NRS 443V Discussion: Characteristics of Nursing Research Utilization

NRS 443V Discussion: Characteristics of Nursing Research Utilization

Sample Answer for NRS 443V Discussion: Characteristics of Nursing Research Utilization Included After Question

NRS 443V Discussion: Characteristics of Nursing Research Utilization

 

Description

 

Objectives:

1. Create strategies for integrating evidence-based research into professional practice using the PICOT technique.

2. Discuss how evidence from research is applied in nursing practice.
3. Discuss the advantages and disadvantages of qualitative and quantitative studies when applied to nursing research.

Nursing Research: Understanding Methods for Best Practice

 

Description:

 

Read Chapter 5 in Nursing Research: Understanding Methods for Best Practice.

 

Plagiarism

 

Description:

 

Review “Plagiarism,” located in the Student Success Center, for information on how to avoid plagiarism.

 

How to Implement a Change in Practice

Description:

 Read “How to Implement a Change in Practice,” by Gesme and Wiseman, from Journal of Oncology Practice(2010).

Planning for Implementation of Evidence-Based Practice

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 443V Discussion: Characteristics of Nursing Research Utilization

Description:

 

Read “Planning for Implementation of Evidence-Based Practice,” by Cullen and Adams, from Journal of Nursing Administration(2012).

 

Changing Practice, Changing Lives: 10 Landmark Nursing Research Studies

 

Description:

 

Read “Changing Practice, Changing Lives: 10 Landmark Nursing Research Studies,” by the National Institute of Nursing Research(2012), located on the institute’s website.

 

Why Do Nurses Need Research?

 

Description:

 

Read “Why Do Nurses Need Research?” (2017), located on the Northeastern State University website.

 

The 2017 National Nursing Research Roundtable

 

Description:

 

Read “The 2017 National Nursing Research Roundtable” by National Institute of Nursing Research (2017).

 

Facilitating the Implementation of Evidence-Based Practice Through Contextual Support and Nursing Leadership

Translating Research Findings to Clinical Nursing Practice

 

Description:

 

Read “Translating Research Findings to Clinical Nursing Practice,” by Curtis, Fry, Shaban, and Considine, from Journal of Clinical Nursing (2016).

 

A Nurses’ Guide to the Hierarchy of Research Designs and Evidence

 

Description:

 

Read “A Nurses’ Guide to the Hierarchy of Research Designs and Evidence,” by Ingham-Broomfield, from Australian Journal of Advanced Nursing (2016).

 

Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence

 

Description:

 

Read “Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence,” by Peterson et al., from Critical Care Nurse (2014).

 

Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse Education

Description:

 

Read “Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse Education,” by Reid, Briggs, Carlisle, Scott, and Lewis, from BMC Nursing (2017).

 

Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice

Description:

 

Read “Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice,” by Dogherty, Harrison, Graham, Vandyk, and Keeping-Burke, from Windows on Evidence-Based Nursing (2013).

 

Searching Nursing Databases

 

Description:

 

Read the strategies and tips located on “Searching Nursing Databases” on the GCU Library website to assist you in searching the main nursing and health sciences databases. View the associated tutorials as needed.

 

APA Basics

 

Description:

 

Reference the “APA Basics” information, located on the GCU Library website, to assist with the APA format and documentation of sources required for the assignment.

 

GCU Library Research Guides: Citing Sources

 

Description:

Research Critiques and PICOT Statement Final Draft

 

Description:

 

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the previous course assignments and the guidelines below.

 

PICOT Question

 

Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.

 

The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

 

Research Critiques

 

In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions.

 

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.

 

Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

 

Proposed Evidence-Based Practice Change

 

Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

 

General Requirements

 

Prepare this assignment according to the APA 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. Refer to theLopesWrite Technical Support articlesfor assistance.

 

Topic 5 DQ 1

 

Description:

 

The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in the research study to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Support your answer with current evidence-based literature.

Topic 5 DQ 2

 

Description:

 According to the textbook, nurses in various settings are adopting a research-based (or evidence-based) practice that incorporates research findings into their decisions and interactions with clients. How do you see this being applied in your workplace?

 

A Sample Answer For the Assignment: NRS 443V Discussion: Characteristics of Nursing Research Utilization

Title: NRS 443V Discussion: Characteristics of Nursing Research Utilization

NRS 443V Discussion: Characteristics of Nursing Research Utilization 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.