Want create site? With Free visual composer you can do it easy.

NUR 513 Topic 7 DQ 1

DQ 1 :1Describe the steps of the evidence-based research process and the importance of using them

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 helps them to determine whether or not a practice problem is appropriate for an
evidence-based practice change proposal. Include two specific sources on information in your
discussion.

“Evidence-based practice is the process of applying current, best evidence, patient perspective,
and clinical expertise to make decisions about the care of the individuals you treat” (American
Speech-Language-Hearing Association, 2022). There are steps involved in the research process,
including framing the clinical question, gathering evidence, assessing the evidence, and then
making a clinical decision. The first step is to identify a clinical problem or question. One approach
to this is using the PICO method: Population, intervention, comparison, and outcome. Once these
elements are distinguished, it is now time to gather evidence that addresses the question. There
are two types of evidence, internal and external evidence. Internal evidence refers to the data that
you systemically collect directly from the clients to ensure that they’re making progress. External
evidence refers to evidence from scientific literature, the results, data, statistical analysis, and
conclusions of a study (American Speech-Language-Hearing Association, 2022). Once evidence
is collected, it is time to determine the relevance to the question and make a final clinical decision.
In the early stages of an EBP project, nurses should locate their medical library, and use it
as a resource to gather data. “More than 64% of nurses expressed a positive attitude toward EBP”
(Majid, Foo, Luyt, Zhang, Theng, Chang, & Mokhtar, 2011). EBP provides nurses with a method to
use critically appraised and scientifically proven evidence that ensures the delivery of high-quality
of care. If a nurse is determining whether or not a practice problem is appropriate for an EBP, they
should reach out to their coworkers, nurses in research, and other forms of medical libraries.

References:

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y. L., Chang, Y. K., & Mokhtar, I. A. (2011).
Adopting evidence-based practice in clinical decision making: nurses' perceptions, knowledge, and
barriers. Journal of the Medical Library Association: JMLA, 99(3), 229–236.
https://doi.org/10.3163/1536-5050.99.3.010

American Speech-Language-Hearing Association. (2022). Evidence-Based Practice Process.
Retrieved September 20, 2022, from https://www.asha.org/research/ebp/evidence-based-practice-
process/

The steps of the evidence-based process include a question for which resolution is sought, using
the best research evidence to evaluate the question, critically evaluating the research for validity
and applicability to the question being asked, developing, and implementing a practice after the
research is applied to patient needs, and ultimately evaluating the efficacy of the practice applied
(Parish, 2018). Nurses in quality improvement and patient safety should look for peer reviewed
sources of information from a reputable source. Applying the CRAAP test criteria: the
appropriateness of the research includes, currency (timeliness of the information), relevance (how
well does the information relate to the research topic), authority (what is the sources of the
information), accuracy (reliability and correctness of content), and purpose (why does the
information exist) (New Jersey Institute of Technology, 2022).
References

Read Also:DQ 2: Academic integrity

Parrish, D. E. (2018). Evidence-based practice: A common definition matters. Journal of Social
Work Education, 54(3), 407–411. https://doi
org.lopes.idm.oclc.org/10.1080/10437797.2018.1498691

New Jersey Institute of Technology. (2022). How to evaluate information sources: CRAAP test.
https://researchguides.njit.edu/evaluate/CRAAP

The steps of the evidence-based research process are carefully sought out and should be followed
in the proper order for success. I noticed through my research for this discussion question that
there is a range of steps towards the evidence-based research process. The steps that I am going
to go through are from the American Journal of nursing. The steps are asking a clinical question in
PICOT format, searching for the best evidence, critically appraising the evidence, integrating the
evidence, evaluation the outcome, disseminate the results (Melnyk et al., 2010). It is important to
use these steps as they create consistency in research. Research studies show that evidence-
based practice (EBP) leads to higher quality care, improved patient outcomes, reduced costs, and
greater nurse satisfaction than traditional approaches to care (Melnyk et al., 2010).
There are many places to locate sources of information to help determine whether or not a
practice problem is appropriate for evidence-based practice change proposals. Within this course
we have learned about two sources good to find this information and that is the CINAHL complete
and Cochrane Library. CINAHL Complete has a lot of research specific to nursing. The Cochrane
Library multiple databases that serve healthcare professionals to help them make effective
decisions. The Cochrane Library states that it provides readable, digestible, clinically focused
research designed to make informed point-of-care decision-making (n.d.). You can’t go wrong with
using either of these sources.

References

About the Cochrane Library | Cochrane Library. (n.d.). Retrieved September 17, 2022, from
https://www.cochranelibrary.com/about/about-cochrane-library

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010, January).
Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice. AJN,
American Journal of Nursing, 110(1), 51–53. https://doi.org/10.1097/01.naj.0000366056.06605.d2

NUR 513 Topic 7 DQ 1

NUR 513 Topic 7 DQ 1

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:DQ 1 :1Describe the steps of the evidence-based research process and the importance of using them

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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 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 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.
Did you find apk for android? You can find new Free Android Games and apps.