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.
To prepare for this week’s section of Application 5: NURS 8410: Disseminating the EBP Assignment Paper
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 this NURS 8410: Disseminating the EBP Assignment Paper:
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.
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 – NURS 8410: Disseminating the EBP Assignment Paper
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 Assignment Paper.
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.
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 Assignment Paper.
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 Assignment Paper.
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
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.
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. NURS 8410: Disseminating the EBP Assignment Paper.
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 Technologydoi: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.
Practicum Experience for Professional Growth Assignment
Professional Growth Assignment
Your practicum experiences in NURS 8410, NURS 8400, and NURS 8500 have provided opportunities to gain knowledge, perspective, and skills that bolster your specialty area practice. They have laid a foundation for reflecting on your own strengths and challenges as a scholar-practitioner and a nurse leader in a dynamic workplace. Indeed, significant self-analysis is a core aspect of this course, and you will be asked to integrate this type of reflection into your work on several assignments in the upcoming weeks.
This Discussion serves as a springboard for the Practicum assignment you are to develop this week. As you plan your practicum experience for this course, consider how you can effectively communicate with key stakeholders in your practicum setting regarding the implementation, evaluation, and dissemination of an evidence-based project.
To prepare for Practicum Experience for Professional Growth Assignment:
View and consider the “To prepare” section of the Week 1 Assignment area.
Reflect on your practicum experiences in NURS 8410, NURS 8400, and NURS 8500.
Assess the professional growth (including development of leadership and communication skills) you have achieved through previous practicum experiences in the DNP program. Also, think about the topics presented in courses you completed earlier in the program. Are there content areas or skills that you would like to—or may need to—address to facilitate your continued development as a scholar-practitioner and a nurse leader?
Think about competencies that support the successful implementation, evaluation, and dissemination of an evidence-based project, and assess your strengths and areas for growth with regard to these competencies.
Begin to develop your plan for the practicum, including two or three learning objectives.
By tomorrow Tuesday May 28, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered below:
Post a cohesive response that addresses the following:
1) Describe how you intend to use your practicum experience to further your goals for successful evidence-based project implementation, evaluation, and dissemination and for your development as a scholar-practitioner and a nurse leader.
Required Readings for Practicum Experience for Professional Growth Assignment
Oermann, M. H., & Hays, J. C. (2016). Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.
· Chapter 1, “Getting Started”
This chapter introduces the steps an author can follow in planning, writing, and publishing manuscripts in nursing. The chapter predominantly focuses on early writing decisions.
· Chapter 2, “Selecting a Journal”
Chapter 2 focuses on how to evaluate and select journals. The chapter also provides guidelines for writing a query letter to gauge the interest of journal editors.
· Chapter 4, “Reviewing the Literature”
In this chapter, the authors make suggestions for conducting and writing a literature review for a manuscript.
Keep in mind that, as noted in Chapter 4, the Literature Review section of an article for publication must be tailored for that format; it is not the same as for an academic paper.
Required Media
Laureate Education, Inc. (Executive Producer). (2012b). The DNP Project. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
Dr. Kristen Mauk shares her experiences and insights on developing and completing her DNP Project.
Evaluation of an Evidence-Based Project – NURS 8410 Assignment
Evaluation of an Evidence-Based Project – NURS 8410 Assignment
Think about the details expressed in your DNP Project Proposal, which was submitted during NURS 8410. In that document, you described your plan for evaluating your DNP Project. Which evaluation method(s) did you select for your project? What new insights associated with the evaluation of your DNP Project have you gained since you developed your DNP Project Proposal?
For this Discussion, you examine your identified evaluation methods and consider how appropriate they now seem for your DNP Project. As you do this, think about principles of evidence-based practice and appropriate theoretical frameworks that relate to this assessment of your evaluation plan. If there are circumstances that prevent you from assessing your DNP Project evaluation plan, you may complete this Discussion using a different evidence-based project.
To prepare for Evaluation of an Evidence-Based Project – NURS 8410 Assignment:
Review the examples of evaluation presented in the Miake-Lye et al. and McNabney et al. articles listed in the Learning Resources. Also, consider the evaluation strategies suggested by Dr. Mauk in the Weeks 4 and 5 media presentation.
Analyze the evaluation plan you developed as part of your DNP Project Proposal. Which evaluation method(s) did you identify for your project?
If you have already concluded the evaluation phase of your DNP Project, what would you do differently—specific to the evaluation plan—if you could?
If possible, compare your project with similar evidence-based projects presented in other articles from your review of the literature. Specifically, look at others who had a similar research question or intervention but evaluated it differently. Consider similarities and differences in outcomes of these projects. What insights related to your project does this analysis provide?
For this Discussion, you may also consider the evaluation of other evidence-based projects implemented in your practicum setting. Discuss this topic with individuals in your practicum setting to strengthen your understanding of the evaluation of these projects.
By tomorrow Wednesday 6/19, write a minimum of 550 words essay in APA format and at least three scholarly references (see list of required readings below) that includes the level one headers as numbered below:
Post a cohesive response that addresses the following:
1) Describe the strengths and limitations of the evaluation plan for your DNP Project or another evidence-based project.
2) Share insights and opportunities for improvement that can inform future evidence-based projects.
Required Readings – Evaluation of an Evidence-Based Project – NURS 8410 Assignment
Oermann, M. H., & Hays, J. C. (2016).Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.
Chapter 12, “References”
In this chapter, the authors focus on citing references for a manuscript and preparing a reference list.
Chapter 13, “Tables and Figures”
Chapter 13 supplies guidelines for when to prepare tables and figures and how to develop them.
Continue reading this text as you work on your DNP Project scholarly product for dissemination.
Christenbery, T. L. (2011). Manuscript peer review: A guide for advanced practice nurses. Journal of the American Academy of Nurse Practitioners, 23(1), 15–22.
This article describes the peer review process and supplies suggestions for reviewing research-based manuscripts. Use this article as you prepare for Weeks 8 and 9, which focus on disseminating findings through publications.
Miake-Lye, I. M., Amulis, A., Saliba, D., Shekelle, P. G., Volkman, L. K., & Ganz, D. A. (2011). Formative evaluation of the telecare falls prevention project for older veterans. BMC Health Services Research, 11(1), 119–127.
This article details the results of a theory-driven program that was implemented to reduce fall rates at a health care facility. Evaluation of an Evidence-Based Project – NURS 8410 Assignment.
McNabney, M. K., Willging, P. R., Fried, L. P., & Durso, S. C. (2009). The “continuum of care” for older adults: Design and evaluation of an educational series. Journal of the American Geriatrics Society, 57(6), 1088–1095.
In this article, the authors detail a 9-week educational series designed to review the evidence-based and practical aspects of implementing key services in the care of older adults.
Required Media
Laureate Education, Inc. (Executive Producer). (2012c).Evaluating an evidence-based practice project. Baltimore, MD: Author.
Note: The approximate length of this media piece is 4 minutes.
How do you evaluate an evidence-based practice project? In this media segment, Dr. Kris Mauk shares how she evaluated her DNP Project outcomes and provides insights and thought-provoking questions to guide the evaluation process.
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. 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.
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 of Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
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. NURS 8410 Week 9 Assignment 2: Application 5 – EBP.
NURS 8410 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. 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? Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410 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.
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. NURS 8410 Week 9 Assignment 2: Application 5 – EBP.
To prepare for Discussion: Quality Improvement and Patient Safety Initiatives:
Reflect on the issue you have been addressing through your EBP Assignment.
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 Assignment 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 of Discussion: Quality Improvement and Patient Safety Initiatives
Post your PowerPoint presentation.
Read a selection of your colleagues’ responses.
By Day 6 of Discussion: Quality Improvement and Patient Safety Initiatives
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. 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 Week 9 Assignment 2: Application 5 – EBP.
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week9_Discussion_Rubric
Excellent
Good
Fair
Poor
RESPONSIVENESS TO DISCUSSION QUESTION Discussion 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*.
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.
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.
Planning for Change, Implementing and Evaluating EBP Assignment
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 Assignment. 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. 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 of Planning for Change, Implementing and Evaluating EBP Assignment
Application 4 is due. You do not need to submit anything this week.
Practicum-Planning for Change, Implementing and Evaluating EBP Assignment
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 of Planning for Change, Implementing and Evaluating EBP Assignment
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.
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 NURS 8410 Week 10 Assignment 2: Application 5: Disseminating the EBP.
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.
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.
“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? 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 Assignment. 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
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: Measurement and evaluation. Public Health Nursing, 12(3), 222–231
Note: You will access this article from the Walden Library databases. NURS 8410 Week 10 Assignment 2: Application 5: Disseminating the EBP.
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.
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. NURS 8410 Week 10 Assignment 2: Application 5: Disseminating the EBP.
To prepare for Discussion: Evaluation of Outcomes:
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 of Discussion: Evaluation of Outcomes
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 of Discussion: Evaluation of Outcomes
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 Week 10 Assignment 2: Application 5: Disseminating the EBP.
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.
Discussion: Evaluation of Outcomes Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week10_Discussion_Rubric
Excellent
Good
Fair
Poor
RESPONSIVENESS TO DISCUSSION QUESTION Discussion 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*.
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. Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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.
Total Points: 30
Name: NURS_8410_ Week10_Discussion_Rubric
Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
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 assignment forward.
For this week’s Discussion, you examined the macro and micro systems within your practicum organization and how these systems affect your EBP Assignment 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? NURS 8410 Week 10 Assignment 2: Application 5: Disseminating the EBP.
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 of Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
Application 4 is due. You do not need to submit anything this week.
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Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS 8410 Week 10 Assignment 2: Application 5: Disseminating the EBP
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NURS 8410 Planning Implementing and Evaluating EBP
Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410
Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
Evaluating EBP Assignments
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 Assignment (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. Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
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. Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
Implementing EBP Assignments
Identify the desired outcomes of your EBP Assignment.
Describe any macro or micro systems issues that may inhibit implementation and strategies for resolving those issues.
Explain how resolving your EBP Assignment issue will improve quality and patient safety. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
Evaluating EBP Assignments
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 of Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
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 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 “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 for Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
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
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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: Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410.
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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
Planning for Change Implementing and Evaluating EBP – NURS 8410
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.
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
NURS 8410 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? 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 Assignment. 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
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: 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. Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410.
To prepare for Discussion: Evaluation of Outcomes:
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 of Discussion: Evaluation of Outcomes
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 of Discussion: Evaluation of Outcomes
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.
Discussion: Evaluation of Outcomes Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week10_Discussion_Rubric
Excellent
Good
Fair
Poor
RESPONSIVENESS TO DISCUSSION QUESTION Discussion 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*.
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. Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410
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,
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
Total Points: 30
Name: NURS_8410_ Week10_Discussion_Rubric
ssignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP AssignmentsImplementing 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 assignment forward. For this week’s Discussion, you examined the macro and micro systems within your practicum organization and how these systems affect your EBP Assignment 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 of Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
Application 4 is due. You do not need to submit anything this week.
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. 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 of Assignment 1: Application 4: Planning for Change, Implementing and Evaluating EBP Assignments
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.
NURS 8410 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. 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? Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410 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. 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 InitiativesThe 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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410 To prepare for Discussion: Quality Improvement and Patient Safety Initiatives:
Reflect on the issue you have been addressing through your EBP Assignment.
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 Assignment 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 of Discussion: Quality Improvement and Patient Safety Initiatives
Post your PowerPoint presentation. Read a selection of your colleagues’ responses.
By Day 6 of Discussion: Quality Improvement and Patient Safety Initiatives
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. 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
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week9_Discussion_Rubric
Excellent
Good
Fair
Poor
RESPONSIVENESS TO DISCUSSION QUESTION Discussion 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*.
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.
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.
Planning for Change, Implementing and Evaluating EBP Assignment
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 Assignment. 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. 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 of Planning for Change, Implementing and Evaluating EBP Assignment
Application 4 is due. You do not need to submit anything this week.
Practicum- Planning for Change, Implementing and Evaluating EBP Assignment
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 of Planning for Change, Implementing and Evaluating EBP Assignment
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.
NURS 8410 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. 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
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? How does theory provide a framework? What barriers might you encounter? To prepare for Discussion: Preparing for Change:
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 of Discussion: Preparing for Change
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.
Read a selection of your colleagues’ responses.
By Day 6 of Discussion: Preparing for Change
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
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week8_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*.
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.
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.
Total Points: 30
Name: NURS_8410_ Week8_Discussion_Rubric
NURS 8410 Week 7 Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice
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). 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 Assignment 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 Becoming a Leader in the Translation of Evidence to Practice: 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 of Becoming a Leader in the Translation of Evidence to Practice
Application 3 is due.
Submission and Grading Information – Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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 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 “WK7Assgn+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.
NURS 8410 Week 7 Assignment Application 3: Becoming a Leader in the Translation of Evidence to Practice (6 points)
To students: In addition to the Learning Resources and facilitated discussions provided each week, you are expected to integrate articles from peer-reviewed journals to inform and support your positions and conclusions in the Application Assignments. Graduate-level scholarship provides the foundation for your work and requires a higher level of evidence than lay references, such as the dictionary, Wikipedia, general Internet sites, nursing newspapers, expert opinion, and the like. Write a 2- to 3-page paper that summarizes:
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 (2 pts)
How translating evidence would enable you to affect or strengthen health care delivery and nursing practice (2 pts)
How you would advocate for the use of new evidence-based practice approaches through the policy arena (2 pts)
Note: Up to 2 points may be deducted for grammar, spelling, and/or APA errors.
This Application is due by Day 7 of Week 7.
NURS 8410 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. 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
Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
NURS 8410 Week 7 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 link.
Next, from the Attach File area, click on the Browse My Computer button. 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.
NURS 8410 Week 7 Discussion: Advocating for New Practice Approaches Through Policy
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. 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 Assignement. 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 of Discussion: Advocating for New Practice Approaches Through Policy:
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.
NURS 8410 Week 7 Discussion: Advocating for New Practice Approaches Through Policy
By Day 3 of Discussion: Advocating for New Practice Approaches Through Policy
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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410By Day 6 of Discussion: Advocating for New Practice Approaches Through PolicyRespond 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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410Submission and Grading Information
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week7_Discussion_Rubric
Excellent
Good
Fair
Poor
RESPONSIVENESS TO DISCUSSION QUESTION Discussion 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*.
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.
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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
Total Points: 30
Name: NURS_8410_ Week7_Discussion_Rubric
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 Assignment 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.
By Day 7 of Week 7 OF Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice
Application 3 is due. You do not need to submit anything this week. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
Practicum FOR Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice
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 OF Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice
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.
NURS 8410 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 Assignment 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
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
NURS 8410 Week 6 Discussion: Developing and Evaluating New Practice Approaches
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 Assignment issue you identified in Week 2.
To prepare for Discussion: Developing and Evaluating New Practice Approaches:
Reflect on your analysis of the evidence base that addresses your selected issue from the EBP Assignment (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 of Discussion: Developing and Evaluating New Practice Approaches
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 of Discussion: Developing and Evaluating New Practice Approaches
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.
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week6_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*.
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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.
NURS 8410 Week 5 Assignment: Application 2: Laying the Foundation for New Approaches to Practice
Application 2: Laying the Foundation for New Approaches to Practice As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful. For your EBP Assignment in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts. To prepare for Application 2 address the following:
How current is the science underlying the practices related to your EBP Assignment issue?
Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
Evaluate the effect the EBP Assignment issue is having in practice.
Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4. To complete Application 2: Laying the Foundation for New Approaches to Practice: In a 3- to 5-page paper, include the following:
A brief summary of the currency of the science underlying the practices used to address your EBP Assignment issue
Possible causes of the difference in outcomes from what would be expected according to the research literature
The effect the EBP Assignment issue is having in practice
Current research evidence on new practices for addressing the EBP Assignment issue
A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
By Day 7 OF Application 2: Laying the Foundation for New Approaches to Practice
Application 2 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 “WK5Assgn+last name+first initial.(extension)” as the name.
Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 5 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 “WK5Assgn+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.
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
NURS 8410 Week 5: New Practice Approaches, Part II
A hallmark of the DNP-prepared nurse is the ability to go into a health setting, identify a problem, examine the evidence, and develop new approaches in practice to improve outcomes for patients, populations, and/or organizations. This, in turn, can lead to the development of new models of evidence-based practice. This week you examine evidence-based practice models and frameworks that assist with the adoption of new practice approaches. You apply this focus as you continue your practicum experience.
Learning Objectives
Students will:
Evaluate the use of evidence-based practice models and change theories and frameworks for facilitating the adoption of new practice approaches
Appraise current evidence for addressing a practice issue
Evaluate the quality of evidence using the GRADE guidelines
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 FOR Application 2: Laying the Foundation for New Approaches to Practice
Gallagher-Ford, L., Fineout-Overhold, E., Melnyk, B.M. & Stillwell, S.B. (2011). Evidence-based practice step-by-step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54-60. 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. Pryse, Y., McDaniel, A., & Schafer, J. (2014). Psychometric analysis of two new scales: The evidence-based practice nursing leadership and work environment scales. Worldviews on Evidence-Based Nursing, 11(4), 240-247. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410 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. Schaffer, M.A., Sandau, K.E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: overview and practical applications. Journal of Advanced Nursing, 69(5), 1197-1209.
Note: You will access this article from the Walden Library databases.
NURS 8410 Week 5 Discussion: New Models for Evidence-Based Practice
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? 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. 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.
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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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.
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
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*.
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.
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.
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
Total Points: 30
Name: NURS_8410_ Week5_Discussion_Rubric
NURS 8410 Week 4 Discussion: The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice
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 practiceand 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. 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 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.
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.
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.
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8410_ Week4_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*.
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.
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.
NURS 8410 Week 3: Translating Science in Advanced Nursing Practice
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? 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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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.
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. Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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. 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
Planning for Change Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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. Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410. 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. 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.
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*.
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.
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. Planning for Change, Implementing and Evaluating EBP Essay Assignments – NURS 8410
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.
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Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS 8410 Planning for Change Implementing and Evaluating EBP
LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS 8410 Planning for Change Implementing and Evaluating EBP
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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NURS 8300 Week 10: The Application of Process Improvement Models in Organizations and Systems – Part II Recommendation
NURS 8300 Week 10: The Application of Process Improvement Models in Organizations and Systems – Part II Recommendation
NURS 8300 Week 10 – What separates a successful quality improvement initiative from those that fail to meet their goals? Frequently, it is the application of the process improvement model and development of a well thought-out plan of action.
This week continues the examination of how process improvement models are applied to create and sustain change at the organizational and policy level. You also consider how evidence-based practice models can be used for these same purposes.
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 OF NURS 8300 Week 10: The Application of Process Improvement Models in Organizations and Systems – Part II Recommendation
Chapter 16: “Implementing Quality as the Core Organizational Strategy”
Baur, C. (2011). Calling the nation to act: Implementing the national action plan to improve health literacy. Nursing Outlook, 59(2), 63–69.
Note: You will access this article from the Walden Library databases.
This article describes the aspects of the National Action Plan to Improve Health Literacy. It starts by covering the background and objectives of the plan and then moves to its vision and goals.
Ferrara, L. R. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(4), 213–216.
Note: You will access this article from the Walden Library databases.
The author of this article discusses using constructivist theory to teach nurse practitioner students to use evidenced-based practice. She focuses on introducing the student’s theoretical knowledge into real-life practice.
Grant, B., Colello, S., Riehle, M., & Dende, D. (2010). An evaluation of the nursing practice environment and successful change management using the new generation Magnet Model. Journal of Nursing Management, 18(3), 326–331. doi:10.1111/j.1365-2834.2010.01076.x
Note: You will access this article from the Walden Library databases.
Health care organizations have implemented the Magnet Model as a way to successfully implement practice change. This article examines the aspects of this process.
Lavoie-Tremblay, M., Bonin, J.-P., Lesage, A., Farand, L., Lavigne, G. L., & Trudel, J. (2011). Implementation of diagnosis-related mental health problems: Impact on health care providers. Health Care Manager, 30(1), 30(1): 4-14 (50 ref). doi:10.1097/HCM.0b013e3182078a95
Note: You will access this article from the Walden Library databases.
The study within this article analyzes two cases related to the implementation of diagnosis-related mental health programs.
Mark, D. D., Latimer, R. W., & Hardy, M. D. (2010). “Stars” aligned for evidence-based practice: a TriService initiative in the Pacific. Nursing Research, 59(1), S48–S57. doi:10.1097/01.NNR.0000313506.22722.53
Note: You will access this article from the Walden Library databases.
Nurses from a military health care system in Hawaii established ways to use and evaluate evidence-based practices. This article details the process and results of this collaborative effort between the Army, Air Force, and Navy.
Scobbie, L., Dixon, D., & Wyke, S. (2011). Goal setting and action planning in the rehabilitation setting: Development of a theoretically informed practice framework. Clinical Rehabilitation, 25(5), 468–482. doi:10.1177/0269215510389198
Note: You will access this article from the Walden Library databases.
In order to develop a theory-based framework for setting goals, the authors of this article use casual modeling to determine effective patient outcomes. They identifies four major components of the framework that can be used to set effective goals.
Optional Resources FOR NURS 8300 Week 10
Schifalacqua, M. M., Mamula, J., & Mason, A. R. (2011). Return on investment imperative: the cost of care calculator for an evidence-based practice program. Nursing Administration Quarterly, 35(1), 15–20.
NURS 8300 Week 10 Discussion: Welcome to the Week 10 Small Group Discussion Area!
Note: Week 10 is a group assignment. Last week, you explored key factors that contribute to patient safety challenges using root cause analysis. This week builds on that foundational awareness with a focus on the application of evidence-based practice models as a strategy to improve patient safety and other quality dimensions. In this Discussion, consider how these strategies can sustain practice changes.
Week 10 is a group assignment. Last week, you explored key factors that contribute to patient safety challenges using root cause analysis. This week builds on that foundational awareness with a focus on the application of evidence-based practice models as a strategy to improve patient safety and other quality dimensions. In this Discussion, consider how these strategies can sustain practice changes.
To prepare:
Read: Newhouse, R.P. (2007) Diffusing confusion among evidence-based practice, quality improvement and research. JONA 37,432-535
Read: Mazurek Melynk B., Gallagher-Ford, L., English Long, L., & Fineout-Overholt, E. (2014) The establishment of Evidence-Based practice competencies for practicing registered nurses and advanced practice nurses in real world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing 11(1),5-15.
We all agree that research is the highest form of reliable evidence, when implemented in an organization that provides the basis for an evidence based practice. As a group: FIND a research study published in a peer reviewed journal related to a clinical practice problem that is of interest to the group, and which would ultimately contribute to an evidence based practice.
The discussion assignment:
ANSWER the following discussion questions as a group: (as a team, post your responses by Sunday at midnight). Include the research study in your post (attach it to the post and post it in doc sharing). See page 11 #15 in Mazurek Melynk, Gallagher Ford, English Long and Fineout-Overholt. In this assignment, you are being asked to critically appraise a single research study for its relevance to a QI practice problem.
Each member of the team must participate (weekly rules for discussion) on the group discussion board in order to get full credit.
Discussion questions:
What was the purpose of the research?
Identify the independent and dependent variables in the study.
Briefly describe the research design, data collection method(s), and instruments used to measure the variables under study.
Briefly summarize study findings, conclusions and recommendations. Do you agree with these?
As a DNP prepared nurse, would you recommend a change in nursing practice based on the study? Defend and/or justify your decision based on research evaluation principles. In other words, does the evidence generated by this research article signify a need to change nursing practice? If not, why not; if so, why?
By Day 3
Post your team’s answers in the form of a main post on your group discussion board. Each member of the group must participate in week 10 in order to receive the grade.
Submission and Grading Information
Grading Criteria
To access your rubric: Week 10 Discussion Rubric
Post by Day 3 and Respond by Day 7
To participate in this Discussion: Groups Area
Assignment: IHI School Modules
By Week 9 you should have completed 13 IHI Open School Modules.
There is nothing to submit this week.
Week in Review
This week you applied evidence-based practice models to an identified clinical practice problem and formulated recommendations and an action plan for a quality improvement initiative. In the final week you will appraise measurement mechanisms to evaluate change in organizations and systems, and evaluate the success of quality improvement initiatives in terms of sustainability. Additionally, you will engage in self-assessment and reflection to evaluate your own leadership skills and preferences.
Rubric Detail – NURS 8300 Week 10: The Application of Process Improvement Models in Organizations and Systems – Part II Recommendation
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8300_ Week10_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*.
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.
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 process of constructing a balanced scorecard for either financial goal setting or tracking of patient and employee satisfaction can be controversial. For example, a hospital’s financial scorecard provides a snapshot of gathered data for the hospital, but the data may be out of context, which makes it difficult to identify specific problems. It is evident that both scorecards and dashboards have a place in the health care setting; however, will all organizations and accrediting bodies agree on the aspects of implementation, data analysis, and levels of effectiveness?
To prepare for Specific Measurements in Health Care – NURS 8300 Week 4:
Consider the various uses of scorecards and dashboards presented in this week’s Learning Resources and media presentation.
Reflect on how these measurement systems and measurement methods impact organizational goal setting in the areas of overall performance and financial stability.
Explore the key indicators involved with scorecards and dashboards as well as the external quality standards to which they are compared.
Ask yourself: What do the metrics used in the balanced scorecard and dashboard mean to my organization and nursing practice? Has my organization established goals for these metrics and are they currently being met?
By Day 3 of Specific Measurements in Health Care – NURS 8300 Week 4 Paper
Post a cohesive scholarly response that addresses the following:
Select any setting and describe the extent to which the patient’s experience of care is measured, tracked, and set for improvement goals.
Evaluate whether goals at your organization are established for these metrics and whether or not they are currently being met.
Describe some of the provocative issues that have or will emerge. For example, what has been the impact of CAHPS or HCAHPS in the setting described (if applicable).
Read a selection of your colleagues’ responses.
By Day 7 of Specific Measurements in Health Care – NURS 8300 Week 4 Paper
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 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 8300 Week 10: The Application of Process Improvement Models in Organizations and Systems, Part II Recommendation
NURS 8300 Week 10 – What separates a successful quality improvement initiative from those that fail to meet their goals? Frequently, it is the application of the process improvement model and development of a well thought-out plan of action.
This week continues the examination of how process improvement models are applied to create and sustain change at the organizational and policy level. You also consider how evidence-based practice models can be used for these same purposes.
Learning Objectives
By the end of this week, you will be able to:
Apply evidence-based practice models to an identified clinical practice problem
Formulate recommendations and an action plan for a quality improvement initiative
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.
Chapter 16: “Implementing Quality as the Core Organizational Strategy”
Baur, C. (2011). Calling the nation to act: Implementing the national action plan to improve health literacy. Nursing Outlook, 59(2), 63–69.
Note: You will access this article from the Walden Library databases.
This article describes the aspects of the National Action Plan to Improve Health Literacy. It starts by covering the background and objectives of the plan and then moves to its vision and goals.
Ferrara, L. R. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(4), 213–216.
Note: You will access this article from the Walden Library databases.
The author of this article discusses using constructivist theory to teach nurse practitioner students to use evidenced-based practice. She focuses on introducing the student’s theoretical knowledge into real-life practice.
Grant, B., Colello, S., Riehle, M., & Dende, D. (2010). An evaluation of the nursing practice environment and successful change management using the new generation Magnet Model. Journal of Nursing Management, 18(3), 326–331. doi:10.1111/j.1365-2834.2010.01076.x
Note: You will access this article from the Walden Library databases.
Health care organizations have implemented the Magnet Model as a way to successfully implement practice change. This article examines the aspects of this process.
Lavoie-Tremblay, M., Bonin, J.-P., Lesage, A., Farand, L., Lavigne, G. L., & Trudel, J. (2011). Implementation of diagnosis-related mental health problems: Impact on health care providers. Health Care Manager, 30(1), 30(1): 4-14 (50 ref). doi:10.1097/HCM.0b013e3182078a95
Note: You will access this article from the Walden Library databases.
The study within this article analyzes two cases related to the implementation of diagnosis-related mental health programs.
Mark, D. D., Latimer, R. W., & Hardy, M. D. (2010). “Stars” aligned for evidence-based practice: a TriService initiative in the Pacific. Nursing Research, 59(1), S48–S57. doi:10.1097/01.NNR.0000313506.22722.53
Note: You will access this article from the Walden Library databases.
Nurses from a military health care system in Hawaii established ways to use and evaluate evidence-based practices. This article details the process and results of this collaborative effort between the Army, Air Force, and Navy.
Scobbie, L., Dixon, D., & Wyke, S. (2011). Goal setting and action planning in the rehabilitation setting: Development of a theoretically informed practice framework. Clinical Rehabilitation, 25(5), 468–482. doi:10.1177/0269215510389198
Note: You will access this article from the Walden Library databases.
In order to develop a theory-based framework for setting goals, the authors of this article use casual modeling to determine effective patient outcomes. They identifies four major components of the framework that can be used to set effective goals.
Optional Resources FOR NURS 8300 Week 10
Schifalacqua, M. M., Mamula, J., & Mason, A. R. (2011). Return on investment imperative: the cost of care calculator for an evidence-based practice program. Nursing Administration Quarterly, 35(1), 15–20.
NURS 8300 Week 10 Discussion: Welcome to the Week 10 Small Group Discussion Area!
Note: Week 10 is a group assignment. Last week, you explored key factors that contribute to patient safety challenges using root cause analysis. This week builds on that foundational awareness with a focus on the application of evidence-based practice models as a strategy to improve patient safety and other quality dimensions. In this Discussion, consider how these strategies can sustain practice changes.
Week 10 is a group assignment. Last week, you explored key factors that contribute to patient safety challenges using root cause analysis. This week builds on that foundational awareness with a focus on the application of evidence-based practice models as a strategy to improve patient safety and other quality dimensions. In this Discussion, consider how these strategies can sustain practice changes.
To prepare:
Read: Newhouse, R.P. (2007) Diffusing confusion among evidence-based practice, quality improvement and research. JONA 37,432-535
Read: Mazurek Melynk B., Gallagher-Ford, L., English Long, L., & Fineout-Overholt, E. (2014) The establishment of Evidence-Based practice competencies for practicing registered nurses and advanced practice nurses in real world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing 11(1),5-15.
We all agree that research is the highest form of reliable evidence, when implemented in an organization that provides the basis for an evidence based practice. As a group: FIND a research study published in a peer reviewed journal related to a clinical practice problem that is of interest to the group, and which would ultimately contribute to an evidence based practice.
The discussion assignment:
ANSWER the following discussion questions as a group: (as a team, post your responses by Sunday at midnight). Include the research study in your post (attach it to the post and post it in doc sharing). See page 11 #15 in Mazurek Melynk, Gallagher Ford, English Long and Fineout-Overholt. In this assignment, you are being asked to critically appraise a single research study for its relevance to a QI practice problem.
Each member of the team must participate (weekly rules for discussion) on the group discussion board in order to get full credit.
Discussion questions:
What was the purpose of the research?
Identify the independent and dependent variables in the study.
Briefly describe the research design, data collection method(s), and instruments used to measure the variables under study.
Briefly summarize study findings, conclusions and recommendations. Do you agree with these?
As a DNP prepared nurse, would you recommend a change in nursing practice based on the study? Defend and/or justify your decision based on research evaluation principles. In other words, does the evidence generated by this research article signify a need to change nursing practice? If not, why not; if so, why?
By Day 3
Post your team’s answers in the form of a main post on your group discussion board. Each member of the group must participate in week 10 in order to receive the grade.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 10 Discussion Rubric
Post by Day 3 and Respond by Day 7
To participate in this Discussion:
Groups Area
Assignment: IHI School Modules
By Week 9 you should have completed 13 IHI Open School Modules.
There is nothing to submit this week.
Week in Review
This week you applied evidence-based practice models to an identified clinical practice problem and formulated recommendations and an action plan for a quality improvement initiative. In the final week you will appraise measurement mechanisms to evaluate change in organizations and systems, and evaluate the success of quality improvement initiatives in terms of sustainability. Additionally, you will engage in self-assessment and reflection to evaluate your own leadership skills and preferences.
Rubric Detail – Specific Measurements in Health Care – NURS 8300 Week 4 Paper
Select Grid View or List View to change the rubric’s layout.
*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*.
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.
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.
NURS 8210 Week 1: Introduction to Health Information Technology Systems and Nursing Informatics
NURS 8210 Week 1: Introduction to Health Information Technology Systems and Nursing Informatics
NURS 8210: Transforming Nursing and Healthcare Through Technology | Week 1
In 1943, Tom Watson was quoted as saying, “I think there is a world market for maybe five computers.” Little did this chairman of IBM realize that the advent of computers would revolutionize all facets of society, including health care. The health care industry has used the power of technology to dramatically improve the quality of patient care. Today, bar code scanners document patient medications, robotic machinery is used to perform minimally invasive surgeries, and pill bottles feature audible labels to assist patients in taking the correct medication. As health care continues to change and new innovations appear, what types of skills will nurses need in order to harness the potential of emerging and evolving technologies?
This week you will examine the history of nursing informatics as well as the Technology Informatics Guiding Education Reform (TIGER) initiatives that drive technology education for nurses. Using the TIGER and American Nurses Association guidelines, you also evaluate your own informatics competencies.
Reference:
Rinkworks. (n.d.) Things people said: Bad predictions.
Retrieved from http://www.rinkworks.com/said/predictions.shtml
Learning Objectives for NURS 8210 Week 1: Introduction to Health Information Technology Systems and Nursing Informatics
Students will:
Summarize how informatics has impacted or changed nursing practice
Evaluate the influence of informatics competencies on quality of care and nursing practice
Apply online learning resources to professional growth and development
Compare the contributions of two nursing informatics pioneers
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 for NURS 8210 Week 1: Introduction to Health Information Technology Systems and Nursing Informatics
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 12, “The Evolving National Informatics Landscape”
Chapter 1 introduces the need for health care reform by detailing cost concerns and future needs of the nursing profession. A look at the beginning stages of the TIGER collaborative is also given, detailing its start at the 2006 Uniformed Services University of Health Sciences in Bethesda, Maryland. Chapter 12 provides an overview of technology’s emergence into the health care industry.
Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.
“Introduction” (pp. 1–2)
“Informatics Competencies” (pp. 33–40)
The 2-page excerpt from the introduction offers a brief description of the field of informatics and presents the rationale for referring to the scope and standards throughout your nursing career. The excerpt from the “Informatics Competencies” section uses research and matrices to correlate informatics competencies with the education and roles of nursing professionals.
Cesnik, B., & Kidd, M. R. (2010). History of health informatics: A global perspective. Studies in Health Technology and Informatics, 151, 3–8.
The authors of this article begin by summarizing the rise of computer development and use. They then examine how technology will build the capabilities of future businesses.
Hovenga, E. J., Kidd, M. R., Garde, S., & Hullin Lucay Cossio, C. (2010). Health informatics: An introduction. Studies in Health Technology and Informatics, 151, 9–15.
A brief explanation of informatics principles is given in this article.
Ozbolt, J. G., & Saba, V. K. (2008). A brief history of nursing informatics in the United States of America. Nursing Outlook, 56(5), 199–205.
Examine the initiatives and technological developments that have informed the field of informatics by using this article as a guide.
Technology Informatics Guiding Education Reform (TIGER). (n.d.). The TIGER Initiative: Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from: http://www.mhsinformatics.org/CI-Fellowship/Workforce-Development/Competencies/Tiger.Report_Competencies_final.pdf
For this week, focus on the executive summary and Appendix A, B, and C for review of the TIGER initiative and resulting competencies.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: What is health informatics? Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s media presentation, the presenters discuss the extensive applications, implications, and benefits of health informatics for patients, practitioners, and health care organizations as a whole.
Joyce Sensmeier, vice president of informatics at the Healthcare Information and Management Systems Society (HIMSS), presents the Technology Informatics Guiding Education Reform (TIGER) initiative that is aimed at educating nurses on new digital technologies. This podcast also highlights the organizational accomplishments and future informatics goals of the TIGER initiative.To access the podcast, scroll through the page linked above to find Episode #15.
American Medical Informatics Association. (2011). Video Library 1: Nursing informatics pioneers.
Retrieved from http://www.amia.org/programs/working-groups/nursing-informatics/history-project/video-library-1
The AMIA developed a Nursing Informatics History Project, aimed at documenting and preserving the history of nursing informatics. This project consists of two video libraries. Video Library 1 portrays the viewpoints and accomplishments of those recognized as pioneers in the informatics field.
Optional Resources
Gugerty, B. Delaney, C. (August, 2009). Technology Informatics Guiding Educational Reform (TIGER). TIGER Informatics Competencies Collaborative (TICC) Final Report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf
Discussion: Welcome to the Week 1 Small Group Discussion area!
Post your responses to the Small Group Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references). NURS 8210 Week 1: Introduction to Health Information Technology Systems and Nursing Informatics.
Staying Current
Print and web-based media provide many rich and credible resources for staying abreast of the latest trends and issues in health care. As you proceed through the DNP program, you will find that receiving updates via the Internet or mail can continue to support your professional growth as a scholar practitioner.
To prepare:
Review several resources that provide current information about the latest trends and issues in health care
Select one that you think is most appropriate for you to stay current on the latest trends and issues in health care
By Day 7
Subscribe to the resource you selected
Copy and paste an email or photo of your successful subscription notification/confirmation into a Word document and submit it to the submission link by Day 7.
NOTE: You are expected to maintain your subscription throughout this course. Review several of the updates you receive to inform your Discussions and Assignments.
Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4
Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4
System Development Life Cycle
A nurse leader sought to implement greater security in the children’s wing of the hospital by installing a new alarm and monitoring system. Due to budget constraints, the CNO rejected the proposal, stating that current security methods were sufficient. Shortly after this failed proposal, an individual did in fact breach the children’s wing security and abducted a young child. Thankfully, the child was found and returned to her parents; and the CNO quickly found the money to install the new security system.
Not all HIT projects have such high-profile stakes. The main takeaway from this example is the importance of getting key stakeholders and decision makers on board when planning a new HIT project.
To prepare for Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 :
Bring to mind a HIT project implemented in your organization. Which leaders identified the project? Which stakeholders and decision makers helped moved the project forward?
Consider methods that were used to garner the support of stakeholders and decision makers to move the project forward.
By Day 3 post a cohesive response that addresses the following:
Describe an example of a HIT project implemented at your organization and analyze how that project was identified and moved forward. NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker.
Evaluate the impact of key decision makers on moving the HIT project forward.
Read a selection of your colleagues’ postings
By Day 6 respond to at least 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 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. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4.
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.
Click on the Reply button below to post your response.
NURS 8210 Week 4 Discussion-HIT Projects and Decision Makers SAMPLE
To have more affordable and quality healthcare, disruptive innovations need to take place. It involves using technologies to become more efficient (Townsend, 2013). For healthcare systems to implement new health information technology (HIT) the use of the systems development life cycle is used. The system development life cycle includes five stages, planning, design, implementation, maintenance, and evaluation (Laureate Education, 2011). The purpose of this discussion is to describe a HIT project in my healthcare system and the impact key decision makers made on implementation of the project. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4
HIT Project
The healthcare system had five regional cancer centers all using the same electronic health record (EHR). The system had been implemented in 2005 and had undergone two upgrades to the system. The maintenance phase in the system development life cycle includes be aware of the new business needs and refining the system to meet those needs (Dennis, Wixom, & Roth, 2012). The physicians were proficient in CPOE and all orders were entered electronically. The cancer center had an outpatient clinic, surgery, infusion center, and inpatient settings all using the EHR. Patients moved between levels of care frequently between levels of care, and the need became apparent that electronic reconciliation of medications needed to be implemented. In the Institute of Medicine’s Report, To Err is Human, recommendations were made for organizations to use CPOE, barcode medication administration and medication reconciliation to increase patient safety and reduce medication errors (To Err Is Human: Building a Safer Health System, 2000).
The healthcare system had also implemented bar-cod medication administration but had never moved on to medication reconciliation using the EHR. The project was identified by the physicians within the cancer center. Patient due to their changes of condition was moving from the outpatient to inpatient units. The manual reconciliation for a patient at discharge from inpatient status was taking a physician at least two hours and mistakes were being made due to the manual process. My friend was the director of clinical informatics for the hospital, and the chief hospitalist brought it to his attention. Together they coordinated a meeting with the chief hospitalists and informatics directors at the other four hospitals to gain consensus. The group created an enhancement request to take to the governance committee for information systems. The request was initially denied due to other projects currently prioritized.
Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4
NURS 8210 Week 4: System Development Life Cycle
“He who fails to plan, plans to fail.” — Proverb
Whether you are building a house, buying a new software program, or going on vacation, a carefully considered plan may encourage a positive outcome. In health care, planning for the adoption and integration of health information technology systems requires research, analysis, communication, and collaboration. During the planning phase, those leading a health information technology system project must evaluate potential problems related to patient needs, staff workloads, and costs, among other things. Planning frameworks can assist leaders with this task.
This week, you examine a popular planning framework—the Systems Development Life Cycle (SDLC)—as you begin your Major Assessment for this course: investigating a health information technology system or health information application. You also explore how leaders facilitate the implementation of HIT projects and consider strategies for garnering support from key stakeholders and decision makers. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker Learning Objectives
Students will:
Analyze how HIT projects are identified and moved forward within an organization
Evaluate the impact of leaders and key decision makers on implementing HIT projects within an organization
Critically analyze the development and implementation of a health information technology system or application /li>
NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker 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
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 17, “Disruptive Innovation: Point of Care”
This chapter uses real-world integration examples to illustrate the visions and challenges that characterize Smart Point of Care systems.
Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.
“Standards of Nursing Informatics Practice” (pp. 67-79)
This excerpt presents the specific measurement criteria found within each nursing informatics standard. NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker.
Madsen, M. (2010). Knowledge and information modeling. Studies in Health Technology and Informatics, 151, 84-103.
Retrieved from the Walden Library databases.
Within this article, the overall design models of information systems are linked to the metastructures, data, information, knowledge, and wisdom. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
Peleg, M. (2011). The role of modeling in clinical information system development life cycle. Methods of Information in Medicine, 50(1), 7-10.
The author of this article discusses the role of conceptual modeling in health information technology systems and how it has been an effective component of system development. NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker.
Philip, A., Afolabi, B., Adeniran, O., Oluwatolani, O., & Ishaya, G. (2010). Towards an efficient information systems development process and management: A review of challenges and proposed strategies. Journal of Software Engineering and Applications, 3(10), 983-989.
Retrieved from the Walden Library databases.
This article examines the phases and methodologies found within the Systems Development Life Cycle (SDLC), and proposes a framework for establishing the crucial roles that participants must play during the SDLC.
Szydlowski, S., & Smith, C. (2009). Perspectives from nurse leaders and chief information officers on health information technology implementation. Hospital Topics, 87(1), 3-9.
Retrieved from the Walden Library databases.
Qualitative research is used in this article to examine the trends, goals, outcomes, barriers, and mistakes that hospital leaders may experience when implementing health information technology systems. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Systems analysis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 11 minutes.
The presenters in this week’s media presentation outline the stages involved when implementing a new technology system.
Optional Resources
Burgess, L., & Sargent, J. (2007). Enhancing user acceptance of mandated mobile health information systems: The ePOC (electronic Point-Of-Care Project) experience. Studies in Health Technology and Informatics, 129(Pt 2), 1088-1092.
Discussion: Welcome to the Week 4 Discussion area!
Post your responses to the Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references). Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
Submission and Grading Information
Grading Criteria
To access your rubric: Week 4 Discussion Rubric
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Post by Day 3 and Respond by Day 6
To participate in this Discussion: Week 4 Discussion
Assignment: Application 3: Health Information Technology Project [Major Assessment 5]
In previous Discussions and Applications, you have explored various aspects of health information technology systems: the historic development of HIT, how data flows across HIT systems, and standards and interoperability requirements including specific terminologies used in your practice setting. In this Application Assignment, you will have the opportunity to further develop your analysis skills by closely examining the implementation of a health information technology system. As a doctorally prepared nurse, you may find yourself in the position of leading a HIT project team; to be an effective leader and move health information technology projects forward in your organization, you must be able to logically and critically analyze the many aspects and challenges of implementing such a system and then present your insights in a succinct and professional manner. This exercise provides an opportunity to hone those skills. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4.
Carefully review the project requirements below and plan your time accordingly. Be sure to refer to the standards of nursing informatics practice as you develop this Application, which serves as your Major Assessment for this course.
To prepare:
Investigate a health information technology system or health information technology application in your area of interest. The health information technology system/application may be in any setting where health care information is developed or managed. You may choose your system or application from any organization or virtual environment.
Examples of health information technology systems or health information technology applications that are acceptable include but are not limited to:
Consumer health applications
Clinical information systems
Electronic medical record (EMR) systems in hospitals or provider offices
Home health care applications
School health applications
Patient portal/personal health record
Public health information systems
Telehealth (i.e., from facility to home)
Simulation laboratories
Health care informatics research and development centers
Discuss your proposed health information technology system/application with your Instructor before proceeding with your final selection. You may visit a health care organization in person or virtually in order to make your final choice about the health information technology system or health information technology application of interest. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
Choose the best strategy to gain information about your selected information technology system/application. Some ways to gather information include virtual visits; vendor demonstrations; on-site visits; interviews via face-to-face, phone, or teleconference. You must conduct at least one interview for this project.
Complete a literature search to gather information about your selected information technology system. You may also need to review related scholarly articles to help answer the questions presented below.
NOTE: In your submitted report, do not share proprietary information, personal names, or organization names without permission.
To complete:
Your deliverable is a 12- to 15-page scholarly report, not counting the title page or references. A successful report should leave the reader with confidence in understanding the answers to all the questions listed below. Graphics may be used to illustrate key points.
Organization Information
Briefly describe the health information technology system/application and the organization type (hospital, clinic, public health agency, health care software company, government health information website, private virtual health information site, etc.).
Is the health information technology system/application clinical, administrative, educational, or research related?
What were the key reasons for the development of this health information technology system/application, i.e., what made the organization believe this system/application was needed? How did this organization determine those needs? Did the organization use specific tools to conduct needs assessments, staff opinions, or workflows?
How did the organization determine that this specific system/application could fulfill its predetermined needs? Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
Who manages this health information technology system/application and where are they located within the organization’s administrative structure?
Information System Application Design and Development
Many health care systems have multiple independent entities that work together toward the common goal of providing high-quality care. How did—and do—the various stakeholders make decisions related to this health information technology system/application? Were the end users involved in the development of this health information technology system/application?
How are individuals trained to use the health information technology system/application?
How are security issues addressed? How does this health information technology system/application support a legally sound health care record?
Where did initial funds for this health information technology system/application come from?
Who manages the budget for this health information technology system/application?
Have organizational or political issues impacted the ongoing funding for this health information technology system/application?
What are the arrangements for planned or unplanned downtime?
How are health information technology system/application upgrades scheduled or planned?
How has the health information technology system/application changed in response to health care reform and related legislation? Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4.
What suggestions could you make regarding changes needed to support health care reform and related legislation?
Innovative Aspects of the System
How does the health information technology system/application utilize technology innovations?
What technology innovations would you recommend for this organization? What innovations presented in this course, or found through your own research, could this organization benefit from?
What innovations could further promote evidence-based practice and efficiency within this organization?
End Product
Your report is a scholarly paper and needs to include a minimum of 10 citations from peer-reviewed journals. Every statement made in a scholarly report must be supported by a reference. Be very cautious when stating your opinion, or using terms suggesting absolute facts, or values, as these must be supported by references. Note that textbooks, including the course texts, are composed of information cited from other sources (see the reference section in the course textbooks). With this in mind, there should be an adequate number of appropriate references (a minimum of 10). Please note that primary sources are to be used. Peer-reviewed journal articles should make up the bulk of your references (90%). If referring to a book, be sure to include all information in APA style, including specific page numbers when necessary. Note that an article referred to in a book is a secondary source. More on this topic is available in the APA Publication Manual and in the Walden Writing Center. See also “Policies on Academic Honesty” listed at the Walden website. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
A superior paper demonstrates breadth and depth of knowledge, and critical thinking appropriate for doctoral level scholarship. The report must follow APA Publication Manual guidelines (6th edition) and be free of typographical, spelling, and grammatical errors. This Application is the Major Assessment for this course. You will submit this document by Day 7 of Week 9.
By Day 7 of Week 9
Final Report: 12- to 15-page scholarly report is to be submitted.
Health Information Technology Project Evaluation
Program LO: 3
3: Educator / Consultant
DNP Essential: 4
4: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care
(Scroll down for table)
ASSIGNMENT PROMPT
Target5 points
Acceptable3 points
Unacceptable1 point
Score/Level
Abbreviated Research Proposal PaperPart 1: Information on Organization(5 points)Program LO: 3DNP Essential: 4
Exemplary quality.Content is of a professional portfolio quality; addresses every major subsection in the assignment description of health information technology system/application and the organization type; key reasons for development of this health information technology system/application; management and administrative structure of health information technology system/application using advanced critical thinking skills; does not summarize or paraphrase the content of the literature review, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work. Fully meets expectations for LO 3 Fully meets expectations for Essential 4
Well-developed, good quality work. Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment using adequate critical thinking skills; includes some summarizing or paraphrasing of literature review; demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work. NURS 8210 Week 4 Discussion: HIT Projects and Decision MakerMeets expectations for LO3 Meets expectations for Essential 4
Superficially developed, unacceptable quality.Content needs substantial revision for it to be of a professional portfolio quality; addresses less than 50% of the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature review; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work. Insufficient to meet expectations for LO 3. NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker Insufficient to meet expectations for Essential 4
NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker
Part 2: Information System Application: Design(5 points) NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker Program LO: 3DNP Essential: 4
Exemplary quality.Content is of a professional portfolio quality; addresses every major subsection in the assignment clearly and succinctly addresses how stakeholders worked together to design and fund the system application including a detailed description of who manages the budget, and any organizational or political challenges that impacted the initial or ongoing funding of the system/application and how these challenges were addressed using advanced critical thinking skills; does not summarize or paraphrase the content of the literature that supports this section, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work. Fully meets expectations for LO3 Fully meets expectations for Essential 4
Well-developed, good quality work.Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment using adequate critical thinking skills; addresses how stakeholders worked together to design and fund the system application including a description of who manages the budget, and any organizational or political challenges that impacted the initial or ongoing funding of the system application and how these challenges were addressed; includes some summarizing or paraphrasing of literature that supports this section; demonstrates content mastery using examples and/or personalized reflections about the content of the literature; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work. Meets expectations for LO 3 Meets expectations for Essential 4
Superficially developed, unacceptable quality.Content needs substantial revision for it to be of a professional portfolio quality; addresses less than 50% of the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature that supports this section; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 Insufficient to meet expectations for LO 3 Insufficient to meet expectations for Essential 4
Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4
Part 3: Information System Application: Implementation(5 points)Program LOs: 3DNP Essential: 4
Exemplary quality.Content is of a professional portfolio quality; addresses every major subsection in the assignment; identifies key security issues and provides a detailed description on how the issues have been addressed; provides an in-depth portrayal of management of health information technology system, including quality of health care records, training of users, and planning for downtime and scheduled updates; includes a thoughtful analysis of system changes in response to health care reform/legislation and well-reasoned recommendation of additional changes needed using advanced critical thinking skills; does not summarize or paraphrase the content of the literature review, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work. Fully meets expectations for LO 3 Fully meets expectations for Essential 4 NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker
Well-developed, good quality work.Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment using adequate critical thinking skills; identified security issues and described how they have been addressed; provides an overview of management of health information technology system, including quality of health care records, training of users, and planning for downtime and scheduled updates; describes system changes in response to health care reform/legislation and recommendation of additional changes needed; includes some summarizing or paraphrasing of literature review; demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work. Meets expectations for LO 3 Meets expectations for Essential 4
Superficially developed, unacceptable quality.Content needs substantial revision for it to be of a professional portfolio quality; addresses less than 50% of the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature review; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work.Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 Insufficient to meet expectations for LO 3 Insufficient to meet expectations for Essential 4
Part 4: Innovative Aspects of the System(5 points)Program LO: 3DNP Essential: 4
Exemplary quality.Content is of a professional portfolio quality; addresses every major subsection in the assignment; provides a succinct description of the role of innovation in the health information technology system/application and thoughtful recommendations for additional use of innovations using advanced critical thinking skills; does not summarize or paraphrase the content of the literature review, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work. Fully meets expectations for LO 3 Fully meets expectations for Essential 4
Well-developed, good quality work.Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment; provides a description of the role of innovation in the health information technology system/application and recommendations for additional use of innovations using adequate critical thinking skills; includes some summarizing or paraphrasing of the literature review; demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work. Meets expectations for LO 3 Meets expectations for Essential 4
Superficially developed, unacceptable quality.Needs substantial revision to be worthy of a professional portfolio; addresses less than half the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature review; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work. Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 Insufficient to meet expectations for LO 3 Insufficient to meet expectations for Essential 4
Part 5: End Product(5 points)
The majority of references are from scholarly journals, support the topic well, and are current. All sources are peer reviewed. Minimum of 7 citations used. Paper stays within page requirements. APA format is used correctly throughout.Report leaves the reader with confidence in understanding the informatics system; graphics are used to illustrate key points. Excels in meeting expectations for graduate level work.
Most references are from scholarly journals and support the topic. Most references are fairly current. All sources are peer reviewed. Minimum of 7 citations used. The paper stays within page requirements. APA format is used with minimal errors. NURS 8210 Week 4 Discussion: HIT Projects and Decision Maker Report leaves the reader with confidence in understanding the informatics system; graphics are used to illustrate key points. Meets expectations for graduate level work.
References are not sufficient or are mostly from the lay literature or out of date. Sources identified are a combination of peer reviewed and nonpeer reviewed. Fewer than 7 citations used. The paper is either too long or too short. Weak writing quality and/or little evidence of correctness of APA format.Report does not leave the reader with confidence in understanding the informatics system; graphics are minimally used or not used to illustrate key points. Work lags behind expectations for graduate level work.
Write a 12- to 15-page (plus references) paper that includes the following:
Organization Information(5 points)
Briefly describe the health information technology system/application and the organization type (hospital, clinic, public health agency, software company, government health information website, private virtual health information site, etc.).
Is the health information technology system/application clinical, administrative, educational, or research related?
What were the key reasons for development of this health information technology system/application?
Who manages this health information technology system/application and where are they located within the organization’s administrative structure? Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4
Information System Application: Design (5 points)
Many health systems have multiple independent entities that work together toward a common goal of providing health care. How did the various stakeholders work together to make decisions related to this health information technology system/application? Were the end users involved in the development of this health information technology system/application
How was this health information system/application initially funded?
Have organizational or political issues impacted the ongoing funding for this health information technology system/application?
Who manages the budget for this health information technology system/application?
Information System Application: Implementation (5 points)
How are security issues addressed; how does this health information technology system/application support a legally sound health care record?
How are individuals trained to use the health information technology system/application?
What are the plans for planned or unplanned downtime?
How are health information technology system/application upgrades scheduled or planned?
How has the health information technology system/application changed in response to health care reform and related legislation?
What suggestions could you make regarding changes needed to support health care reform and related legislation? Discussion: HIT Projects and Decision Maker – NURS 8210 Week 4 .
Innovative Aspects of the System (5 points)
How are technology innovations being used in the health information technology system/application?
What technology innovations could you recommend for this organization?
End Product (5 points)
The paper is 12- to 15-page report.
The report leaves the reader with confidence in understanding the informatics system.
Graphics are used to illustrate key points.
The report is a scholarly paper and includes a minimum of 7 citations from peer-reviewed journals.
Appropriate APA format is used.
*Note: Up to 5 points (20%) may be deducted for grammar and APA style errors.
