NUR 513 Discussion: Steps of the Evidence-based Research Process

NUR 513 Discussion Steps of the Evidence-based Research Process

Sample Answer for NUR 513 Discussion: Steps of the Evidence-based Research Process Included After Question

Topic 7 DQ 1

Description:

 Describe the steps of the evidence-based research process and the importance of using them. In the initial stages of an EBP project, where do nurses in your specialty go to locate sources of information that help them to determine whether or not a practice problem is appropriate for an evidence-based practice change proposal? Include two specific sources of information in your discussion.

A Sample Answer For the Assignment: NUR 513 Discussion: Steps of the Evidence-based Research Process

Title: NUR 513 Discussion: Steps of the Evidence-based Research Process

The mission statement, emphasizing the imparting of knowledge within a Christian worldview to instill a sense of purpose and vocational calling in students (Grand Canyon University, n.d.), recalls a conversation I had with a nursing clinical instructor when I was a nursing student. She conveyed that being a nurse exceeds a mere profession; it is a vocation marked by passion and a continual pursuit of improvement. This sentiment aligns with my belief that nurses inherently prioritize the well-being of patients. Throughout our nursing education, we were ingrained with the significance of patient-centered care, how we should advocate for them and how we should patient first. According to Brickley et al. (2021), patient-centered care (PCC) is care that is respectful and responsive to the wishes of patients. Nurses demonstrates exceptional expertise in this domain through our unwavering commitment and dedication.

As we progress in our journey toward becoming advanced practice registered nurses, the commitment to learning and enhancing our skills remain essential. The essence of being a nurse lies in the daily achievement of knowledge and the unwavering dedication to continuous improvement.

Reference

Brickley, B., Williams, L.T., Morgan, M., Ross, A., Trigger, K., & Ball, L. (2021). Putting patients first: development of a patient advocate and general practitioner-informed model of patient-centred care. BMC Health Services Research, 21(1), 1–9. https://doiorg.lopes.idm.oclc.org/10.1186/s12913-021-06273-y

Grand Canyon University. (n.d.) Christian Identity and Mission. https://www.gcu.edu/why-gcu/christian-identity-and-mission#h-gcus-mission

A Sample Answer 2 For the Assignment: NUR 513 Discussion: Steps of the Evidence-based Research Process

Title: NUR 513 Discussion: Steps of the Evidence-based Research Process

Grand Canyon University’s (GCU) mission statement highlights the serving culture that the university fosters. From the GCU Mission Statement, I can identify the values of the university, its students, and its faculty. Organizations use their Mission Statements to communicate higher aims and goals to internal and external members. As most universities have a societal mission, and are most influential in their community, their Mission Statements have the potential to have an even greater impact than just on students and faculty. A university or organization’s Mission Statement is also reflective of political, social, cultural, and economic stances (Cortés et al., 2022).

Given the significance of Mission Statements and their symbolic value, the new Mission Statement by GCU is profound in many ways. Cultivating a compassionate Christian community is what stood out first. I believe that compassion is one of the most important virtues. In my worldview being purposefully respectful and empathetic towards others is what allows me to make small impacts daily. For some, The Church can intimidating and unwelcoming. Fostering a community of compassionate individuals who stand firm in their faith is essential for creating a harmonious and supportive environment.

The conclusion of the Mission Statement is truly inspiring as it emphasizes and promotes a commitment to making a positive impact at both global and community levels. It encourages individuals to prioritize the well-being of others above their own interests and fosters a culture of voluntary servitude. As a healthcare provider, I am familiar with the concept of selfless service. After reviewing the Mission Statement and seeing how it aligns with my worldview, I would personally adopt and implement the two highlighted parts of the mission statement to my life and future practice.

Reference

Cortés, J. D., Rivera, L., & Carbonelld, K. B. (2022). Mission statements in universities: Readability and performance. European Research on Management and Business Economics, 28(2). https://doi-org.lopes.idm.oclc.org/10.1016/j.iedeen.2021.100183

A Sample Answer 3 For the Assignment: NUR 513 Discussion: Steps of the Evidence-based Research Process

Title: NUR 513 Discussion: Steps of the Evidence-based Research Process

“The fear of the Lord is the beginning of wisdom, and the knowledge of the Holy One is understanding. (proverbs 9:10)

In my worldview, Christ-centered universities are more compassionate, and they give more importance to moral values and humanitarian considerations. Students get the opportunity to balance their studies and religious learning opportunities together.  I worked in a Christian institution for a while, and I have experienced how much the institution provides comfort physically as well as spiritually for the patients. For Spiritual service, Chaplains are available in the hospital, still, patients have more time with their nurses, If the patients are comfortable with their staff this will give more relaxation and happiness to the patients. The God-fearing nurses always show exceptional in their job, they are dedicated and show accountability towards their actions. Nursing is a Nobel profession and nurses need a lot of prayers and support to continue their work with satisfaction. GCU’s new mission statement is an excellent way of the abstract, each sentence is thoughtful and meaningful, showing how the Christian faith molds a nurse in their community as a useful resource in all aspects. The students of GCU aspire to the knowledge and support of the trained leaders, this is a great opportunity for professional growth and improvement in the community.

Evidence-Based Practice Proposal: Health Informatics – Medication Error 

Evidence-based practice (EBP) is the careful and well-advised application of contemporary best evidence in concurrence with clinical knowledge and patient ethics. One of the examples of EBP is the piloting of health care determinations through the use of health informatics in mitigating medication errors. The evidence-based practice procedures have five cardinal stairs: Constructing the clinical question, where the nurse constructs applicable and an accountable clinical question based on the patient’s manifestation (Escoffery et al., 2019).  Similarly, at the second step of probing for the best available and accessible evidence, the nurse chooses helpful resources and performs a search. At stage three, an astute analysis of evidence to ascertain rationality and practicality are done to determine the validity and the practicality of the research. In addition, the fourth stage involves the amalgamation of the appraisal with personal clinical knowledge and the patient’s predisposition to make a decision to mitigate a patient’s case. Further, the last step of assessing the process to improve it (Iowa Model Collaborative et al., 2017).

The Importance of Using the Steps of Evidence-Based Practice

The application of evidence-based practice makes certain clinical practices based on solid evidence and patients have satisfaction. In addition, using evidence-based practice translates into more harmonious clinical suggestions and practice over the health system. Besides, the evidence-based practice also recognizes that patient ethics, choices, and situations are taken into account to increase the probability of good services results and not harm. (Fisher & Bloomfield, 2019). In the initial stages of an EBP project, nurses in the specialty of health informatics locate sources of information from online patient portals and electronic medical records (Fisher & Bloomfield, 2019). Examples of specific sources of information include American Health Information Management Association (AHIMA) and American Nurses Association portal, among others.

 References

Escoffery, C., Lebow-Skelley, E., Udelson, H., Böing, E. A., Wood, R., Fernandez, M. E., & Mullen, P. D. (2019). A scoping study of frameworks for adapting public health evidence-based interventions. Translational behavioral medicine, 9(1), 1-10. https://doi.org/10.1093/tbm/ibx067

Fisher, M. J., & Bloomfield, J. (2019, May). Understanding the research process. Journal of the Australasian Rehabilitation Nurses Association, 32 (2). https://search.informit.org/doi/10.3316/informit.500673642524420

Iowa Model Collaborative, Buckwalter, K. C., Cullen, L., Hanrahan, K., Kleiber, C., McCarthy, A. M., … & Authored on behalf of the Iowa Model Collaborative. (2017). Iowa model of evidence‐based practice: Revisions and validation. Worldviews on Evidence‐Based Nursing, 14(3), 175-182. https://doi.org/10.1111/wvn.12223

Objectives:

1. Discuss the importance of evidence-based practice within advanced registered nursing practice.
2. Evaluate the role of the advanced registered nurse in relation to ethical conduct in research.
3. Investigate databases to identify evidence-based practice research related to an area of interest in your practice.
Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Review Chapters 20-22 in Advanced Practice Nursing: Essential Knowledge for the Profession.

GCU Library: Nursing and Health Sciences Research Guide

Description:

Revie w the “Nursing and Health Sciences” research guide, located on the GCU Library website.

Defining Scholarship for the Discipline of Nursing

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 513 Discussion: Steps of the Evidence-based Research Process

Description:

Read “Defining Scholars hip for the Discipline of Nursing,” by Edwards, Alic hnie, Easle y, Edw ardso n, Keating, and Stanley (1999 ), located on the American Association of Colleges of Nursing website.

The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas

Description:

Read “The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas,” by Stevens, from Online Journal of Issues in Nursing(2013).

Cochrane Library

Description:

Explore the Cochrane Libra1y website.

APA, GCU Library Resources, and Scholarly Research

Description:

Complete the quiz, which covers Topic 6, APA format, library resources, and scholarly research skills. This is a timed quiz, lasting 60 minutes.

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.