NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

Sample Answer for NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem Included After Question

Topic 5 DQ 1

Description:

During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice. Consider an area in your specialty that you believe needs improvement. Which nursing theories could you apply to this problem? Why is this the best theory?

A Sample Answer For the Assignment: NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

Title: NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

The information presented in the YouTube video served as helpful reinforcement education on APA reference expectations in the 7th edition. Many of the common errors that were reviewed, I have already made the mistake of and corrected throughout the first four weeks of this course. I have not yet encountered publishers with individual names, so it was interesting to learn that the rules change specifically for publishing authors. For publishers of an article in an edited book, the initials must be in front of the last name (Statistics, 2021).

What I have learned so far about APA format is that it requires attention to small details that are easy to overlook. I find it helpful to use reference examples as a template when I am citing sources. The information covered in the video are all things that I double-check before turning in an assignment or discussion post. It is difficult to remember each APA citation rule for every reference source, so keeping a copy handy is useful. Other resourceful videos on YouTube assist with APA formatting. I find that when I have a question, I use several different resources to help me understand, including the library’s webinars. The use of all these tools has helped me to improve my citation skills.

Reference:

Regorz Statistics. (2021, June 16). APA Reference Lists – 14 Common Errors [APA 7th edition] [Video]. YouTube. https://youtu.be/gUovuG6MBEA?si=69fvy4qfShNEnlD7

A Sample Answer 2 For the Assignment: NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

Title: NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

Using APA format is really important for clear and effective communication in academic and professional writing. It’s more than just following rules; it ensures that your writing looks consistent and is easy for both editors and readers to understand. Following APA style helps organize your content in a systematic way, making your document coherent and well-structured. It also makes your ideas clearer and follows guidelines that promote fair language use. So, embracing APA format is not just something you have to do; it’s a smart choice that makes your writing more effective and professional. The reference section and citations in APA are also crucial. Writers should always emphasize the importance of getting references and citations right. Learning to write in this format is essential, not just for your degree but also for professional writing.

Here are additional changes in the 7th edition of APA format that have resulted in common errors among writers. One adjustment requires bolding the word “References” at the top of the references list, a detail that some writers forget. There’s confusion about including a running head with the title in ALL CAPS, which is no longer necessary for student papers. Another error involves the unnecessary use of “Retrieved from” before a URL in references. The return to recommending one space after a period, reversing the 6th edition’s requirement for two spaces, is emphasized. The third issue pertains to title pages mixing elements from the 6th and 7th editions, causing formatting confusion. Writers often overlook the new 7th edition requirement to bold the title on the title page. The top error is not including two double spaces after the title on the title page, a simple spacing rule to make the title stand out. These errors underscore the adjustments needed to align with the latest APA Style guidelines (“Top seven common user errors in APA Style 7th edition,” 2020).

Reference

Top seven common user errors in APA Style 7th edition. (2020, November 20). Retrieved from https://purdueglobalwriting.center/2020/11/20/top-seven-common-user-errors-in-apa-style-7th-edition/

A Sample Answer 3 For the Assignment: NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

Title: NUR 513 Complete an Evidence-Based Practice Project Addressing a Problem

According to Sullivan (2022), Hospital-acquired pressure injury (HAPI) represents a heavy emotional, clinical, and financial burden for patients, caregivers, and healthcare organizations. The health care institutions end up with reimbursement penalties when a patient develops a stage 3, 4, unstageable and/or deep tissue injury (DTPI). According to Black & Berke (2020), The National Pressure Injury Advisory Panel (NPIAP) has defined DTPI as “Intact or non-intact skin with a localized area of persistent non-blanchable deep red, maroon, purple discoloration, or epidermal s), separation revealing a dark wound bed or blood-filled blister. Pain and temperature change often precede skin color changes. Discoloration may appear differently in darkly pigmented skin. DTPI presents the greatest challenge due to the propensity for deterioration to costly, life-altering, full thickness tissue wounds, even with optimal care Sullivan (2022, as cited in EPUAP et al., 2019). DTPIs are challenging in differentiating from other skin injuries such as hematoma, stage 2 pressure injures and bruises. The DTPI is not visible immediately because the damage evolves at a deep level of the muscle and bone.

After the purple discoloration of the skin is noted, the epidermis lifts about 24 to 48 hours (Canfor et al., 2023). This might evolve rapidly into a full thickness wound causing emotional, physical, psychological, and financial burden for the patient and family. For example, DTIs can occur when an elderly patient falls at home and lays on the floor for hours or days causing prolonged pressure to an area of the body or patients that are in the ICU with medical devices that are in place for hours to days as well. With that said, this has been a concern at our hospital, differentiating DTPI from other skin injuries. Although differentiating DTPIs from other skin injuries has improved at our hospital, I feel there’s more that can be done to improve at an optimal level.

According to Gonzalo (2023), Dorothea Orem’s Self-Care Deficit Theory focuses on each “individual’s ability to perform self-care, defined as ‘the practice of activities that individuals initiate and perform on their own behalf in maintaining life, health, and well-being.’” The Orem’s general theory of nursing is composed of three separate theories: the self-care theory, the self-care deficit theory, and the theory of nursing systems. In wound care practice, we educate patients to be independent on performing wound care, preventative measures, etc. If patients are not able to perform self-care and depend on others, we educate family and/or caregivers. The nursing process of Orem’s theory is also essential in wound care practice because it involves the assessment, diagnosis, planning, implementation, and evaluation of patient care. The Nursing Process presents a method in determining self-care deficits and defining the roles of persons or nurses to meet the self-care demands (Gonzalo, 2023).

References

Black, J. M., & Berke, C. T. (2020). Deep tissue pressure injuries. Critical Care Nursing Clinics of North America, 32(4), 563–572. https://doi.org/10.1016/j.cnc.2020.08.006

Canfor, J., Michailidis, L., & Williams, C. (2023). Incidence and characteristics of suspected deep tissue pressure injuries on the foot and ankle. Journal of Wound, Ostomy & Continence Nursing, 50(2), 162–166. https://doi.org/10.1097/won.0000000000000956

Gonzalo, A. (2023, July 1). Dorothea Orem: Self care deficit theory study guide. Nurseslabs. https://nurseslabs.com/dorothea-orems-self-care-theory/#google_vignette

Sullivan, R. (2022). A Scoping Review of Deep Tissue Pressure Injury Best Practices. MEDSURG Nursing, 31 (4), 239-245 https://eds-s-ebscohost-com.lopes.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=10&sid=c2fb7fce-e8fe-4aba-89d3-f2bff2924203%40redis

Description

Objectives:

1. Discuss relevant theories applicable to advanced nursing practice for individuals, families, communities, and special populations.
2. Relate nursing theories to your personal worldview.
Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Re view Chapters 19 and 23 in Adw.mc:ed Pruc:tic:e Nursing: Essential Knuwledge fur the Prufessiun.

The Living Tree of Nursing Theories

Description:

Review ”The Living Tree of Nursing Theorie s,” by Tou1ville and Ingalls, from Nursing Forum (2003).

Competencies Create Expert, Accountable Nurses Delivering Quality Care

NUR 513 complete an evidence-based practice project addressing a problem

Description:

Review “Competencies Create Expert, Accountable Nurses Delivering Quality Care,” by P irschel, from ONS Voice
(2017).

A Multidimensional Analysis of the Epistemic Origins of Nursing Theories, Models, and Frameworks

Description:

Review “A Multidimensional Analysis of the Epistemic Origins of Nursing Theories, Models, and Frameworks,” by Beckstead and Beck stead , from International Journal of Nursing Studies(2006).

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 513 Relate nursing theories to your personal worldview

Worldview and Nursing Process Personal Statement

Being able to a1ticulate your personal world view can help you fo1mulate a personal philosophy of practice and enhance your influence on patients and the indus try. In this ass ignment, you will have an opportunity to reflect on your current and futur e practice, and the ways worldview and nursing the01y influence that practice .

Draft a 1,000-1 ,250 word paper in which you:

I. Describe your personal worldview, including the religious, spiritual , and cultural elements that you think most influence your personal philosophy of prac tice and attitud e towards patient care .
2. Choose a spec ific nursing theory that is most in line with your personal philosophy of practice and approac h to patient care and discuss the similarities. Explain ho w the nurs ing theo1y reinforces your approach to care.
3. Include in your explanation a specific example of a past or current pra ctice and how your worldview and the nursing theor y could assist you in resolving this issue .
4. Finally , explain how your worldview and the nursing theo1y will assist you in further developing your future prac tice.

You are required to cite five to IO so urces to complete this assignment Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide , located in the Student Success Center. An abstract is not required.

This assignment uses a mbric. Pl ease revie w the mbric prior to beginning the assignment to become familiar with the expectations for succe ssful completion.

You are required to submit this assignment to LopesWrite. Plea se refer to the directions in the Student Success Center.

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.