NUR-590: Evidence-Based Practice Project

NUR-590: Evidence-Based Practice Project

NUR-590: Evidence-Based Practice Project

Evidence-Based Practice Proposal

NUR 590- Evidenced-Based Practice Project

Marian Alli

Grand Canyon University

September 17, 2020

Evidence-based practice project

Section A: Organizational culture and readiness assessment

Since the evidence-based practice that is going to be implemented in this case is an education program on the need for exercise and nutrition education, our organization is to a large extent ready for the implementation. However, there are a few challenges. There is a problem with inadequate human resources within the organization. This program will involve educating people and creating awareness. We do not have enough staff at the hospital to do this. This means that there will be work overload for the available staff. Also, the funding for this program is a challenge. Along with education, other medical services like screening will have to be offered. Most of the Hispanics are not insured and therefore they cannot pay for these services. This means that the organization will have to come up with an alternative way to raise funds for this program.

Through clinical inquiry, the nurses will learn many things concerning this program and will therefore improve its quality. This will strengthen the organization’s weak areas. For example, through clinical inquiry, we can assess other alternatives that will be cheaper for the organization. The clinical inquiry will also help us improve the chances of success of the project. The clinical inquiry leads to curiosity and this way, we can conduct further research on this matter. For example, we can determine ways through which we can create awareness without having a personal meeting with the patient. This will help us to work conveniently with the few nurses that we have in the organization (Wang & Geale, 2015).

Section B

Problem

Diabetes is a major problem in the State of Arizona and has been ranked seventh among the leading causes of death in that region. The prevalence of this type 2 diabetes in this region has continued to increase. Hispanics are more affected by this situation more than non-Hispanics. Type 2 diabetes is directly related to a person’s health status and physical well-being. Genes also play a significant role in this but cultural nutrition is also a contributing factor. The fact that it is a lifestyle disease means that it can be regulated. Exercise protocol and cultural health nutrition are among the ways through which the pervasiveness of Type 2 diabetes among Hispanics can be minimized (CDC, 2020).

Summary

To support my PICOT, I researched the prevalence of Type 2 diabetes among Hispanics in Arizona State. From my research, I found that Hispanics make up 31.6% of the total population in Arizona and their percentage prevalence of diabetes stands at 11.2%. However, non-Hispanics have not been as greatly affected by Type 2 diabetes (CDC, 2020). It was therefore necessary to research why there is this difference. To conduct this research, I used archival data from existing research and then qualitatively synthesized and compared the results. The main goal was to use existing knowledge to come up with new information.

From my research, I found out that a difference in the social lives between Hispanics and non-Hispanics was a contributing factor to this. Hispanics focus a lot on food and are less physically active. I also found out that their genes, performance, and behavior place them at a higher risk of diabetes (Morales et al, 2020). From my research, I also unearthed some of the barriers that make it difficult to manage Type 2 diabetes among this population. Stigmatization, economic constraints, poor communication with health providers among others are some of the barriers involved. Most Hispanics also do not have legal documents thus posing a challenge for them to access healthcare (Smith-Miller et al, 2017).

I also looked at the existing programs that are used to manage this situation and how effective they are. I found that there are several government policies and programs in place. However, these rely mostly on exercise and thus have not been so effective. Most Hispanics cannot subscribe to gyms because of their economic constraints and the fact that they see these as recreation activities. These programs have been helpful for other populations like non-Hispanics. However, the same cannot be said for Hispanics and this necessitates the adoption of an alternative program that will work for Hispanics. They require an affordable solution and education and creating awareness will work well for this population (Sandoval-Rossario et al, 2019).

There were certain limitations to my research. First, I used archival data from previous researches on the topic. It is therefore not easy to tell if this program will work because theory and practice are different. The best way to prove this would have been to conduct case-study research. Also, the research focused on Hispanics in Arizona state and therefore difficult to determine if it would work for Hispanics in other parts of the world. It is not easy to determine whether the results of my research are generalizable.

References

Centers for Disease Control and Prevention. (2019). Retrieved from https://www.cdc.gov/diabetes/basics/type2.html

Morales, J., Glantz, N., Larez, A., Bevier, W., Conneely, M., Fan, L., . . . Kerr, D. (2020). Understanding the impact of five major determinants of health (genetics, biology, behavior, psychology, society/environment) on type 2 diabetes in U.S. Hispanic/Latino families: Mil Familias – a cohort study. BMC Endocrine Disorders, 20(1), 1-4. doi:10.1186/s12902-019-0483-z

Sandoval-Rosario, M., A. Contreras, O., Mercado, C., E. Barbour, K., J. Cunningham, T., & B. Rosales, C. (2019). The association between depression and diabetes and associated risk factors by racial/ethnic status among adults in Arizona: Arizona behavioral risk factor surveillance system, 2014-2017. Diversity & Equality in Health and Care, 16(2) doi:10.36648/2049-5471.16.2.189

Smith‐Miller, C. A., Berry, D. C., & Miller, C. T. (2017). Diabetes affects everything: Type 2 diabetes self‐management among spanish‐speaking hispanic immigrants. Research in Nursing & Health, 40(6), 541-554. doi:10.1002/nur.21817

Wang, C. C., & Geale, S. K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International Journal of Nursing Sciences, 2(2), 195-198. doi:10.1016/j.ijnss.2015.04.014

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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.

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