DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

Sample Answer for DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project Included After Question

DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

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Assessment Description

In your own words, define critical thinking and explain why it is an important to you as a learner proposing a quality improvement project (DPI project) for your practice site. Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project.

In your own words, define critical thinking and explain why it is an important to you as a learner proposing a quality improvement project (DPI project) for your practice site. Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project.

A Sample Answer For the Assignment: DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

Title: DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

REPLY TO DISCUSSION

AB

Posted Date

Mar 12, 2022, 11:28 PM

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Critical thinking is a process that involves evaluating a collection of information from subjective and objective data, communication, and experiences that lead to actions taken to resolve an issue (Papathanasiou et al., 2014). Critical thinking plays a vital role as a DNP learner proposing a quality improvement project as it is essential to establishing a safe, efficient, and positive outcome. It is important for DNP learners to incorporate old nursing interventions and new knowledge as part of the critical thinking process to ultimately obtain a correct plan of interventions and actions. According to Buckley et al. (2020), practice projects should enable the learners to oversee nursing habits and utilize higher critical thinking skills when new processes and interventions. This is important for DNP learners because when proposing a DPI project, students should consider the current practice, new knowledge, and incorporate critical thinking to ultimately implement a process that will produce positive outcomes.

Three important components of critical thinking that are necessary for evaluating and interpreting primary quantitative research include analyzing the data, applying the intervention, evaluating the outcome (Papathanasiou et al., 2014). Like the nursing process, when examining studies, it is important for the DNP learner to analyze the data to compare and validate the practice site’s issue. After a thorough analysis of the study, the DNP learner would incorporate the information and transform it into an action or implementation in hopes to correct the issue and provide outcomes. Finally, evaluating the outcomes and data plays an important role in ultimately validating the effectiveness of the project.

 

References: DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

 

Buckley, K. M., Idzik, S., Bingham, D., Windemuth, B., & Bindon, S. L. (2020). Structuring doctor of nursing practice project courses to facilitate success and ensure rigor. Journal of Professional Nursing36(4), 206–211.

https://doi-org.lopes.idm.oclc.org/10.1016/j.profnurs.2019.12.001

 

Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical thinking: the development of an essential skill for nursing students. Acta informatica medica : AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina : casopis Drustva za medicinsku informatiku BiH22(4), 283–286. https://doi.org/10.5455/aim.2014.22.283-286

  • ES

 

Mar 13, 2022, 12:29 PM

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Critical thinking has evolved the nursing profession in establishing high measures for patient safety and outcomes. I was discussing the purpose of a DPI project with a colleague who is the director of a boys & girls club for low-income families. It amazed me that he utilizes the same concept in critical thinking to analyze data, improve processes and make changes for the children and families. The success of critical thinking assists in life-long decision making and is used amongst many departments and areas. Quantitative research explores numeric values that generates knowledge and creates understanding (Quantitative and qualitative research. What is quantitative research? n.d.). The components of critical thinking you mentioned are crucial. A study cannot be validated without analysis, application and evaluation.

 

Quantitative and qualitative research: What is quantitative research? Subject and Course Guides. (n.d.). Retrieved March 13, 2022, from https://libguides.uta.edu/quantitative_and_qualitative_research/quant

  • PE

Mar 13, 2022, 6:01 PM

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Good post, thank you for reinforcing exactly what a Direct Practice Improvement Project, thus one takes the research and implements it into practice to solve for a clinical concern. Take care, Dr. Etheridge

TW

Posted Date

Mar 12, 2022, 11:07 PM

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The DPI Project is supported by quantitative information through providing data and analysis to address the issue being addressed. For example, when researching articles for the project, a critical thinker wants to know how to improve a situation, process, workflow and seeks out research to support improvement. Quantitative data answers questions to critical thinking, providing answers to how many? Who was involved? What are the outcomes? How much did it cost? Collection of data includes questionnaires, pre, and post-test, observation, review of databases, and or collecting clinical data. (Agency for Toxic Substances and Disease Registry, 2015)

Critical thinking skills are necessary for evaluating and interpreting data to include being prudent, honest in facing personal biases, diligent when seeking data. (Reilly, 2017). When researching the DPI, it is imperative to understand it’s a process using specific information, questioning processes in a disciplined manner. (Reilly, 2017). In developing PICOT-D, critical thinking skills used first is being curious about current processes surrounding your project. Open discussions with teammates, managers, and supervisors to see where there is a need. used to determine. Another process of critical thinking is seeking and analyzing data, what does it say? Does it support the gap you are trying to change or implement? Being aware, open, and honest when facing personal biases is necessary for providing a respectful safe environment in working with colleagues. (Reilly, 2017).

I have a meeting scheduled with my preceptor (assigned by my mentor)- I will be making an informal presentation regarding DPI Project and eliciting assistance with data and other information the organization has regarding a project, where they have a gap, what are current policies/plan, what do we want to achieve. How can we make this project beneficial to me, the department, the organization, and the members?  This will provide an opportunity for me to provide information, gather information, listen ask and answer questions. Using critical thinking, I need to provide answers to the department head of “what is in it for her”. (Reilly). Critical thinking and emotional intelligence are required tools when winning the support of stakeholders.

Current Plan for DPI project:

Project Site, no change

Project: Focus: Health Equity, Social Determinants of Health based on NEMT/transportation.

Population: Medicaid members of the health plan. Demographics may be more focused. (Ongoing discussion)

 

 

Agency for Toxic Substances and Disease Registry. Evaluation methods. (2015)

https://www.atsdr.cdc.gov/communityengagement/pce_program_methods.html

 

Reilly, S., & Williams, D. (2017). Critical thinking. Healthcare Purchasing News41(8), 32–35.

https://web-s-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=d9141b0c-a28f-4f6f-b1ce-422464912783%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=124493770&db=bth

  • JB

 

Mar 13, 2022, 1:24 PM

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Replies to Tommie Wood

Tommy,

I am excited to see you already have your project moving forward so well in the planning stage. It seems I am still pulling a lot of

research for presentation to my clinical site, along with costs and possible barriers. Since my project site is part of a larger organization, we have several Tribal Health partners who share our systems, meaning I have to connect with them all for implantation. This is where critical thinking is such a massive part of our DPI. We have to look at the entire project critically and foresee problems or barriers that may impact the solution we are trying for. An essential part of critical thinking is evaluation. (Saputra et al., 2019) Some people only see evaluation as something you do at the end of a project. However, the evaluation must start at the beginning of the planning stage. We evaluate the needs, the process in place, the possibility of change, and so much more.

References DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

Saputra, M., Joyoatmojo, S., Wardani, D., & Sangka, K. (2019). Developing critical-thinking skills through the collaboration of jigsaw model with problem-based learning model. International Journal of Instruction12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a

DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project
DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project

 

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DNP 801 Topic 4 DQ 1 Discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Project 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.

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