NRS 493 Topic 2 DQ 2 What is the main issue for your organization in addressing a solution to evidence-based nursing practice?

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Topic 2 DQ 2

Apr 25-29, 2022

What is the main issue for your organization in addressing a solution to evidence-based nursing practice? Discuss what might be the first step in addressing and resolving this issue.

Raimol Joseph

Posted Date

May 5, 2022, 7:37 PM

The main issue for my organization in addressing a solution to evidence-based nursing practice is the lack of nurses within the hospital to carry out evidence-based practice because qualitative care is lost because there isn’t enough nurses to carry out this task. Evidence based practice is extremely open and supportive of change which is important because of the constantly revolving nature of healthcare and disease. It can be defined as the application of research and new knowledge into daily patient care (Wilson & Austria, 2021). This is also the acceptance of abandoning old models and practices to better fit the general population and patients of diverse backgrounds who don’t fit into the mold of the “average patient.” Evidence based practice is the collaboration of researched evidenced, clinical experience, and preferences of the patients in order to provide treatment so that patient outcomes would improve patient outcomes (“Why is evidence-based practice in nursing so important?,” 2018). Evidence based practice is incorporated everyday into the nursing field in a process similar to the scientific method. This starts with the nurses formulating a question to find a solution to a problem, gathering data and evidence about the patient’s condition, medical and family history, analyzing the evidence to find a correlation or link to different disease and identify a pattern, then applying the information found into practice. Evidence based practice aids nurses in making decisions about their patients’ healthcare and treatment not just based on their own opinion but backed by research and the opinion of the patient. This also allows for nurses to be able to evaluate the risks and benefits of certain preventive methods, treatments, and preventive plans which all contribute to the overall decrease in demand for healthcare resources because patients will be diagnosed and treated correctly without delegating excessive personnel and resources trying to treat the wrong condition which lengthens a patients stay in the hospital, decreases patient outcomes, and decreases the effectiveness and quality of healthcare given by an organization. The first step in resolving this issue is acknowledging that there is an issue affecting evidence based practice within the organization. I believe the next step is asking the staff and personnel including doctors, technicians, nurses etc about what issues each unit faces and cross checking to see which of the issues are most commonly being brought up so that those issues can be solved first. Then it is necessary that the management team of the organization to formulate and brainstorm the correct and most reasonable approach to solving the issue whether that be in the form of having a job fair to increase the amount of nurses or decrease the budget and admission of patients so that the organization only does and takes what they already have resources for.

Wilson, B., & Austria, M.-J. (2021). What is evidence-based practice? What is Evidence-Based Practice? Retrieved April 24, 2022, from https://accelerate.uofuhealth.utah.edu/improvement/what-is-evidence-based-practice

Why is evidence-based practice in nursing so important? Eastern Illinois University. (2018, April 21). Retrieved April 21, 2022, from https://learnonline.eiu.edu/programs/rn-to-bsn/evidence-based-practice-important/

Esther Obiyaa

Posted Date

May 4, 2022, 4:07 AM

Evidence-based practice (EBP) is the act of making decisions about patient care that draws on an understanding of the best currently available evidence on the topic. EBP includes the integration of the best available evidence, clinical expertise, and patient values and circumstances related to patient and client management, practice management, and health policy decision-making.

The EBP encompasses more than just applying the best available evidence, many of the concerns and barriers to using evidence-based practice revolve around finding and applying research. In addition, the health personnel’s scope of practice, level of education, knowledge, previous experience with a patient, and competence are very pertinent to help carry out the evidence-based practice. Using clinical decision-making and judgment is very important. The patient cannot be left out when it comes to evidence-based practice. Considering the patient’s spiritual, cultural, and psychosocial needs to provide best practice services (American Physical Therapy Association, 2020).

The main issue for my organization in addressing a solution to evidence-based nursing practice is nurses’ reluctance to change (Mahmoud & Abdelrasol, 2019). In the hospital where I worked, the hospital developed new policies of care based on the new findings by researchers in the healthcare delivery system. I have the privilege to precept new hires on my unit and always I notice differences in how these new hires are trained by other nurses, not going by the EBP protocol provided by the hospital. This can be solved by nurse managers and nurse educators continuously educating nurses on the new EBP protocols and evaluating their effectiveness. In addition, nurses can be each other’s keepers by correcting each other respectfully when patient care is not provided based on the hospital protocol.

NRS 493 Topic 2 DQ 2 What is the main issue for your organization in addressing a solution to evidence-based nursing practice

References

American Physical Therapy Association (March 23, 2020) Components of Evidence-Based Practice

https://www.apta.org/patient-care/evidence-based-practice-resources/components-of-evidence-based-practice

Mahmoud, M. & Abdelrasol, Z.(2019).Obstacles in employing evidence-based practice by nurses in their clinical settings: a descriptive study. Frontiers of Nursing,6(2) 123-133. https://doi.org/10.2478/FON-2019-0019

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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