NURS 6052 Week 9 Discussion: Data Analysis—Small Group discussion
NURS 6052 Week 9 Discussion: Data Analysis—Small Group discussion
As a nurse engaged in evidence-based practice, it is important to recognize how statistics and other data analysis tools are used to generate and assess evidence. Most nurses need only a foundational understanding of statistical tools and terminology to understand the majority of research studies. As a nurse, you should be able to recognize the most commonly used statistical tests, how and when they are used, and how significance is determined.
In this Discussion, you examine different types of statistics and statistical tests, when and why these particular tests would be selected for use, and, most importantly, what the results indicate. To this end, you will be assigned to a group by Day 1 of this week. Each group will be assigned one of the five chapters listed in this week’s Learning Resources and will develop a study sheet on their chapter that will be shared with the other groups.
To prepare NURS 6052 Week 9 Discussion: Data Analysis—Small Group discussion :
Review the information in your assigned chapter.
As a group, develop a 1-page study sheet that includes the following:
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The key concepts of the chapter: Focus on the basic concepts that are important for nurses to understand as they review research studies.
A description of the statistical methods covered in the chapter, what they measure, and under what circumstances they are used. Identify examples of how the statistical methods have been used in research studies. NURS 6052 Week 9 Discussion: Data Analysis—Small Group discussion
An explanation of the key statistical tests and how they measure significance (if applicable).
Note: This should be a collaborative effort, with each member of the group making contributions to the design and content of the study sheet. Use the Groups link on the left navigation bar to collaborate with your group. When you have developed your 1-page study sheet, select one member to post it to the Week 9 Discussion Forum so that the rest of your colleagues can access it.
By Day 5
Post your group’s study sheet. Discuss why it is important for nurses to understand the basics of these statistical methods.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two other groups on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. NURS 6052 Week 9 Discussion: Data Analysis—Small Group discussion.
NURS 6052 Week 10 discussion: Weighing the Evidence
When conducting original research, the final step researchers must complete is weighing the evidence and interpreting the meanings of their data, statistics, and analyses. This is the culmination of the research process in which all of the research methods and designs can be synthesized into a meaningful conclusion. In this stage, researchers should formulate explanations for what their data indicates, determine whether the data answers their initial research question, identify areas of uncertainty, and consider directions for further research.
In this Discussion, you focus on one of the research articles that you identified for Part 2 of the Course Project (Literature Review). You then explore the process of how the researchers generated conclusions based on their data, consider other possible interpretations of their data, and formulate ideas for further research.
To prepare:
Review this week’s Learning Resources, focusing on how researchers find meaning in their data and generate sound conclusions. Pay particular attention to Table 2 in the article, “Study Design in Medical Research.”
Revisit the 5 articles that you identified in Part 2 of the Course Project. Select one to consider for the purpose of this Discussion.
Read sections of the chosen article where the data is presented, analyzed, and interpreted for meaning. What reasoning process did the researchers use to formulate their conclusions? What explanation did they give to support their conclusions? Were there any weaknesses in their analysis or conclusions?
Consider possible alternate conclusions that the researchers could have drawn based on their data.
Examine the findings that the article presents and consider how well they addressed the researcher’s initial question(s). What additional research could be done to build on these findings and gain a fuller understanding of the question?
By Day 3
Post an APA citation and brief summary of the research article that you selected. Describe the data and the results of any statistical tests or analyses presented in the article. Explain how the researchers formulated their conclusion, any weaknesses in their analysis or conclusions, and offer at least one alternate interpretation of their data. Propose at least one additional research study that could be done to further investigate this research topic.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
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 review of the literature in the Walden Library.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. NURS 6052 Discussions & Projects: Nursing Research & EBP Essays
NURS 6052 Week 11 discussion: Creating a Culture of Evidence-Based Practice
An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.
In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.
To prepare:
Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.
Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
Reflect on how nurses can disseminate findings from evidence-based practice research.
By Day 3
Post an evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings. Propose a strategy for strengthening the culture of EBP within the organization. Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
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 review of the literature in the Walden Library.
Validate an idea with your own experience and additional sources.
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 6052 Discussions & Projects: Nursing Research & EBP Essays
Introduction to Course Project
Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.
For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.
Before you begin, review the Course Project Overview document located in this week’s Learning Resources.
Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.
Course Project: Part 1—Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?
Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question. NURS 6052 Discussions & Projects: Nursing Research & EBP Essays
To complete:
Write a 3- to 4-page Nursing Research and Evidence-Based Practice Essay Assignments – Walden NURS 6052 paper that includes the following:
A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
The 5 questions you have generated and a description of how you analyzed them for feasibility
Your preliminary PICOT question and a description of each PICOT variable relevant to your question
At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
By Day 7
Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10. NURS 6052 Discussions & Projects: Nursing Research & EBP Essays
Reference:
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from /orders/ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Submission and Grading Information
To submit your completed Project for review and grading, do the following:
Please save your Project using the naming convention “WK2Proj+last name+first initial.(extension)” as the name.
Click the Week 2 Project Rubric to review the Grading Criteria for the Project.
Click the Week 2 Project 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 “WK2Proj+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 6052 Discussions & Projects: Nursing Research & EBP Essays
NURS 6052 Week 5 Course Project: Part 2—Literature Review
This is a continuation of the Course Project presented in Week 2. Before you begin, review the Course Project Overview document located in the Week 2 Resources area.
The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.
To prepare:
Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
To complete:
Write a 3- to 4-page Nursing Research and Evidence-Based Practice Essay Assignments – Walden NURS 6052 literature review that includes the following:
A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
Your literature review summary table with all references formatted in correct APA style
Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.
By Day 7 of Week 5
This part of the Course Project is due. It will also be a component in your Portfolio Assignment in this course, which is due by Day 7 of Week 10. NURS 6052 Discussions & Projects: Nursing Research & EBP Essays
NURS 6052 Week 7 Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Critiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7 of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each.
To prepare:
Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your choice.
Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.
Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article:
Critique Template for a Mixed-Methods Study
Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,” how would you respond?
To complete :
Complete the two critiques using the appropriate templates.
Write a 2- to 3-page paper that addresses the following:
Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.
Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.
Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.
As you complete this Assignment, remember to:
Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.
Combine all three parts of this assignment into one Word document including both critique templates and the narrative with your references. Submit this combined document. NURS 6052 Discussions & Projects: Nursing Research & EBP Essays
By Day 7 of Week 7
NURS 6052 Week 10 Course Project: Part 3—Translating Evidence Into Practice
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page NURS 6052 Week 1 Discussion: Nursing Research & EBP Essay paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?
By Day 7 of Week 10
This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
Note: In addition, include a 1-page summary of your project.
For this final iteration, you will need to:
Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting. NURS 6052 Discussions & Projects: Nursing Research & EBP Essays
NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)
NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)
–Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2018). Evidence-based Decision Making [Video file]. Baltimore, MD: Author.
| Due By |
Assignment |
| Week 8, Days 1-2 |
Read the Learning Resources.
Compose your initial Discussion post. |
| Week 8, Day 3 |
Post your initial Discussion post.
Begin to compose your Assignment. |
| Week 8, Days 4-5 |
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment. |
| Week 8, Day 6 |
Post two peer Discussion responses.
Continue to compose your Assignment. |
| Week 8, Day 7 |
Wrap up Discussion. |
| Week 9, Days 1-6 |
Continue to compose your Assignment. |
| Week 9, Day 7 |
Deadline to submit your Assignment. |
Learning Objectives – NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)
Students will:
- Analyze the impact of patient preferences on clinical decision making
- Analyze decision aids
- Analyze opportunities for change within healthcare organizations
- Recommend evidence-based organizational changes using an evidence-based practice approach to decision making
- Recommend strategies for effective dissemination of information
- Identify measurable outcomes addressed by evidence-based changes
Photo Credit: Caiaimage/Robert Daly/Getty images
Learning Resources – NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)
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
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
- Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232)
Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186
Note: You will access this article from the Walden Library databases.
Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396
Note: You will access this article from the Walden Library databases.
Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483
Note: You will access this article from the Walden Library databases.
Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x
Note: You will access this article from the Walden Library databases.
Discussion: Patient Preferences and Decision Making
Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.
What has your experience been with patient involvement in treatment or healthcare decisions?
In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.
To Prepare:
- Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
- Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at /orders/decisionaid.ohri.ca/.
- Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.
NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.
By Day 3 of Week 8
Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.
By Day 6 of Week 8
Respond to at least two of your colleagues on two different days and offer alternative views on the impact of patient preferences on treatment plans or outcomes, or the potential impact of patient decision aids on situations like the one shared.
Grading Criteria
To access your rubric:
Week 8 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 8
To participate in this Discussion:
Week 8 Discussion
Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
- Reflect on the four peer-reviewed articles you critically appraised in Module 4.
- Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
The Assignment: (Evidence-Based Project)
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
- Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
- Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
- Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
- Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
- Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
- Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
- Add a lessons learned section that includes the following:
- A summary of the critical appraisal of the peer-reviewed articles you previously submitted
- An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides).NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)
By Day 7 of Week 9
Submit Part 5 of your Evidence-Based Project.
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK9Assgn+last name+first initial.(extension)” as the name.
- Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 9 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 “WK9Assgn+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.
- Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.
Grading Criteria
To access your rubric:
Week 9 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 9 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 9
To submit your Assignment:
Week 9 Assignment
To go to the next week:
Module 6
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Discussion Week 8 – NURS 6052: Developing a Culture of Evidence-Based Practice
As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.
In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.
To Prepare:
· Review the Resources (See below references and attached PDF documents) and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
· This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
· Reflect on which type of dissemination strategy you might use to communicate EBP.
Instructions:
1. Post at least two dissemination strategies you would be most inclined to use and explain why.
2. Explain which dissemination strategies you would be least inclined to use and explain why.
3. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use.
4. Be specific and provide examples.
5. Explain how you might overcome the barriers you identified.
** At least 3 References**
Resources from School – References (attached documents)
Gallagher-Ford, Lynn MSN, RN, NE-BC; Fineout-Overholt, Ellen PhD, RN, FNAP, FAAN; Melnyk, Bernadette Mazurek PhD, RN, CPNP/PMHNP, FNAP, FAAN; Stillwell, Susan B. DNP, RN, CNE Evidence-Based Practice, Step by Step: Implementing an Evidence-Based Practice Change, AJN, American Journal of Nursing: March 2011 – Volume 111 – Issue 3 – p 54-60 doi: 10.1097/10.1097/01.NAJ.0000395243.14347.7e
Newhouse, R. P. , Dearholt, S. , Poe, S. , Pugh, L. C. & White, K. M. (2007). Organizational Change Strategies for Evidence-Based Practice. JONA: The Journal of Nursing Administration, 37(12), 552-557. doi: 10.1097/01.NNA.0000302384.91366.8f.
Melnyk, B. M. (2012). Achieving a High-Reliability Organization Through Implementation of the ARCC Model for Systemwide Sustainability of Evidence-Based Practice. Nursing Administration Quarterly, 36(2), 127–135. doi: 10.1097/NAQ.0b013e318249fb6a.
Melnyk, B. M. , Fineout-Overholt, E. , Gallagher-Ford, L. & Stillwell, S. B. (2011). Evidence-Based Practice, Step by Step: Sustaining Evidence-Based Practice Through Organizational Policies and an Innovative Model. AJN, American Journal of Nursing, 111(9), 57-60. doi: 10.1097/01.NAJ.0000405063.97774.0e.
Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A Test of the ARCC (c) Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes. WORLDVIEWS ON EVIDENCE-BASED NURSING, 14(1), 5–9. /orders/doi-org.ezp.waldenulibrary.org/10.1111/wvn.12188
INSTRUCTIONS: Respond to your colleague by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.
**At least 2 references per reply, and they need to support information in the reply**
Main Post – Donique McClinton
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Dr. Frazer and Classmates
Dissemination Strategy 1 and its Possible Barrier
Agreeing with Melnyk & Fineout-Overholt (2018), creating awareness and interest should be the first strategy to disseminate evidence-based practice within an organization. To prepare an organization for change, leadership is essential (Newhouse et al., 2007). Leadership must gather their staff and explain that modifications are necessary and required to be utilized.
Spreading awareness and interest can present challenges as many employees may ignore the announcements, advertisements, and newsletters that were utilized. As employees enter the organization, many focus on the task at hand and not the bigger picture. Those employees may only view the attended EBP as “if the job wants us to work a certain way, they will tell us personally.” This way of the employees’ thinking is a barrier to diffusing awareness and interest of EBP.
Dissemination Strategy 2 and its Possible Barrier
According to Melnyk & Fineout-Overholt (2018), an additional strategy to disseminating EBP can build knowledge and commitment. Conducting a transdisciplinary team training in which leadership and employees learn about the EB and how to accomplish it (Melnyk, 2012) will lead to all staff being in unity.
Along with building knowledge and commitment of the EBP, barriers can emerge. Some colleagues may disagree and disapprove of the need for the new EBP, as many seasoned colleagues are too familiar with how tasks were performed in the “old days.” Those colleagues require further education and explanation, by leadership, on how the EBP can improve topics.
Least Inclined Dissemination Strategy
I believe that the least persuasive strategy can be pursuing integration and sustained usage. Melnyk & Fineout-Overholt (2018) described this strategy includes celebrations of the local unit’s progression, public acknowledgment, and individualized memos to staff. This comes in the form of the famous repetitive pizza parties given by management, that many staff are appreciative of but wishfully think they deserve more.
This strategy requires improvement to fully grasp the staff’s attention to show the organization’s appreciation properly. Pay-for-performance incentives have placed organizations under pressure to increase their level of care and avoid sentinel incidents (Melnyk, 2012), which may be a more persuasive strategy than a nutriment incentive.
References
Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of the evidence-based practice. Nursing Administration Quarterly, 36(2), 127-135. Doi: 10.1097/NAQ.0b013e318249fb6a
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice(4th ed.). Philadelphia, PA: Wolters Kluwer.
Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552-557. Doi: 0.1097/01.NNA.0000302384.8f
INSTRUCTIONS: Respond to your colleague by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.
**At least 2 references per reply, and they need to support information in the reply**
Ethel Uzoma
RE: Discussion – Week 9 Main post
COLLAPSE
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Evidence-Based Decision Making
Dissemination is the act of sharing and distributing information through different materials to a specific audience to increase their reach for evidence and effectively use evidence-based literature. It occurs through various channels, social contexts, and settings spreading knowledge of evidence-based practice (EBP) interventions on a wide scale within or across practice settings.
Dissemination Strategies I would be most inclined to use and why
I would be most bent on using passive and active dissemination strategies. Passive strategies include sending mass emails and information publications or posting details about evidence to a website and scientific publications in a searchable database for an untargeted audience (Vedel et al., 2018). The approach is less costly in terms of translating knowledge and is highly feasible. In contrast, active dissemination strategies comprise efforts that spread knowledge to a targeted group through practical guidance, prompts, and information media campaigns (Melnyk et al., 2011). I would use active dissemination to increase the reach of motivation and people’s ability to apply and use evidence. Both strategies would be effective in ensuring widespread EBP use on various clinical practices and interventions.
Dissemination Strategies I would be least inclined to use and why
The dissemination strategy that I would be least inclined to use is passive because it involves untargeted information dissemination. Here, the message is untailored, and the delivery is unplanned or uncontrolled. Hence, it is generally ineffective and only results in minimal practice changes.
Two Barriers I might Encounter when using the Dissemination Strategies, I am most inclined to use.
I would be most inclined to use active dissemination because it involves communicating facts actively by targeting a specific audience. Lack of EBP knowledge and fear of the unknown is the most critical barrier in using the approach, making it hard to convince colleagues to come on board and understand the process (Brownson et al., 2018).
How I might Overcome the Barriers I identified
To overcome this barrier, it is critical for the strategy to include resources for learning about EBP, which should be emphasized and taught through nursing schools and selected development centers. Active dissemination is also costly and time-consuming, leading to burnout and stress (Gallagher-Ford et al., 2011). However, this can be overcome by increasing resources and the number of personnel involved in dissemination.
References
Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the word out: New approaches for disseminating public health science. Journal of Public Health Management and Practice, 24(2), 102–111. /orders/doi.org/10.1097/PHH.0000000000000673
Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence- based practice change. The American Journal of Nursing, 111(3), 54–60. /orders/doi.org/10.1097/10.1097/01.NAJ.0000395243.14347.7e
Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. The American Journal of Nursing, 111(9), 57–60. /orders/doi.org/10.1097/01.NAJ.0000405063.97774.0e
Vedel, I., Le Berre, M., Sourial, N., Arsenault-Lapierre, G., Bergman, H., & Lapointe, L. (2018). Shedding light on conditions for the successful passive dissemination of recommendations in primary care: A mixed methods study. Implementation Science, 13(1), 1–12. /orders/doi.org/10.1186/s13012-018-0822-x
Name: NURS_6052_Module05_Week09_Discussion_Rubric
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Novice |
Competent |
Proficient |
New Column4 |
| Main Posting |
Points: Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback: |
Points: Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback: |
Points: Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. Feedback: |
Points: Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. Feedback: |
| Main Post: Timeliness |
Points: Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Feedback: |
Points: Points Range: 0 (0%) – 0 (0%) Feedback: |
Points: Points Range: 0 (0%) – 0 (0%) Feedback: |
Points: Points Range: 0 (0%) – 0 (0%) Does not post by day 3. Feedback: |
| First Response |
Points: Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback: |
Points: Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback: |
| Second Response |
Points: Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback: |
Points: Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback: |
| Participation |
Points: Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Feedback: |
Points: Points Range: 0 (0%) – 0 (0%) Feedback: |
Points: Points Range: 0 (0%) – 0 (0%) Feedback: |
Points: Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback: |
Name: NURS_6052_Module05_Week09_Discussion_Rubric
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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.
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.
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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.
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