NR 505 Week 7: Exploring Research Results

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Using the following steps found within the translation phase of the Practice Evidence
Translation (PET) model developed by Johns Hopkins, select a research result reported
in a journal article that supports your PICOT/PICo question. Please respond to the
following steps. Please note that wording of the steps may have been modified slightly
from the PET so that they help with this posting. Include the permalink at the end of
your posting.

 Using references, identity the research result that
you could use in your practice setting.
 Determine fit, feasibility, and appropriateness of the
result for your practice setting.
 Using Plan-Do-Study-Act (PDSA), outline an action
plan.
 Identify the resources (physical, personal,
technology) needed to implement your action plan.
 Determine the criteria that you would use to
determine whether the implementation of your
project was successful.
 Identify one future research study that would be
useful in extending knowledge of your selected
project result.

Nicole Griffie
Jun 11, 2018Jun 11 at 5:28pm
Manage Discussion Entry
PICo questions: How do nurses in an inpatient
setting perceive the value of bedside shift report?

Completing last week’s research, it is apparent
that bedside shift report adds a layer of safety for
the patients. A qualitative study in an inner-city,
acute care teaching hospital, was done to gain
insight on what experiences nurses had with
BSR. Jeffs et al. (2013) interviewed 43 female
nurses from various clinical specialties. The
participants were asked to list the positive and the
negatives about BSR. Topics that were covered
included describing the positives and negatives of
face to face interactions with nursing colleagues;
the negative outcomes associated with the
interactions and involvement of patients in care
planning; and if they felt that the care was more
patient-centered and safer. Over six months, the
nurses took in observations and found that they
could identify, intercept and correct potential
errors. In addition, they could clarify the care plan
and patient needs. The nurses were also able to
prioritize care with a quick assessment. The
results may be affected by the limitation of the
study only taking place in one hospital. The study
was well rounded to include nurses from different
units.
My plan in implementing a change to bedside
shift report is to improve patient safety by
improving nurse to nurse communication and
reducing hospital events including patient falls. I
would gather the baseline quality data for the
hospital units involved in the study. Once the plan
is discussed with all members involved and the
education on how to conduct the BSR is provided
to the nurses involved in the implementation the
next step is to do. Set the date and start
monitoring and evaluating the new process of
BSR. Conducting interviews with nurses at the
beginning and several weeks later to understand
barriers and successes from the new process.
The length of time to conduct interviews can be
difficult to determine in a qualitative study. In this
process change scenario, I would continue to
conduct interviews until I started to receive
redundant responses to questions multiple times.
Next, I will study the data obtained through the
interviews and the quality data collected over that
same time period. I should be able to determine if

I reached the outcome I predicted and if the

implementation went as I planned. This is a good
time to evaluate any barriers or challenges
encountered during the implementation. The step
in the PDSA is act. Taking the information learned
during the implementation and ensuring that the
solutions remain sustainable.
Jeffs, L., Acott, A., Simpson, E., Campbell, H.,
Irwin, T., Lo, J., Beswick, S., & Cardoso, R.
(2013). The value of bedside shift reporting:
Enhancing nurse surveillance, accountability, and
patient safety. Journal of Nursing Care Quality,
28(3), 226-232.
doi:10.1097/NCQ.0b013e3182852f46

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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.

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