DNP-815A Connecting Nursing Theory and Evidence-Based Change Models

DNP-815A Connecting Nursing Theory and Evidence-Based Change Models

DNP-815A Connecting Nursing Theory and Evidence-Based Change Models

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Assessment Description

Evidence-based practice (EBP) results from the integration of available research, clinical expertise, and patient preferences to individualize care and promote effective care decision-making. The Direct Practice Improvement (DPI) Project focuses on a measurable patient outcome from the perspective of a departmental, local health service, organizational, or community-level need. It is not an individual practice change. All projects will require the use of both a nursing theory and an EBP change model.

For the DPI Project, the theoretical framework is based on nursing theory. The primary purpose of nursing theory is to improve practice by allowing nurses to articulate and translate evidence that justifies methodology for practice change, which in turn may positively impact patient outcomes. The relationship between theory and practice is reciprocal. The practice is the basis for the development of nursing theory, whereas nursing theory must be validated in practice.

An EBP change model guides nurses in translating existing research into practice by using a systematic approach to implement the best evidence into clinical practice. Change models also aid in the sustainability of an EBP change. Evidence-based practice change models come from a variety of sources. Examples of models for EBP are the Johns-Hopkins nursing evidence-based practice model, the Stetler model, and the Iowa model of evidence-based practice to promote quality care. Other models are based on business management, examples include Kotter’s 8-step change model, Kurt Lewin’s change model, and Plan-Do-Study-Act (PDSA). Although there are many models to choose from, the DPI Project requires an appropriate linkage of the nursing theory to the appropriate change model for your DPI Project.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • Use the “Connecting Nursing Theory and Evidence-Based Change Models” template, located in the DC Network under the “DNP-815 or DNP-815A” folders, to complete this assignment.
  • This assignment requires that at least four peer-reviewed scholarly articles published in the past 5 years related to this topic, and at least one in-text citation from each seminal (original/empirical) nursing theory and evidence-based change model
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Directions:

This section identifies and describes the nursing theory and evidence-based change model to be used as the theoretical foundations for the DPI Project.

Following the “Connecting Nursing Theory and Evidence-Based Change Models” template, the following sections are required to be completed substantively:

Write a paper (1,500-2000 words) discussing the nursing theory and evidence-based change model to be used as the theoretical foundations for the DPI Project. Refer to the “Connecting Nursing Theory and Evidence-Based Change Models” template to complete this section.

Portfolio Practice Immersion Hours:

It may be possible to earn portfolio practice immersion hours for this assignment. Enter the following after the References section of your paper:

Practice Immersion Hours Completion Statement DNP-815A

I, (INSERT NAME), verify that I have completed and logged (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I also have tracked said practice immersion hours in the Lopes Activity Tracker for verification purposes and will be sure that all approvals are in place from my faculty and practice immersion preceptor/mentor before the end of the course.

Rubric Criteria

Total130 points

Criterion 1. Unsatisfactory 2. Less Than Satisfactory 3. Satisfactory 4. Good 5. Excellent
Evaluation of the Selected Theory

Evaluation of the Selected Theory

 0 points

An evaluation of the selected theory is not present.

 11.44 points

An evaluation of the CTE linkages is present but insufficient in detail or incomplete. An evaluation of the selected theory is present but insufficient in detail or incomplete.

 12.58 points

An evaluation of the selected theory is present but at a perfunctory level.

 13.16 points

An evaluation of the selected theory is present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

 14.3 points

An evaluation of the selected theory is present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Mechanics of Writing

Mechanics of Writing Includes spelling, punctuation, grammar, language use.

 0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

 5.2 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

 5.72 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

 5.98 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

 6.5 points

Writer is clearly in command of standard, written, academic English.
Translation and Application

A translation and application of a selected theory to nursing practice using actual examples is not present.

 0 points

A translation and application of a selected theory to nursing practice using actual examples are not present.

 15.6 points

A translation and application of a selected theory to nursing practice using actual examples are present but insufficient in detail or incomplete.

 17.16 points

A translation and application of a selected theory to nursing practice using actual examples are present but at a perfunctory level.

 17.94 points

A translation and application of a selected theory to nursing practice using actual examples are present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

 19.5 points

A translation and application of a selected theory to nursing practice using actual examples are present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Argument Logic and Construction

Argument Logic and Construction

 0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

 5.2 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

 5.72 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

 5.98 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

 6.5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Evaluation of the Utility and Soundness of the Practice Theory

Evaluation of the Utility and Soundness of the Practice Theory

 0 points

An evaluation of the utility and soundness of the practice theory is not present.

 11.44 points

An evaluation of the utility and soundness of the practice theory is present but insufficient in detail or incomplete.

 12.58 points

An evaluation of the utility and soundness of the practice theory is present but at a perfunctory level.

 13.16 points

An evaluation of the utility and soundness of the practice theory is present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

 14.3 points

An evaluation of the utility and soundness of the practice theory is present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Thesis Development and Purpose

Thesis Development and Purpose

 0 points

Paper lacks any discernible overall purpose or organizing claim.

 5.2 points

Thesis is insufficiently developed or vague. Purpose is not clear.

 5.72 points

Thesis is apparent and appropriate to purpose.

 5.98 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

 6.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Evaluation of the Empirical Indicators

Evaluation of the Empirical Indicators

 0 points

An evaluation of the empirical indicators is not present.

 11.44 points

An evaluation of the empirical indicators is present but insufficient in detail or incomplete.

 12.58 points

An evaluation of the empirical indicators is present but at a perfunctory level.

 13.16 points

An evaluation of the empirical indicators is present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

 14.3 points

An evaluation of the empirical indicators is present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Documentation of Sources

Documentation of Sources Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.

 0 points

Sources are not documented.

 7.28 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

 8.01 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

 8.37 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

 9.1 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Paper Format

Paper Format Use of appropriate style for the major and assignment.

 0 points

Template is not used appropriately or documentation format is rarely followed correctly.

 8.32 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

 9.15 points

Appropriate template is used. Formatting is correct, although some minor errors may be present.

 9.57 points

Appropriate template is fully used. There are virtually no errors in formatting style.

 10.4 points

All format elements are correct.
Evaluation of Research Findings

Evaluation of Research Findings

 0 points

An evaluation of the research findings is not present.

 11.44 points

An evaluation of the research findings is present but insufficient in detail or incomplete.

 12.58 points

An evaluation of the research findings is present but at a perfunctory level.

 13.16 points

An evaluation of the research findings is present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

 14.3 points

An evaluation of the research findings is present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Evaluation of the Conceptual-Theoretical-Empirical (CTE) Linkages

Evaluation of the Conceptual-Theoretical-Empirical (CTE) Linkages

 0 points

An evaluation of the CTE linkages is not present.

 11.44 points

An evaluation of the CTE linkages is present but insufficient in detail or incomplete.

 12.58 points

An evaluation of the CTE linkages is present but at a perfunctory level.

 13.16 points

An evaluation of the CTE linkages is present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

 14.3 points

An evaluation of the CTE linkages is present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP-815A Connecting Nursing Theory and Evidence-Based Change Models

DNP-815A Connecting Nursing Theory and Evidence-Based Change Models
DNP-815A Connecting Nursing Theory and Evidence-Based Change Models

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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