NURS FPX 4030 Interprofessional Collaboration in EBP Assessment

NURS FPX 4030 Interprofessional Collaboration in EBP Assessment

NURS FPX 4030 Interprofessional Collaboration in EBP Assessment

Question Description

I’m working on a Nursing project and need support to help me learn.

Hello, please create a script for me to follow for the following assessment. I will create the video reading the script provided by you.

Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.

As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Explain the ways in which an EBP model was used to help develop the care plan.
  • Competency 4: Plan care based on the best available evidence.
    • Propose an evidence-based care plan to improve the safety and outcomes for a patient.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
    • Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.

Professional Context

Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.

Scenario

The Vila Health: Remote Collaboration on Evidence-Based Care simulation provide the context for this assessment.

Instructions

Before beginning this assessment, make sure you have worked through the following media:

For this assessment, you are a presenter! You will create a 5–10-minute video using Kaltura or similar software. In the video:

  • Propose an evidence-based care plan that you believe will improve the safety and outcomes of the patient in the Vila Health Remote Collaboration on Evidence-Based Care media scenario.
  • Discuss the ways in which an EBP model and relevant evidence helped you to develop and make decision about the plan you proposed
  • Wrap up your video by identifying the benefits of the remote collaboration in the scenario, as well as discuss strategies you found in the literature or best practices that could help mitigate or overcome one or more of the collaboration challenges you observed in the scenario.

Be sure you mention any articles, authors, and other relevant sources of evidence that helped inform your video. Important: You are required to submit an APA-formatted reference list of the sources you cited specifically in your video or used to inform your presentation.

The following media is an example learner submission in which the speaker successfully addresses all competencies in the assessment.

  • Exemplar Kaltura Reflection.
    • Please note that the scenario that the speaker discusses in the exemplar is different from the Vila Health scenario you should be addressing in your video. So, the type of communication expected is being model, but the details related to the scenario in your submission will be different.

Make sure that your video addresses the following grading criteria:

  • Propose an evidence-based care plan to improve the safety and outcomes for a patient based on the Vila Health Remote Collaboration on Evidence-Care media scenario.
  • Explain the ways in which an EBP model was used to help develop the care plan.
  • Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
  • Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
  • Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.

Refer to Using Kaltura [PDF] as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should meet the following requirements:

  • Length of video: 5–10 minutes.
  • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style

NURS FPX4030 Capella University Evidence Based Practice Paper

I need help finishing this paper. I need to explain the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis.

Develop a 2-4-page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings.

It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
    • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
  • Competency 4: Plan care based on the best available evidence.
    • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis for researching and completing this assessment:

  • The specific diagnosis you identified in your previous assessment.
  • The simulation Vila Health: Determining the Credibility of Evidence.
  • A personal practice experience in which a sentinel event occurred.

Instructions

The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.

For this assessment:

  • Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
  • Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
    • Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis you identified in the first assessment, you may want to begin your literature and evidence search from the databases that identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
  • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
  • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
    • This is where you are selecting the specific resources to help address the issue in your chosen scenario.
  • Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Submission Requirements

Your assessment should meet the following requirements:

  • Length of submission: 2–4-page scholarly paper, this does not include the APA-formatted title page and reference list.
  • Number of references: Cite 3–5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
  • APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

NURS FPX4030 Capella University Evidence Based Practice Completed Sample Paper

Canes Lebrun Jr

NURS-FPX4030

Capella University

7/3/2022

 

Description of a quality or safety issue

Evidence-Based Practice (EBP) in nursing is one of the vital principles of modern-day medicine. EBP involves the collection, processing, and implementing problem-solving research to improve clinical practice while focusing on the patient’s needs. The focus on the quality or safety issue relates to oxygen use in patients with Chronic Obstructive Pulmonary Disease (COPD). To uphold the safety and health of a patient, nurses must adhere to EBP in nursing when giving CORP patients oxygen (McDonald, 2015). Some arguments indicate that providing such patients with oxygen risks the development of serious problems such as acidosis, hypercarbia, and even death. However, the EBP protocol facilitates the provision of oxygen to COPD patients.

Criteria considered when determining credible resources such as journal articles and websites.

In conducting appropriate research, it is recommended to use credible sources of information. The criteria for selecting reliable sources would consider several factors. Firstly, the authority and creditability of the resources. Under the considerations, the features would include the author, whether being a person or an organization. The author’s qualification in a certain subject matter is also an important aspect, as well as the publisher. Secondly, observing the accuracy and reliability of the resource. The factors in evaluating are whether the resource has citations or footnotes to affirm its claim. The sources could also include facts or statistical data and whether another source can verify such information.

Thirdly, it is important to consider currency and timeliness. The requirements encompassed the period when the document was published and whether the data is verifiable. Besides the publication date, it is vital to check whether it provides current information required, thus necessitating the usage of recent sources. Lastly, the focus on objectivity or biasness as means of evaluating sources. The consideration entails assessing whether the source represents facts or opinions, thus making judgments on subjectivity or objectivity of the resources.

Credibility and relevance of evidence and resources

In 1971, two studies were conducted in the U.S and U.K to establish whether treating hypoxemia in COPD could play a part in improving the rate of mortality. The two studies followed the standard procedure of medical experiments. As a result, there were several discoveries that could be applicable to nurses. Firstly, in the ambulatory oxygen, some factors could be useful in taking care of a COPD patient. Ambulatory oxygen therapy can be applied as a component of the continuous process of offering oxygen supply to patients before being taken to a healthcare facility. In every case, the use of oxygen is aimed at maximizing the hours per day a patient with COPD can utilize their oxygen (McDonald, 2015). The experiment would also be essential in the maintenance of sufficient physical activity, such as engagement in pulmonary rehabilitation.

 Secondly, the aspect of oxygen in moderate hypoxemia. The results of the experiment in the study showed that mortality benefits were emanating from therapy offered to patients having severe hypoxemia and COPD having undergone long-term therapy. However, there is no considerable benefit for constant supplementation of oxygen in patients with less severe degrees of hypoxemia. Thirdly, the risks associated with the application of oxygen in acute exacerbations of COPD. Historically, patients with acute exacerbations of COPD could get complications associated with hypercapnia when subjected to supplementary oxygen of high concentration levels (Hatipoğlu & Stroller, 2018). The rationale behind the phenomenon relates to combinations of hypoventilation. These Haldane effects entail displacement of Carbon monoxide held by hemoglobin in high levels of oxygen and complicating ventilation-perfusion mismatch. The evidence provides information supporting the assertions.

The other issue related to the safety of patients entails the application of titrated oxygen therapy in COPD patients. Evidence indicates that acute exacerbations of COPD should be offered with titrated oxygen therapy to attain an oxygen saturation goal of about 88-92%. Consequently, the movement could be vital in preventing the risks of both hypoxemia and hypoxemia. In the scenario of acute exacerbations, there exists a 2.4 fold rise in the danger of causing death compared to a patient issued with titrated oxygen. (Pilcher et al. 2015) The increase in the mortality rates is due to a rise in carbon dioxide partial pressure. There are other conditions such as hypoxemia results in decreased myocardial reperfusion injury or coronary blood flow and rebound hypoxia in case oxygen supply stops unexpectedly. Other means of reducing high oxygen concentration could be avoided by offering bronchodilators by metered-dose or an air-driven nebulizer with a spacer instead of a nebulizer driven with oxygen.

Importance of incorporating credible evidence into EBP

Patient safety is crucial in increasing the survival rate for patients in need of oxygen. The nurses are involved in administering oxygen to the patients needing. However, COPD patients need the right concentration of oxygen that would not risk their lives. The evidence aims to explore studies and experiment with reliable facts to use in the EBP nursing practice. The integration of EBP nursing practice would be crucial in preventing organ failure or hypoxia during the process of supplementing patients with oxygen. It is important to consider the condition of the patient and apply the most effective available oxygen concentration. Supplementing oxygen is an appropriate treatment based on the evidence, thus enhancing the quality of life for COPD patients and enable them to live longer.

 References

Hatipoğlu, U., & Stroller, J. (2018). Supplemental oxygen in patients with stable chronic obstructive pulmonary disease: evidence from Nocturnal Oxygen Treatment Trial to Long-term Oxygen Treatment Trial. 24(2), 179-186. doi:10.1097/MCP.0000000000000461

McDonald, C. F. (2015). Oxygen therapy for COPD. Journal of Thoracic Disease, 11(6), 1632–1639. doi:10.3978/j.issn.2072-1439.2014.10.23

Pilcher, J., Weatherall, M., & Beasley, R. (2015). Oxygen therapy in acute exacerbations of chronic obstructive pulmonary disease. Expert Review of Respiratory Medicine, 9(3), 287-293. doi:10.1586/17476348.2015.1016503

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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. NURS FPX 4030 Capella Interprofessional Collaboration in EBP Assessment

  • 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. NURS FPX 4030 Capella Interprofessional Collaboration in EBP Assessment

  • 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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