NR 500 Week 5: Evidence-Based Practice

Sample Answer for NR 500 Week 5: Evidence-Based Practice Included After Question

Discuss the EBP process and importance to nursing practice. Identify your selected specialty track. Provide a rationale on why you selected the specific professional track. Identify a concept or topic you have a passion about or an area of interest related to your future specialty advanced practice area. Provide an example, using the best evidence available, substantiating the significance of your selected area of interest as it relates to your specific specialty track.

A Sample Answer For the Assignment: NR 500 Week 5: Evidence-Based Practice

Title: NR 500 Week 5: Evidence-Based Practice

Evidenced-based practice (EBP) is a crucial component to the science of nursing. It is the clinical solution to a problem based on research and evidential proof. Over the last 20 years EBP has brought about positive change to the healthcare and nursing community. With the public’s demand for improved healthcare and the evidence of scientific based research that can provide potentially life-saving benefits, EBP should be of upmost consideration to all care providers (Spruce, 2014). Evidenced-based practice combines clinical expertise, research evidence, patient values, and preferences into the process of decision making for the improved care of patients (Howe & Close, 2016). It is through continued implementation of EBP into the practice of nursing that will benefit those within our care.

My specialty is track is that of nurse educator. I chose this track to fulfill the interest I have in educating, encouraging, and mentoring those new to nursing practice or a particular nursing specialty. This interest in education has evolved over my years in nursing practice as well as from motherhood. Since 2012, I have educated my children primarily at home. It has been through these experiences that sparked a desire in me to pursue the education path in nursing. Seeing someone learn something new, master a skill, and grow in knowledge gives me great joy.

As an operating room nurse, I have been witness to evidenced-based practice and the impact it can have on surgical patients. One topic that interests me greatly is the prevention of surgical site infections. Surgical site infections (SSIs) are the most common infection that is healthcare associated in surgical patients (Schub & Smith, 2016). SSIs can delay healing and increase morbidity and mortality. Increased hospital stays and readmissions are a huge contributor to rising costs in healthcare. The prevention of SSIs is an evidence based practice focus in nursing care. As a perioperative educator in a hospital based setting, I can contribute to educating nursing staff on proven, preventable measures that can be implemented in surgical patients. Educators in individual care settings can work to review the evidence and work closely with healthcare providers to improve practice and increase safety for patients (Spruce, 2014). One example of an educator’s implementation to improve SSIs would be holding pre-procedure huddles with the OR team to improve communication, quality of care, and to empower other nurses to advocate for their patients and speak up when necessary. The following of surgical safety checklists, surgical skin antisepsis, hand hygiene, minimizing OR traffic, team training, speaking up whenever a break in sterile technique is observed, and timely prophylactic antibiotics are just a few methods that have been researched and proven effective in the prevention of SSIs (Spruce, 2014). Nurse educators will play a crucial role in educating nurses in the academic and clinical setting in improving care based upon evidence based practice.

Howe, C., & Close, S. (2016). Be an expert: Take action with evidence-based practice. Journal of Pediatric Nursing, 31(3), 360-362. doi: 10.1016/j.pedn.2016.02.01

Schub, T. & Smith, N. (2016, June). Infections, surgical site: Prevention. CINAHL Nursing Guide. Retrieved from: http://eds.b.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=4&sid=46d7bc80-e559-482e-80f7-aa7dff360b99%40sessionmgr103

Spruce, L. (2014). Back to basics: Preventing surgical site infections. AORN Journal, 99(5), 600-611. doi: 10.1016/j.aorn.2014.02.002

A Sample Answer 2 For the Assignment: NR 500 Week 5: Evidence-Based Practice

Title: NR 500 Week 5: Evidence-Based Practice

Huddles have become a popular concept in healthcare settings today. The concept actually comes from football, where the team members come together for about 25 seconds before a game to discuss strategy and execution of their plays. Similarly, a pre-shift or pre-procedure huddle can be an effective way to gather the healthcare team together to discuss safety concerns, staffing plans for the shift, and the promotion of education geared towards improving patient safety and care. Criscitelli (2015) considers huddles as a micro meeting that has structure and focuses upon communication and safe patient care.

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In the perioperative environment, the Joint Commission has reported that poor communication is the cause of over two-thirds adverse events (Criscitelli, 2015). I found that report quite humbling. For huddles to be effective, they should be mandatory, have an agenda and time limit, be consistent at the same times every day, and display a recognizable structure to all who participate (Criscitelli, 2015). In my department, our team of nurses and surgical techs huddle 5 minutes before every shift to address safety concerns, plans for the shift, staffing assignments, and sometimes a brief in-service is provided by our nurse educator. Typically, huddles are led by charge nurses or nurse managers. Huddles can improve communication and workflow and are more effective when they are interdisciplinary.

Pre-procedure huddles have actually been shown to reduce errors and unintended events (Criscitelli, 2015). In regards to surgical site infections, huddling can improve patient outcomes by increasing timely prophylactic antibiotic administration (Criscitelli, 2015). Huddling helps perioperative team members address the surgical safety checklist, keeping the patients safe care as a forerunner in the plan for the day.

Safety huddles can reflect the nursing profession’s commitment to improving safe care and thus supports evidence-based practice. It is a very simple concept that carries great benefits by bringing team members together and can inevitably reduce patient harm (Foster, 2017). As a nurse educator, I plan to foster the concept of huddles in the classroom and clinical setting.

Criscitelli, T. (2015). Fostering a culture of safety: The OR huddle. AORN Journal, 102(6), 656-659. doi:10.1016/j.aorn.2015.10.002

Foster, S. (2017). Implementing safety huddles. British Journal of Medicine, 26(16), 953. doi:10.1298.bjon.2017.26.16.953

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.