NR 505 Week 1: Identification of Area of Interest

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For this discussion the focus is on presenting the area of interest for the evidence-
based practice proposal that is required for this course.

1. State your area of research or evidence-based
practice (EBP) interest from NR 500; remember that
the topic must be consistent with your specialty
track.
2. State your MSN program specialty track and defend
how your selected area of research or EBP interest
from NR 500 is consistent with your selected MSN
program track.
3. Would you like to change your area of research or
EBP interest from NR 500? Why or why not?
4. If you changed or modified your area of research or
EBP interest, please identify the revised area of
research.
5. Defend how your area of research/EBP interest is of
importance to the MSN program specialty track you
have selected—scholarly references are required.
6. Identify an initial PICOT/PICo question that reflects
you area of interest for the evidence-based practice
proposal that is required for this course.

Linda Holt
Apr 29, 2018Apr 29 at 8:53pm
Manage Discussion Entry
Hello Dr. Marcuccilli and class

Evidence-Based Practice Interest from
NR500
In NR 500 the Evidence-Based Practice (EBP)
interest that was chosen was research of
healthcare interventions and how it can lower the
rates of unplanned healthcare in the rural
population. The use of emergency and
unplanned care in rural communities have long
been increasing. Unplanned care is defined as
the use of healthcare to include all care sought
without an advance appointment, such as visits to
emergency rooms, unscheduled hospital
admissions, and drop-in clinics (Brainard, et, al.,
2016). Patients in the rural areas seek
unplanned healthcare due to their decreased
involvement with health prevention programs, low
socioeconomic statuses, decreased health
education, delayed diagnosis of diseases, and
decreased support from caregivers who assist
with chronic illnesses (Brainard, et. al., 2016).
Specialty Track and Evidence-Based Interest
from NR500
The FNP specialty track will assist with obtaining
advance knowledge that can be used to educate
patients in the rural population about ways to
improve their health. The quality of health in rural
areas suffers due to the lack of exposure to
proper healthcare, which includes health
education, preventative programs, and confusion
about the proper healthcare regimen (Brainard,
et, al., 2016). This area of specialty will allow
research of evidence-based practices that will be
the driving force for many quality improvement
initiatives, creation of standardized practices, and
development of new or improved healthcare
policies (Brainard, et. al, 2016). Compared to the
urban population, patients in the rural population
seek care that is in the chronic states instead of
the initial occurrence of symptoms. This is due in
part to their low socioeconomic status and less
health education. As a FNP who plans to provide
care in rural areas, the opportunity to initiate care,
education, and provide preventative measures is
great. Evidence-based information can be given

to patients in the rural population in order to
prevent unplanned healthcare. The use of
interventions to improve the populations’ health
status can be the main focus of healthcare. For
example, the encouragement of self-care,
compliance, symptom management, and the
adoption of health related behaviors can be key
to the prevention of unplanned healthcare.
NR500 Evidence-Based Interest
My area of EBP interest will remain the same. As
a FNP, the focus will be to utilize advance studies
and guidelines into practice. These interventions
will decrease health disparities and reduce the
incidence of unplanned healthcare for the rural
population, along with the improvement of
healthcare cost. With the planned format of
health education and preventative measures,
patients can become more familiar with their
required medical regimen, thus a reduction of
unplanned healthcare can occur.
Evidence-Based Interest Importance to
Specialty Track
The research of EBP interest is of importance to
the FNP specialty track because new approaches
and interventions to reduce unplanned healthcare
due to chronic disease and illnesses is needed.
The FNP specialty track will promote an
advancement in advance knowledge, allowing the
future FNP to use evidence- based practices to
guide decisions in the practice setting. As a FNP,
advance knowledge can be used to create
interventions that can introduce ways to improve
health and ensure consistency in treatment within
the rural communities. For example, encouraging
patients to use technology to gain increase
education about diagnoses and interventions to
prevent further health complications. The recipe
for moving toward health in rural, underserved
areas will need to include a focus of innovation
and outcomes using evidence-based practice and
technology (Brainard, et, al., 2016). This will
assist the rural communities with an improved
state of health, decreasing mortality, morbidity,

improving healthcare cost, and lowering the rates
of unplanned healthcare.
PICO
In the rural population (P) does health education,

NR 505 Week 1 Identification of Area of Interest

early diagnosis, and health care programs (I)
compared to deploying health resources
geographically (C) reduce the incidence of
unplanned healthcare (O)?

Reference
Brainard, J.S., Ford, J.A., Steel, N. & Jones, A.P.
(2016). A systemic review of health service
interventions to reduce use of unplanned
healthcare in rural areas. Journal of Evaluations
in Clinical practice, 22(2), 145-155. doi:
10.111/jep.12470

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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.