NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

Sample Answer for NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN Included After Question

NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

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Topic 10 DQ 2

Jun 20-24, 2022

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact?

 

A Sample Answer For the Assignment: NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

Title: NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

Sharia Jones

Posted Date

Jun 26, 2022, 11:30 PM

Replies to Sharia Jones

EBP has improved the capability of decision making for nurses who are involved in critical decision making which has made EBP an essential component of the practice of a BSN-prepared RN as it standardizes practice which increases patient safety and improves patient outcomes.

Two ways in which I will continue to integrate evidence into my practice is by being a lifelong learner through continuing education course to keep me current on the latest of innovative research and technology. Through leading by example through practice, I can encourage EB practices within my work environment. The lack of time, knowledge and a general resistance to change are all identified obstacles that could challenge EBP implementation (Khammarnia, Mohammadi, et. Al., 2015). Engaging the appropriate stakeholders and administrative support are both strategies to overcome these obstacles or minimize their impact (ONS, 2022).

 

NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN
NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

 

References

 

Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2015). Barriers to implementation of evidence based practice in zahedan teaching hospitals, iran, 2014. Nursing research and practice, 2015, 357140. https://doi.org/10.1155/2015/357140

 

ONS Oncology Nursing Society. (2022). Overcome Barriers to Applying an Evidence-Based Process for Practice Change. https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-change

Coraline Powell

replied toSharia Jones

Jun 26, 2022, 11:47 PM

  • Replies to Sharia Jones

Hello Sharia,

I enjoyed reading your post. I believe in lifelong learning as a strategy of self-improvement. Especially when it comes to matters concerning implementation of EBP, I am convinced that life-long learning will empower nurses to understand and interact with various ways in which evidence is developed and implemented, in addition to finding new ways to even create and develop evidence (McMahon, 2021). One way you can become a lifelong learner is by aligning yourself with similarly inquisitive individuals such as mentors, as they are more likely to inspire a spirit of inquisitive and lifelong learning.

References

McMahon M. F. (2021). Lifelong Learning. Journal of trauma nursing : the official journal of the Society of Trauma Nurses, 28(6), 339–340. https://doi.org/10.1097/JTN.0000000000000612

Yaxhica Strong

Posted Date

Jun 26, 2022, 10:48 PM(edited)

EBP is essential to the practice of a BSN-prepared RN because it allows nurses to make the best possible decisions for their patients. Nurses inexperienced with EBP may make judgments created on personal preferences or narratives rather than evidence-based research. This type of practice can lead to a heightened risk of errors’ also helps stimulate patient safety by ensuring that nurses use the most up to date practice and appropriate methods of care. This can help to reduce the incidence of errors and improve patient outcomes. I will Continue to seek out evidence-based resources to inform practice. I will Share evidence-based resources with my colleagues and encourage them to use evidence-based methods in their practice. Obstacles that can hinder my plans are as followed. Time constraints: It can be challenging to find time to read research articles or attend conferences. One way to overcome this obstacle is to set aside time each week to keep up with the latest evidence. Lack of resources: Not all hospitals or clinics have the budget to subscribe to research journals or send staff to conferences. In this case, nurses can use free online resources, such as the Cochrane Library or PubMed, to access evidence-based information. Funding constraints may limit the resources available for evidence-based practice. One way to overcome this obstacle is to Advocate for increased funding for evidence-based resources.  Implementation barriers. Some colleagues may resist change or not see the value in using evidence-based methods. One way to overcome this obstacle is to Have open and honest conversations with colleagues about the importance of evidence-based practice

Reference:

.Kerr, H., & Rainey, D. (2021). Addressing the current challenges of adopting evidence-based practice in nursing. British journal of nursing (Mark Allen Publishing)30(16), 970–974. https://doi.org/10.12968/bjon.2021.30.16.970

CHIEN, Li-Yin Evidence-Based Practice and Nursing Research, Journal of Nursing Research: August 2019 – Volume 27 – Issue 4 – p e29 doi: 10.1097/jnr.0000000000000346

 

 

Raimol Joseph

Posted Date

Jun 26, 2022, 6:58 PM

Replies to Sharia Jones

Evidence based practice (EBP) is an essential component of the practice of a BSN prepared RN. This allows nurses to see and evaluate different procedures, medicines, and policies to balance the risks and effectiveness of these items. Evidence based practice starts by forming a clinical question that addresses the problem, gathers evidence, analyze the evidence that was gathered, applies the findings to clinical practice, and finally assessing all the results (Why is evidence-based practice in nursing so important?, 2022). This benefits nurses as it allows them to understand risks and effectiveness of various treatments and diagnostic plans. Two ways in which I can continue to integrate evidence into practice and encourage it within the work environment is always connecting to the patients and getting involved with the community by using medical and nursing knowledge to create interventions that can be used by everyone (Evidence-based practice part of online RN to BSN program, 2022).

Evidence-based practice part of online RN to BSN program. UWF Online – University of West Florida Online Programs. (2017, September 11). Retrieved June 26, 2022, from https://getonline.uwf.edu/articles/nursing/evidence-based-practice-online-rntobsn.aspx

Why is evidence-based practice in nursing so important? Eastern Illinois University. (2022, May 20). Retrieved June 26, 2022, from https://learnonline.eiu.edu/programs/rn-to-bsn/evidence-based-practice-important/#:~:text=EBP%20enables%20nurses%20to%20evaluate,patients%20in%20their%20care%20plan.

Lydia Kwofie

replied toRaimol Joseph

Jun 26, 2022, 10:38 PM

  • Replies to Raimol Joseph

Hi Raimol,

I agree that EBP starts by going through set procedures. The experience and education that I have received in studying my Bachelor of Science in Nursing (BSN) program has helped me gain knowledge and skills on how to obtain, evaluate and implement the use of evidence in my nursing practice. For instance, I have been equipped with formulating a PICOT question that guides me in doing relevant and quality research in nursing. I have also gained knowledge in quality improvement, which is one of the critical areas in nursing practice. One way of integrating the use of evidence into practice is through performing educational activities that are essential in enhancing awareness of the adoption of change within an organization. Second, I will integrate all stakeholders while implementing evidence-based practice to prevent resistance from other stakeholders.

 

Tucker, S., McNett, M., Mazurek Melnyk, B., Hanrahan, K., Hunter, S. C., Kim, B., … & Kitson, A. (2021). Implementation science: Application of evidence‐based practice models to improve healthcare quality. Worldviews on Evidence‐Based Nursing18(2), 76-84.

  • Yaxhica Strong

replied toRaimol Joseph

Jun 26, 2022, 11:08 PM

  • Replies to Raimol Joseph

    NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN
    NRS 493 Topic 10 DQ 2 Discuss why EBP is an essential component of the practice of a BSN-prepared RN

Raimol,

Before entering the BSN program i was not aware of the benefits of evidence practice. It is so important to me at this stage in practice. When I practices as a LPN I didn’t understand how An ADN performed.

I thought I was just as effective. Through this process of the BSN program, I can say without the use of evidence base practice. A nurse takes a chance at jeopardizing their license.

Rudman, A., Boström, A. M., Wallin, L., Gustavsson, P., & Ehrenberg, A. (2020). Registered Nurses’ Evidence-Based Practice Revisited: A Longitudinal Study in Mid-Career. Worldviews on evidence-based nursing17(5), 348–355. https://doi.org/10.1111/wvn.12468

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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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