NRS 430 Discussion: Importance of Critical Thinking in Nursing Practice

Sample Answer for NRS 430 Discussion: Importance of Critical Thinking in Nursing Practice Included After Question

Topic 2 DQ 1

 Description:

 Define critical thinking and evidence-based practice. Discuss what critical thinking in nursing practice entails and explain why it is important. Discuss the role of critical thinking and evidence-based practice as they relate to patient outcomes.

A Sample Answer For the Assignment: NRS 430 Discussion: Importance of Critical Thinking in Nursing Practice

Title: NRS 430 Discussion: Importance of Critical Thinking in Nursing Practice

The video “The Writing Process” reminded me of the basics of writing a paper, and how to break it down into sections. This is something that I learned about previously in grade school, when we began the process of writing and learning different tools to help the process feel less overwhelming, as well as how to build a paper properly. If the topic is already decided for a student, that can make things a little less stressful, rather than having to pick your own topic. Once the topic is decided, the student should begin brainstorming ideas, and writing down those thoughts can help the student build a paper. Free writing is a great way to get ideas out, and another way is by creating a topic web and building off the main topic with supporting ideas. It is essential to be creative when writing a paper, as if to paint a picture for the reader to imagine in their mind. Since we are currently writing papers for our BSN degree, a student must use critical thinking skills to interpret the information and be able to explain it back through their own words. Once a student has built a topic web or just got some main idea and supporting ideas out with freewriting, that student can begin organizing the ideas into their paper. A good paper needs a thesis statement which will consist of a brief summary of the main ideas that will be discussed in their paper. Next the paper will be broken down into paragraphs that contain a topic and supporting sentences about that topic. In the final part of the paper, there will be a conclusion paragraph that wraps the paragraphs together and re-enforces the main topic. A paper that uses any information from books, articles, or someone else’s written work, must include proper references and citations, in order to give the author credit for the information.

A Sample Answer 2 For the Assignment: NRS 430 Discussion: Importance of Critical Thinking in Nursing Practice

Title: NRS 430 Discussion: Importance of Critical Thinking in Nursing Practice

Critical thinking is the ability to apply quick and effective thinking to a specified situation (Dean, 2018). According to the nursing process, critical thinking is taking into consideration nursing assessment and the desired outcomes. Interventions play a huge part in critical thinking. Many characteristics contribute to critical thinking such as asking questions, gathering relevant information, thinking through solutions and conclusions, open mindedness, confidence and effective communication. The ability to effectively break down an issue can be difficult. Critical thinking is not something that comes easy. We are taught what it takes to critically think but it takes experience to gain the confidence needed to feel secure. It is vital because majority of the time it can save a life in the long run.

Evidence-base practice is the integration of clinical expertise and the most current research (Dean, 2018). Elements are best available evidence, clinicians’ knowledge and skills and the patients wants and needs. It is all about making better decisions and a desired impact of outcomes.

Critical thinking and evidence-based practice play an equal role as they relate to client outcomes. If it were not for evidence-based practice, there would be no proof if certain things were effective. Critical thinking is interactive and quick. We as nursing learn about both of these topics in school. When we start to actually put them in action and think about what part each plays in the nursing process, this is when it starts to make sense. Developing critical thinking skills is something that comes through trial and error. I feel that when we utilize critical thinking skills we stay on our toes and sharp.

 

A prime example utilizing both concepts would be knowing that keeping some wounds covered up can keep them macerated and not heal properly. I am a believer in leaving things open to air. When some wounds are not draining there is no need for them to be covered to stay moist and be breeding grounds for infection.

 

References:

K, Dean. (2018) Practice and Competency Development [E-book]. Dynamics in nursing: Art and science of professional practice. Grand Canyon University

https://hbr.org/2022/04/critical-thinking-is-about-asking-better-questions

Description:

The field of nursing has changed over time. In a 7501,000 word paper, discuss nursing practice today by addressing the following:

1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decisionmaking, differ between the BSNprepared nurse and the ADN nurse.
4. Discuss the significance of applying evidencebased practice to nursing care and explain how the academic preparation of the RNBSN nurse supports its application.

5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center.

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Description

Objectives:

1. Compare practice competencies between associate and baccalaureate nursing education.
2. Define the scope of practice for a baccalaureate prepared nurse.
3. Discuss how the general public is educated about the role of nursing.

Dynamics in Nursing: Art and Science of Professional Practice

Description:

Read Chapter 3 in Dynamics in Nursing: Art and Science of Professional Practice.

Creating a More Highly Qualified Nursing Workforce

Description:

Read “Creating a More Highly Qualified Nursing Workforce,” by Rosseter (2015), located on the American Association of Colleges of Nursing (AACN) website.

The Impact of Education on Nursing Practice

Description:

Read “The Impact of Education on Nursing Practice,” by Rosseter (2017), located on the American Association of Colleges of Nursing (AACN) website.

Scope of Practice

Description:

Read “Scope of Practice,” located on the American Nurses Association (ANA) website.

Initial Course Survey

Description:

In an effort for continuous improvement, Grand Canyon University would like you to take this opportunity to provide feedback about your experience with the university. Your participation is appreciated.

What Is Nursing?

Description:

Read “What is Nursing,” located on the American Nurses Association (ANA) website.

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.