

Brainstorm: Initiate conversation regarding potential topics of interest.

1) This should be a nursing related problem, that is, a problem related to nursing practice, advance practice, leadership, or education. .

2) Identify several topics of interest and have individual group members do a quick survey of the literature to be sure that there is evidence available.

3) In order to develop a guideline/protocol, you will need credible resources. Read pages 29-34 for guidance in identifying sources of evidence.

a) The course readings include all of the information needed to complete this project. Chapters 1 and 2 provided the necessary information regarding EBP and how to find evidence. Chapter 5 provides strategies for locating credible information. The sooner these chapters are read carefully, with the project in mind, the easier it will be.

4) Record all communication in the CLC Forum.

Topic 3:

Collaborative Learning Community: EBP Identification of Clinical Question

1) Refer to Figure 2.2 in the textbook for the model you will use to complete this project.

a. Note that you will not complete the entire process in this model, you will reach the step entitled,Pilot the change in practice.

2) As a group, finalize your choice of topic.

a. Review the literature regarding clinical problems presented in the previous topic in order to ensure that there is adequate evidence for your choice.

b. State your topic in the form of a problem statement and a foreground question.

c. The course readings include all of the information you need to complete this project.

d. Record all communication in the CLC Forum.

3) Choose one team member to submit the completed assignment and initial reference list to the instructor by the end of Topic4.

Topic 4:

Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence

1) UseFigure 2.1, Evidence hierarchy pyramid, inthe textbook as your guide for the levels of evidence in your reference list.

2) Locate case studies, relevant clinical articles written by experts, research articles,, evidence based guidelines and protocolsand theory that may guide the identification of appropriate solutions. This can include the articles reviewed from topic 3. Note, not all theories will have research that allows them to have a level assigned to them. This does not mean they are not good theories.

3) Appraise the evidence using the guidelines provided on pages 37-40 in the textbook.

a. Use these guidelines to discard references that are untrustworthy or irrelevant.

b. Use Box 2.2 to help with this decision-making process.

4) Use the following to organize the evidence by commonalities and/or contrary findings:

a. Chapter 5in the textbook provides information regarding how to synthesize the article findings.

b. Use the EBP Project Evaluation tool located in resources to consolidate and present the findings

5) Record all communication in the CLC Forum.

Topic 5:

Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence

1) Continue with the articles used inTopic 4.

2) Complete the Synthesis Table for the evidence and variables for the guideline.

a. Limit the articles to no more than ten; two per student in the CLC group would be reasonable.

b. A true proposal would require a comprehensive review of the literature and inclusion of all relevant works.

3) Record all communications in the CLC Forum.

Topic 6:

Collaborative Learning Community: EBP Develop Clinical Guideline and Implementation Plan

1) Initiate work on developing a guideline or protocol based on your search of the literature.

2) Consider how to implement the intervention to test the protocol.

3) Identify potential barriers and describe strategies to gain cooperation from individuals who will be implementing the change.

4) Record all communication in the CLC Forum.

Topic 7:

Collaborative Learning Community: EBP Development Guidelines and Implementation Plan

1. Complete the protocol and write the plan to pilot the change in practice.

2. The Clinical Guidelines should include the problem statement, EBP question, literature review, along with all the tables used to arrive at the conclusion (can be appendices), the clinical protocol, and the implementation plan.. There is no specific template for this guideline/assignment.

3. The Implementation Plan for the protocol should include a timeline with criteria for evaluating the outcomes.

4. Use APA style headings for each section with subheadings as appropriate.

a. References should include all documents used for literature review along with sources used to guide the process.

1. Record all communication in the CLC Forum.

6. Submit the completed assignment to the instructor on the last day of Topic 7 and have one CLC member post the completed assignment all together in Topic 8 discussion forum.

 

Address the following:

1. Write one research summary that uses a quantitative research design.

2. Write one research summary that uses a qualitative research design.

3. Each summary should be 250-500 words and should follow the template, Summarize Research Articles.

4. Use APA Level Heading 2 to separate the distinct parts of the study.

These article summaries will form the basis of the Critique of Research Studies Parts 1-3 assignments in modules 4, 6, and 8.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

 

NUR 504 Summarize Research Articles

Directions: Use the templates below when summarizing your research articles. Include a cover page, and start a new page for each article summary. Use level 1 and 2 headings when composing the summaries to separate distinct parts.

Title of Quantitative Article

(Example of text: This article was authored by Watson and James and published in the Journal of Nursing Research in 2008. This article was selected as an example of a quasi-experimental design.The model summary selected for this paper is found on page 90 to 91of the textbook.This is a summary of a quasi-experimental study in which though there is a comparison group; subjects were not randomly assigned to groups. The research article being summarized also is an experiment that used a comparison group without randomization.)

Problem Statement

Statement of Purpose

Research Question(s)/Hypothesis

Study Methods

Key Findings

Citation

Title of Qualitative Article

(Example of text:Ramirez (2008) studied adolescent depression and the influence of significant adults on the course of the depression.The model summary utilized is found on page 91of the textbook. It was selected because it is an example of a grounded theory study as is the article selected.)

Problem Statement

Statement of Purpose

Research Question(s)

Method

Key Findings

Citation

 

NUR 504 week4

 

This is a CLC assignment.

Follow the instructions provided in “CLC Assignment: Evidence-Based Project (EBP).”

Utilize the Synthesis Table, Table of Evidence and EBA Project Evaluation Tool to complete your CLC assignment. Submit these documents in Topic 5 as the CLC assignment.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

Synthesis Table Example

Synthesis Table Example

Name of Article Name of Article Name of Article Name of Article

Levels of Evidence

Study Design

Variable to be studied

Variable to be studied

Variable to be studied

Compare template above to my table below. At a glance you can see the names of the most important articles I choose, the level of evidence of that study, what the design was, and what variables were important to know about in each article. As you study the table, the reader can clearly see more studies in support of BiPAP than IS along with other information that would be of interest to the provider to support standards of care.

Table 2 Synthesis of IS and NIPPV Evidence /Types of Surgery

Follow the instructions provided in Critique of Research Studies Instructions.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

 

 

Critique of Research Studies Instructions

Directions:

Complete a critique of the quantitative and qualitative articles that were submitted in Module 3.

This assignment will be completed in three parts. Refer to the information below as a guide to the information that should be included in each part.

Follow the guidelines for the quantitative and qualitative article critiques in Chapter 5, Box 5.2, pages 112-114 and Box 5.3, pages 115-117 of the textbook.

1) Utilize a central heading to indicate that what follows is the critique of the articles.

2) The side headings of the critique for each article should follow the headings in Box 5.2 and 5.3.

3) Note that within these BASIC guidelines, there are additional references to Detailed Critiquing Guidelines found in various boxes in chapters focused on the various elements of a research study report. Use these to expand the research study and to learn specific terminology appropriate to the critique of research.

When turning in the final submission, please put in the the following order: Quantitative Article Critique, Qualitative Article Critique, References (should include the two articles, the text, and any other additional sources).

Critique of Research Studies – Part 1: Due Module 4

For Part 1 of the critique, focus only on the following segments for each article:

Quantitative Qualitative

• Title • Title

• Abstract • Abstract

• Introduction • Introduction

o Statement of the problem o Statement of the problem

o Hypotheses or research questions o Research questions

o Literature review o Literature review

o Conceptual/theoretical framework o Conceptual underpinnings

Critique of Research Studies – Part 2: Due Module 6

For Part 2 of the critique, focus only on the following segments for each article:

Quantitative Qualitative

• Method • Method

o Protection of human rights o Protection of participants’ rights

o Research design o Research design and research tradition

o Population and sample o Sample and setting

o Data collection and measurement o Data collection

o Procedures o Procedures

o Enhancement of trustworthiness

Critique of Research Studies – Part 3: Due Module 8

For Part 3 of the critique, focus only on the following segments for each article:

Quantitative Qualitative

• Results • Results

o Data analysis o Data analysis

o Findings o Findings

• Discussion o Theoretical integrations

o Interpretation of findings • Discussion

o Implications/recommendations o Interpretation of the findings

• Global Issues o Implications/recommendations

o Presentation • Global Issues

o Researcher credibility o Presentation

o Summary assessment o Researcher credibility

o Summary assessment

 

NUR504 week5

 

This is a CLC assignment.

Follow the instructions provided in CLC Assignment: Evidence-Based Project (EBP).

Utilize the Synthesis Table, Table of Evidence and EBA Project Evaluation Tool to complete your CLC assignment. Submit these documents for this weeks CLC assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

Synthesis Table Example

Name of Article Name of Article Name of Article Name of Article

Levels of Evidence

Study Design

Variable to be studied

Variable to be studied

Variable to be studied

Compare template above to my table below. At a glance you can see the names of the most important articles I choose, the level of evidence of that study, what the design was, and what variables were important to know about in each article. As you study the table, the reader can clearly see more studies in support of BiPAP than IS along with other information that would be of interest to the provider to support standards of care.

Table 2 Synthesis of IS and NIPPV Evidence /Types of Surgery

 

NUR504 week6

 

Follow the instructions provided in Critique of Research Studies Instructions.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin

Critique of Research Studies Instructions

Directions:

Complete a critique of the quantitative and qualitative articles that were submitted in Topic 3.

This assignment will be completed in three parts. Refer to the information below as a guide to the information that should be included in each part.

Follow the guidelines for the quantitative and qualitative article critiques in Chapter 5, Box 5.2, pages 112-114 and Box 5.3, pages 115-117 of the textbook or the Research Critique Additional Template Resource.

1) Utilize a central heading to indicate that what follows is the critique of the articles.

2) The side headings of the critique for each article should follow the headings in Box 5.2 and 5.3.

3) Note that within these BASIC guidelines, there are additional references to Detailed Critiquing Guidelines found in various boxes in chapters focused on the various elements of a research study report. Use these to expand the research study and to learn specific terminology appropriate to the critique of research.

When turning in the final submission, please put in thefollowing order: Quantitative Article Critique, Qualitative Article Critique, References (should include the two articles, the text, and any other additional sources).

 

NUR504 week7

 

This is a CLC assignment.

Follow the instructions provided “CLC Assignment: Evidence-Based Project (EBP).”

Utilize the Synthesis Table, Table of Evidence, and EBA Project Evaluation Tool to complete your CLC assignment. Submit these documents at the completion of the CLC assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment

 

NUR-504: Table of Evidence

Study 1 Study 2 Study 3 Study 4 Study 5

Author

Study title

Research Questions

Design

Setting/Sample

Methods: intervention/instruments

Analysis

Key findings

Recommendations

How this supports EBP/Capstone

EBP Project Evaluation

 

NUR504 week8

 

Follow the instructions provided in Critique of Research Studies instructions.

When turning in the final submission, please put in the following order: Quantitative Article Critique, Qualitative Article Critique, References (should include the two articles, the text, and any other additional sources).

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

Critique of Research Studies Instructions

Directions:

Complete a critique of the quantitative and qualitative articles that were submitted in Topic 3.

This assignment will be completed in three parts. Refer to the information below as a guide to the information that should be included in each part.

Follow the guidelines for the quantitative and qualitative article critiques in Chapter 5, Box 5.2, pages 112-114 and Box 5.3, pages 115-117 of the textbook or the Research Critique Additional Template Resource.

1) Utilize a central heading to indicate that what follows is the critique of the articles.

2) The side headings of the critique for each article should follow the headings in Box 5.2 and 5.3.

3) Note that within these BASIC guidelines, there are additional references to Detailed Critiquing Guidelines found in various boxes in chapters focused on the various elements of a research study report. Use these to expand the research study and to learn specific terminology appropriate to the critique of research.

When turning in the final submission, please put in thefollowing order: Quantitative Article Critique, Qualitative Article Critique, References (should include the two articles, the text, and any other additional sources).

Critique of Research Studies – Part 1: Due Topic 4

For Part 1 of the critique, focus only on the following segments for each article:

Quantitative Qualitative

• Title • Title

• Abstract • Abstract

• Introduction • Introduction

o Statement of the problem o Statement of the problem

o Hypotheses or research questions o Research questions

o Literature review o Literature review

o Conceptual/theoretical framework o Conceptual underpinnings

Critique of Research Studies – Part 2: Due Topic 6

For Part 2 of the critique, focus only on the following segments for each article:

Quantitative Qualitative

• Method • Method

o Protection of human rights o Protection of participants’ rights

o Research design o Research design and research tradition

o Population and sample o Sample and setting

o Data collection and measurement o Data collection

o Procedures o Procedures

o Enhancement of trustworthiness

Critique of Research Studies – Part 3: Due Topic 8

For Part 3 of the critique, focus only on the following segments for each article:

Quantitative Qualitative

• Results • Results

o Data analysis o Data analysis

o Findings

o Reliability and Validity o Findings

• Discussion o Theoretical integrations

o Interpretation of findings • Discussion

o Implications/recommendations o Interpretation of the findings

• Global Issues o Implications/recommendations

o Presentation • Global Issues

o Researcher credibility o Presentation

o Summary assessment o Researcher credibility

o Summary assessment

Evidence-Based Practice Project (EBP) Assignment

CLC Assignment: Evidence-Based Project (EBP)

Group work has benefits and liabilities. Everyone assigned to a CLC is expected to equally participate in the work in terms of time and quality of effort. The assignment should be apportioned to make the best use of the strengths of individual team members. Some of you are natural leaders. Your strengths can be your greatest liabilities. No one wants to be bossed around no matter how skilled the boss. Honest communication is critical to effective group work. The best way to avoid conflict is to set very clear expectations. Then, if someone does not do what is expected, he or she can be referred to the original agreement rather than have the confrontation become personal.

At the end of the Evidence-Based Practice project, students will have an opportunity to evaluate each other. These evaluations will be taken into consideration when grading individuals within the group. The grade will be given for the project as compared to the rubric for evaluation. Depending on your evaluations, individual grades will be equal to or less than the overall grade. Course faculty are able to observe the process in the CLC forum. If your work takes place outside the forum, this information will be absent. Be certain, even if you communicate via e-mail, phone, or face-to-face, to record the communication in the CLC forum.

NOTE:
 The final course of your program will require you to develop and implement an EBP guideline. This is your opportunity to learn the process and perhaps even identify an area of interest. Your choice of a topic for the capstone course should be related to your area of specialty. Each course you take will provide you with the opportunity to investigate theory and empirical literature to identify the relevant evidence you will need to complete this project. The more effort you expend now to learn this process, the easier it will be for you to complete the program efficiently.

 

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Topic 1:

Collaborative Learning Community: Evidence-Based Practice Agreement

1) Check into your CLC group.

a) Describe your prior experience with evidence-based practice (EBP) includingparticipation in developing EBP guidelines or protocols for changing practice.

CLC Agreement

1) Review the CLC Agreement

a) Choose one member totransfer the CLC Agreement to the CLC forum, input the CLC’s responses for all sections of the Agreement, and submit the CLC Agreement.

b) Each member should provide their contact information on the CLC Agreement and decide what tasks in the Project Management Specifics section they will be responsible for.

c) In the CLC Forum, discuss and provide responses for each component of the CLC Agreement. The CLC Group Review Process will be completed at the end of your project.

d) Discuss the advantages and disadvantages of working in a team environment.

2) Record all communication in the CLC Forum.

3) Complete the CLC agreement, except for the CLC Group Review Process.

4) Submit the completed CLC Agreement to the instructor at the end of Topic 2.

Topic 2:

Collaborative Learning Community: Evidence-Based Practice Agreement.

Brainstorm: Initiate conversation regarding potential topics of interest.

1) This should be a nursing related problem, that is, a problem related to nursing practice, advance practice, leadership, or education. .

2) Identify several topics of interest and have individual group members do a quick survey of the literature to be sure that there is evidence available.

3) In order to develop a guideline/protocol, you will need credible resources. Read pages 29-34 for guidance in identifying sources of evidence.

a) The course readings include all of the information needed to complete this project. Chapters 1 and 2 provided the necessary information regarding Evidence-Based Practice and how to find evidence. Chapter 5 provides strategies for locating credible information. The sooner these chapters are read carefully, with the project in mind, the easier it will be.

4) Record all communication in the CLC Forum.

Topic 3:

Collaborative Learning Community: Evidence-Based Practice Identification of Clinical Question

1) Refer to Figure 2.2 in the textbook for the model you will use to complete this project.

a. Note that you will not complete the entire process in this model, you will reach the step entitled,Pilot the change in practice.

2) As a group, finalize your choice of topic.

a. Review the literature regarding clinical problems presented in the previous topic in order to ensure that there is adequate evidence for your choice.

b. State your topic in the form of a problem statement and a foreground question.

c. The course readings include all of the information you need to complete this project.

d. Record all communication in the CLC Forum.

3) Choose one team member to submit the completed assignment and initial reference list to the instructor by the end of Topic4.

Topic 4:

Collaborative Learning Community: Evidence-Based Practice Literature Search/Appraisal of Evidence

1) UseFigure 2.1, Evidence hierarchy pyramid, inthe textbook as your guide for the levels of evidence in your reference list.

2) Locate case studies, relevant clinical articles written by experts, research articles,, evidence based guidelines and protocolsand theory that may guide the identification of appropriate solutions. This can include the articles reviewed from topic 3. Note, not all theories will have research that allows them to have a level assigned to them. This does not mean they are not good theories.

3) Appraise the evidence using the guidelines provided on pages 37-40 in the textbook.

a. Use these guidelines to discard references that are untrustworthy or irrelevant.

b. Use Box 2.2 to help with this decision-making process.

4) Use the following to organize the evidence by commonalities and/or contrary findings:

a. Chapter 5in the textbook provides information regarding how to synthesize the article findings.

b. Use the Evidence-Based Practice Project Evaluation tool located in resources to consolidate and present the findings

5) Record all communication in the CLC Forum.

Topic 5:

Collaborative Learning Community: Evidence-Based Practice Literature Search/Appraisal of Evidence

1) Continue with the articles used inTopic 4.

2) Complete the Synthesis Table for the evidence and variables for the guideline.

a. Limit the articles to no more than ten; two per student in the CLC group would be reasonable.

b. A true proposal would require a comprehensive review of the literature and inclusion of all relevant works.

3) Record all communications in the CLC Forum.

Topic 6:

Collaborative Learning Community: Evidence-Based Practice Develop Clinical Guideline and Implementation Plan

1) Initiate work on developing a guideline or protocol based on your search of the literature.

2) Consider how to implement the intervention to test the protocol.

3) Identify potential barriers and describe strategies to gain cooperation from individuals who will be implementing the change.

4) Record all communication in the CLC Forum.

Topic 7:

Collaborative Learning Community: Evidence-Based Practice Development Guidelines and Implementation Plan

1. Complete the protocol and write the plan to pilot the change in practice.

2. The Clinical Guidelines should include the problem statement, EBP question, literature review, along with all the tables used to arrive at the conclusion (can be appendices), the clinical protocol, and the implementation plan.. There is no specific template for this guideline/assignment.

3. The Implementation Plan for the protocol should include a timeline with criteria for evaluating the outcomes.

4. Use APA style headings for each section with subheadings as appropriate.

a. References should include all documents used for literature review along with sources used to guide the process.

1. Record all communication in the CLC Forum.

6. Submit the completed assignment to the instructor on the last day of Topic 7 and have one CLC member post the completed assignment all together in Topic 8 discussion forum.

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Address the following:

1. Write one research summary that uses a quantitative research design.

2. Write one research summary that uses a qualitative research design.

3. Each summary should be 250-500 words and should follow the template, Summarize Research Articles.

4. Use APA Level Heading 2 to separate the distinct parts of the study.

These article summaries will form the basis of the Critique of Research Studies Parts 1-3 assignments in modules 4, 6, and 8.

Prepare this Evidence-Based Practice assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This Evidence-Based Practice assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this Evidence-Based Practice assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

Develop a presentation no longer than 10-12 minutes with comprehensive speaker’s notes that covers all of the major areas of your proposal.

Refer to the “Example of a Slide Show for a 20-Minute Paper Presentation,” located within the textbook appendix.

You will need to post your Evidence-Based Practice Presentation to the main forum in Topic 8 as directed by the instructor for class discussion and peer feedback.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

NUR504  Week 1 EBP Assignment 

Write a summary of 750-1,000 words that includes the following criteria:

1. An introduction that explains the focus of the article.

2. A summary of key points of the article.

3. A list of the steps taken by nursing to develop and implement an EBP.

4. Application of the learned information to a practice setting where the student either identifies an EBP that has been applied to your setting or a practice problem that would benefit from the implementation of an EBP.

5. A clear and concise conclusion.

This EBP assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

You are required to submit this EBP assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

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NUR504  week2

Choose two scholarly, peer-reviewed articles about research studies.

The articles can be found using the Library or any of the sources recommended in the readings.

Address the following:

1. One article must be an example of a qualitative research study; the other must be a quantitative example.

2. These articles will be utilized for assignments in Modules 3, 4, 6 and 8.

3. Write a 350-500-word statement which includes:

4. A description of why each research study is categorized as quantitative or qualitative.

5. A justification for your selections.

6. The journal page reference for the research study selected and the reasons why it was selected.

7. A link to the selected articles or an attached copy of each article.

APA format is not required, but solid academic writing is expected.

You are not required to submit this EBP assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin

In 500-750 words Evidence-Based Practice Proposal: Evaluation of Process paper, develop an evaluation plan to be included in your final evidence-based practice project. Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

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1. Describe the rationale for the methods used in collecting the outcome data.

2. Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved.

3. Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability.

4. Describe strategies to take if outcomes do not provide positive results.

5. Describe implications for practice and future research.

Prepare this Evidence-Based Practice Proposal: Evaluation of Process assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this Evidence-Based Practice Proposal: Evaluation of Process assignment to Turnitin. Please refer to the directions in the Student Success Center.

Upon receiving feedback from the instructor, refine “Section G: Evaluation” for your final submission. This will be a continuous process throughout the course for each section.

Comment on the below Diverse Populations and Age Essay

 
Thing to Remember:

Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

1 References, find resources that are 5 years or less

No errors with APA format 6 Edition

 
To Comment:

Diverse Populations and Age

For young adult’s community can be a great source of support (Kudzma, 2014). Some of the issues that affect young adults include unemployment, college debt, sustainability, pollution, the environment, nuclear energy, and war (Kudzma, 2014). The issues that relate to health include housing, health care in neighborhoods, agricultural, and sanitation concerns (Kudzma, 2014). Young adults must choose and develop a lifelong career (Kudzma, 2014). An individual whose ethnic background is different from the dominant culture may encounter prejudice and discrimination (Kudzma, 2014). This can occur because of race, creed, language, attitudes, values, preferences, or behaviors (Kudzma, 2014). They are susceptible to prejudices at work, at school, health care, and in the community (Kudzma, 2014). Gaps in health care insurance tend to occur between the end of school and the attainment of a full-time job (Kudzma, 2014). Health care providers have removed barriers that were assumed to be responsible for poor utilization of services by individuals of low-income, minorities, and nonattendance of scheduled appointments (Kudzma, 2014).

During middle adulthood individuals make decisions that affect their lives as a result of their values and beliefs (Coover, 2014). African Americans are the second largest racial group in the United States (Coover, 2014). The leading cause of death for middle aged African American men and women is cancer (Coover, 2014). The significant variables in health promotion for this group are environmental factors (Coover, 2014). The cleanliness of the home, work, school environments helps to control the spread of infectious diseases (Coover, 2014).  Low socioeconomic status and its links affect society as a hole (American psychological association, 2017). A low socioeconomic status early in life relates risk for a shortened lifespan and for chronic medical conditions that emerge later in adulthood (American psychological association, 2014).

For older adults, the leading cause of morbidity and mortality is falls (Blais, 2014). There were more than 19,700 deaths in 2008 related to unintentional fall injuries (Blais, 2014). Older adults are frequently admitted to acute-care facilities, temporary or permanent residential situations, or long-term care facilities due to chronic or acute illnesses, related to the decline in functional status, change in economic status, and change in family structure (Blais, 2014). Older adults have fewer options for continued income and are at risk of rising costs of living placing them at risk of lower levels of socioeconomic status (American psychological association, 2017). Poverty is a risk factor for decline in mental health for older individuals (American psychological association, 2017).

References

American psychological association. (2017). 
Fact sheet: Age and socioeconomic status.
 
Retrieved from 
http://www.apa.org/pi/ses/resources/publications/age.aspx

American psychological association. (2017).
 
Socioeconomic health disparities: A health neuroscience and lifecourse perspective.
 
Retrieved from 
http://www.apa.org/science/about/psa/2011/01/health-disparities.aspx

Blais, K. (2014). Older adult. In C. L. Edelman, E. C. Kudzma, & C. L. Mandle’s 
Health promotion throughout the life span,
 
(8
th
 ed. pp 591-620). St. Louis, MO: Elsevier.

Coover, D. (2014). Older adult. In C. L. Edelman, E. C. Kudzma, & C. L. Mandle’s 
Health promotion throughout the life span,
 
(8
th
 ed. pp562-590). St. Louis, MO: Elsevier.

Kudzma, E. C. (2014). Older adult. In C. L. Edelman, E. C. Kudzma, & C. L. Mandle’s 
Health promotion throughout the life span,
 
(8
th
 ed. pp535-561). St. Louis, MO: Elsevier.

In 500-750 words Evidence-Based Practice Proposal: Implementation Plan paper, provide a description of the methods to be used to implement the proposed solution. Include the following:

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1. Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval form(s) in Topic 5 with the narrative, the consent or approval form(s) should be placed in the appendices for the final paper.

2. Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in Topic 5 with the narrative, the timeline should be placed in the appendices for the final paper.

3. Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Although you will not be submitting the resource list in Topic 5 with the narrative, the resource list should be placed in the appendices for the final paper.

4. Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments. Although you will not be submitting the individual instruments in Topic 5 with the narrative, the instruments should be placed in the appendices for the final paper.

5. Explain the process for delivering the (intervention) solution and indicate if any training will be needed.

6. Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Although you will not be submitting the data collection tools in Topic 5 with the narrative, the data collection tools should be placed in the appendices for the final paper.

7. Describe the strategies to deal with the management of any barriers, facilitators, and challenges.

8. Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Make sure to provide a brief rationale for each. Develop a budget plan. Although you will not be submitting the budget plan in Topic 5 with the narrative, the budget plan should be placed in the appendices for the final paper.

9. Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Upon receiving feedback from the instructor, refine “Section F: Implementation Plan” for your final submission. This will be a continuous process throughout the course for each section.

Comment on the following Diverse Populations and Age paper;

 

Thing to Remember:

Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

1 References, find resources that are 5 years or less

No errors with APA format 6 Edition

 
Diverse Populations and Age

Socioeconomic status, culture, gender, ethnicity and spirituality all affect both mental and physical health. These effects can change throughout the young, middle, and older adult life time.  Young adults (ages 18-35) can be affected by many different circumstances. Physical and emotional changes are occurring which presents both opportunities to learn and grow, but also for negative issues to impede on health ( (Edelman, Kudzma, & Mandle, 2014, p. 536). Young adult is generally the healthiest period for people. Their bodies are nearly fully grown, and the physical capabilities are in the topmost condition. (Edelman, Kudzma, & Mandle, 2014). However, many issues have detrimental effects on the health of young adults. Going out into the “real world” has its disadvantages. Ethnic minorities can encounter prejudice at any age, however, young adults are not sheltered by school rules and the comforts of home and parent lives. Prejudices and discrimination can occur for all of the afore mentioned reasons, SES, culture, gender, ethnicity and spirituality. Young adults must learn how to effective deal with these prejudices to prevent negative self-views, poor self-esteem, and excessive stress. Generalized anxiety disorder, depression and substance abuse problems often stem from not knowing how to effectively deal with these stressors.

An additional stressor for young adults is created by the person not living at home, and becoming autonomous. The person may want to choose a different religion, or may have questions about their sexual orientation or preferences. This can create stress for the person when these new values go against his or her parent’s values. The parents may not want their child to date outside of their religion, SES or ethnicity. Again, these strenuous situations can lead to self-harming behaviors such as alcohol, drugs, unsafe sex, and unsafe actions such as staying out all night, or going to dangerous situations.

Middle-aged adults (35-64) have different responsibilities, different health concerns, and different stressors. Stress from death, caring for parents and children, jobs and careers, divorce, and declining health are major issues in middle adults mental and physical health. These stressors can increase diseases such as high blood pressure, and other heart diseases, anxiety and depression, and increase the chance of substance abuse.  They may be caring for a young or older child, in grade school or college. Dealing with the financial stressors of a less than perfect body, children, parents, and themselves can all place a lot of stress on a middle-aged person,

Lastly, the older adult. After age 65, its all downhill. At least that is what some think. Some people enjoy retirement, are free from being the caregiver to their children and/or their parents. They have their house and cars paid off, and can enjoy more from life. Others however, have to deal with little or no income, inability to buy medications, an aging and ill body, and more of the stress of death.

Let’s examine a fictional family, the Lopez’s. Mrs. Lopez’s parents immigrated from Cuba to America when she was three years old. She never went to college. She married George Lopez and had two children. Her father and his mother live nearby and they are called upon to care for them from time to time. George works in a factory. Angie has been a stay at home mom most of her young adult life, and now must go out and find a job. They are dealing with the financial constraints of college, and caring for their parents on a low-income budget. The constant stress of this life can be a bit over whelming and the temptation to drink alcohol is constant. They cannot afford a vacation and have little free time, or together time. Moreover, their daughter has just announced she is bisexual, which is a sin in their religion, and they are worried about her spiritual life, but don’t want to ruin their relationship with their daughter. They are needing to take care of their parents more and more frequently now and while many generations have had to care for both parents and children at the same time is hardly a new concept, improvements in geriatric care, and all health care and preventative care are resulting in people living longer. This means that this age group often carries this burden decades longer than their parents or grandparents did (Vitelli, 2015).

The children are young adults, going to college as first generation high school graduates. Carmen, the oldest daughter feels she is bisexual. This goes against her parents and grandparent’s beliefs. She is learning how to navigate the world, as a Hispanic American in a low socio-economic class. Her sexual preference makes everyday life harder, especially when she is at home. She feels stress when approaching the subject with her parents and prefers to avoid the situation which further strains her relationship. Max has found himself in dangerous relationships, drinking excessive alcohol on several occasions, and his grades are suffering. The college he goes to has very few Hispanic people attending so he feels like an outsider more than when he lived at home. Not having a great deal of money makes matters worse as he cannot afford a car as do most of his peers.

The grandparents are still working. They never had the chance to save for retirement or have a 401k because they were never employed in a place that offered these types of benefits. They have failing health, especially Benita, the grandmother who smokes and drinks nearly every day. They worry about being a burden to their children, so they do not ask for assistance when they need it which has led to not taking medications at the right time, or at all when they cannot afford to buy them.

Being able to deal with these stressors is important to both mental and physical health. All ages have unique stressors and events that may or may not affect them.

References

Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). 
Health Promotion Through the LIfeSpan
(Eighth ed.). St. Louis: Elsevier.

Vitelli, R. (2015, January 26). 
Being in the Sandwich Generation.
 Retrieved from Psychology Today: https://www.psychologytoday.com/blog/media-spotlight/201501/being-in-the-sandwich-generation

In 500-750 words Evidence-Based Practice Proposal: Change Model paper, apply a change model to the implementation plan. Include the following:

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1. Roger’s diffusion of innovation theory is a particularly good theoretical framework to apply to an EBP project. However, students may also choose to use change models, such as Duck’s change curve model or the transtheoretical model of behavioral change. Other conceptual models presented such as a utilization model (Stetler’s model) and EBP models (the Iowa model and ARCC model) can also be used as a framework for applying your evidence-based intervention in clinical practice.

2. Apply one of the above models and carry your implementation through each of the stages, phases, or steps identified in the chosen model.

3. In addition, create a conceptual model of the project. Although you will not be submitting the conceptual model you design in Topic 5 with the narrative, the conceptual model should be placed in the appendices for the final paper.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This Evidence-Based Practice Proposal: Change Model assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this Evidence-Based Practice Proposal: Change Model assignment to Turnitin. Please refer to the directions in the Student Success Center.

Upon receiving feedback from the instructor, refine “Section E: Change Model” for your final submission. This will be a continuous process throughout the course for each section.

HIT Usability and Design Challenges

Reflect on your experiences with the integration of new technology. How have these implementations affected the procedures that you perform at work? As the end user, it can be easy to overlook all of the important decisions that went into the finished product that you see before you. In looking at the final data management screens, you may find yourself at the crossroads of two options. You may either 1) be ecstatic about the needed change that this system brought, or 2) frustrated because you feel the system brings new hurdles into your already busy day. If you have ever experienced the latter option, the comment “I could have implemented a better system than this” may resonate strongly with you. Though research agrees that user input assists HIT designers, the development and implementation of new systems is not as straightforward as it may appear. HIT development teams find themselves in constant phases of trial and error as they strive to meet the needs of all users within the proposed development timeline. Failure to achieve promised usability benefits can lead to increased costs and job complications. Applying effective strategies to overcome usability challenges is essential.

In this week’s Discussion, you move from the standpoint of the “outsider looking in” (end user) and place yourself into a real-world implementation example. To complete this Discussion, you evaluate a case study to determine where the implementation process took a wrong turn. Use this week’s Learning Resources to propose changes that could have put this operation on the road to success.

 

To prepare:

Review      the Learning Resources, focusing on the TIGER Usability and Clinical      Application Design Collaborative.

Consider      the “Best Practice Exemplars” provided in the course text 
Nursing      Informatics: Where Technology and Caring Meet
.

Review      “Case Study 1: A Usability and Clinical Application Design Challenge”      presented on page 238 of the course text 
Nursing Informatics:      Where Technology and Caring Meet
. (see bottom of this page for the      case study)

Determine      the causes of the noted usability challenges (i.e., human factors,      ergonomics, human-computer interaction), as well as potential usability      concerns experienced by staff during implementation. Consider the possible      design failures that lead to the usability challenges.

What      strategies might you employ to overcome these HIT usability challenges and      concerns?

By tomorrow Tuesday 10/03/17, 5 pm, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list of Required Readings below. Include all level one headings as numbered below:

 

post
 a cohesive response to the following:

Place      yourself in the role of the clinical administrator tasked with      implementing the case study’s new health information technology system
.

1) Evaluate the usability challenges that you faced during implementation as well as the factors that caused these challenges.

2) Determine whether these challenges were a result of implementation or design.

3) Formulate strategies for overcoming these usability challenges.

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). 
Nursing informatics: Where technology and caring meet
 (4th ed.). London, England: Springer-Verlag.

Chapter      14, “Usability and Clinical Application Design”

This chapter begins by defining the terms usability and application design as they are used in the field of nursing informatics. The authors then describe the literature review and analytic process that the TIGER Collaborative group underwent to positively transform the development of HIT systems.

Gruber, D., Cummings, G. G., LeBlanc, L., & Smith, D. L. (2009). Factors influencing outcomes of clinical information systems implementation: A systematic review. 
CIN: Computers, Informatics, Nursing, 27
(3), 151–163.

The authors analyze the outcomes of prior IT implementations to determine if certain strategies can guarantee success when launching new clinical information systems.

Kaufman, D., Roberts, W. D., Merrill, J., Lai, T., & Bakken, S. (2006). Applying an evaluation framework for health information system design, development, and implementation. 
Nursing Research, 55
(2, Suppl. 1), S37–S42.

This article emphasizes the indispensable role of continuous evaluation throughout the development and real-time application of new information systems into the workplace.

Schlotzer, A., & Madsen, M. (2010). Health information systems: Requirements and characteristics. 
Studies in Health Technology and Informatics, 151,
 156–166.

Use this article to examine the importance of focusing on sound design, interoperability of systems, and fulfillment of user needs when developing an effective database.

Case Study 1: A Usability and Clinical Application Design Challenge
 

A medical center implemented an EMR with orders, clinical documentation, and results retrieval to improve efficiencies and enhance patient safety in the perinatal units of a small medical center, including Labor and Delivery (L& D), NICU, and Newborn Nursery Selection process The system was installed elsewhere in this integrated delivery network The executives wanted a fast 6-month installation at the maximum Usability challenges Existing order sets and documents from other sites were not uploaded and tailored to this site. Clinicians were asked to input individual orders (not acceptable). Needed computer terminals were ordered late and arrived the day of go-live. Clinicians competed for working terminals at the nurses’ stations Workflow among units was not considered or tested. Shared information such as mother’s blood type and L& D information was not available to NICU or Newborn Nursery, causing confusion about potential patient safety issues Generic training was given because the site tailoring was not done. On go-live, users did not know where to locate information before it had changed in the lag between training and go-live Outcomes The clinicians had to endure an unnecessarily painful implementation and its potential patient safety impacts Working out usability issues took months after go-live

The system was tested/ validated for usability, design, and practice needs Education included practice changes along with how to use the system Developed a methodology to respond rapidly to end users Outcomes Standardized practice in three different acute care hospitals in 15 months Significant improvement in core measures and nurse-sensitive outcomes.