NUR 513 Describe the steps of the evidence-based research process

NUR 513 Describe the steps of the evidence-based research process

Sample Answer for NUR 513 Describe the steps of the evidence-based research process Included After Question

Topic 7 DQ 1

Description:

Describe the steps of the evidence-based research process and the impo1tance of using them. In the initial stages of an EBP project, where do nurses in your specialty go to locate sources of information that help them to determine whether or not a practice problem is appropriate for an evidence-based practice change proposal? Include two specific sources of information in your discussion.

A Sample Answer For the Assignment: NUR 513 Describe the steps of the evidence-based research process

Title: NUR 513 Describe the steps of the evidence-based research process

Evidence-Based Practice Proposal: Health Informatics – Medication Error 

Evidence-based practice (EBP) is the careful and well-advised application of contemporary best evidence in concurrence with clinical knowledge and patient ethics. One of the examples of EBP is the piloting of health care determinations through the use of health informatics in mitigating medication errors. The evidence-based practice procedures have five cardinal stairs: Constructing the clinical question, where the nurse constructs applicable and an accountable clinical question based on the patient’s manifestation (Escoffery et al., 2019).  Similarly, at the second step of probing for the best available and accessible evidence, the nurse chooses helpful resources and performs a search. At stage three, an astute analysis of evidence to ascertain rationality and practicality are done to determine the validity and the practicality of the research. In addition, the fourth stage involves the amalgamation of the appraisal with personal clinical knowledge and the patient’s predisposition to make a decision to mitigate a patient’s case. Further, the last step of assessing the process to improve it (Iowa Model Collaborative et al., 2017).

The Importance of Using the Steps of Evidence-Based Practice

The application of evidence-based practice makes certain clinical practices based on solid evidence and patients have satisfaction. In addition, using evidence-based practice translates into more harmonious clinical suggestions and practice over the health system. Besides, the evidence-based practice also recognizes that patient ethics, choices, and situations are taken into account to increase the probability of good services results and not harm. (Fisher & Bloomfield, 2019). In the initial stages of an EBP project, nurses in the specialty of health informatics locate sources of information from online patient portals and electronic medical records (Fisher & Bloomfield, 2019). Examples of specific sources of information include American Health Information Management Association (AHIMA) and American Nurses Association portal, among others.

References

Escoffery, C., Lebow-Skelley, E., Udelson, H., Böing, E. A., Wood, R., Fernandez, M. E., & Mullen, P. D. (2019). A scoping study of frameworks for adapting public health evidence-based interventions. Translational behavioral medicine, 9(1), 1-10. https://doi.org/10.1093/tbm/ibx067

Fisher, M. J., & Bloomfield, J. (2019, May). Understanding the research process. Journal of the Australasian Rehabilitation Nurses Association, 32 (2). https://search.informit.org/doi/10.3316/informit.500673642524420

Iowa Model Collaborative, Buckwalter, K. C., Cullen, L., Hanrahan, K., Kleiber, C., McCarthy, A. M., … & Authored on behalf of the Iowa Model Collaborative. (2017). Iowa model of evidence‐based practice: Revisions and validation. Worldviews on Evidence‐Based Nursing, 14(3), 175-182. https://doi.org/10.1111/wvn.12223

A Sample Answer 2 For the Assignment: NUR 513 Describe the steps of the evidence-based research process

Title: NUR 513 Describe the steps of the evidence-based research process

When I initially signed up for classes, I had no idea Grand Canyon University (GCU) was a Christian institution focusing on empowering Christian values in its students and the world as a whole. My friend introduced me to the school but did not mention anything about their Christian enrichment. I always seemed surprised to read biblical lessons from my professors during my bachelor’s program and wondered why they chose to do that. I understood the purpose during my graduation ceremony when I received a Bible as a graduation prize. To this day, that is the Bible I use at church. Whenever I open it, it reminds me of my achievement and makes me feel like I belong to a special kingdom, the Kingdom of God’s people. Through my secondary school in Ghana, I had the opportunity to study in Roman Catholic seminaries, so I am very familiar with Christian institutions like Grand Canyon University that focus on equipping students with knowledge of the Christian worldview and instilling in them a sense of purpose and vocational calling that enables them to be innovative thinkers, effective communicators, global contributors, and transformative leaders who change their communities by placing the interests of others before their own. I am very happy I belong here, with God’s people, and am pursuing God’s purpose to care for one another.  God bless us all.

Evidence-based practice (EBP) in nursing has been proven to contribute to high-quality care through nursing research. It also refers to using the best available evidence for decision-making and providing efficient and effective care for patients on a scientific basis to enhance healthcare safety and improve patient outcomes (Li et al., 2019). According to the American Nurses Association (ANA, n.d.), evidence-based practices have five basic guidelines for researchers to ask a clear question about the patient’s issue and determine an ultimate goal, such as improving a procedure to help their specific condition through acquiring the best evidence by searching clinical articles from genuine sources, appraise the resources gathered to determine if the information is valid, of optimal quality compared to the evidence levels, and relevant for the patient, apply the evidence to clinical practice by making decisions based on your nursing expertise and the new information, assess outcomes to determine if the treatment was effective and should be considered for other patients. These assist researchers in using the step-by-step approaches until the research is completed. Throughout the research, researchers focus on the importance of the process and pass the test of currency, relevance, authority, accuracy, and purpose (New Jersey Institute of Technology, 2023). Grand Canyon University (GCU) nursing students will greatly benefit from using databases like CINAHL, which has a large supply of full-text resources including journals, care sheets, and continuing education modules. PUBMED is also a research database that provides full-text articles from journals, books, and other publications about life science and medicine (Nurse Journal Staff, 2022). Researching through links will prove the reliability of the research sources and evidence-based practices.

NUR 513 Describe the steps of the evidence-based research process
NUR 513 Describe the steps of the evidence-based research process

References

American Nurses Association (ANA, N.D.) What is evidence-based practice in nursing?

https://www.nursingworld.org/practice-policy/nursing-excellence/evidence-based-practice-in-nursing/

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: knowledge, attitudes, implementation, facilitators, and barriers among community nurses—systematic review. Medicine, 98(39), e17209. https://doi.org/10.1097/MD.0000000000017209

New Jersey Institute of Technology (2023). How to Evaluate Information Sources

https://researchguides.njit.edu/evaluate/CRAAP

Nurse Journal Staff (2022) Online Research Guide for Nursing Students

https://nursejournal.org/resources/online-nursing-degree-research-guide/

A Sample Answer 3 For the Assignment: NUR 513 Describe the steps of the evidence-based research process

Title: NUR 513 Describe the steps of the evidence-based research process

Applying Evidence-based practice (EBP) helps healthcare workers deliver safe quality patient care. Nurses strive to deliver the best patient care and by using EBP as guidance in addition to theories, patients will have better outcomes and will also have a better chance of reaching their health goals. “Evidence-based practice (EBP) is defined as merging patients’ values and preferences with clinical expertise and best available evidence to provide the highest quality care possible to patients” (Abelsson et al., 2024, p. 2). The steps that are followed are ask, acquire, appraise, apply, and assess. These five questions allow for the EBP to be more patient-specific and tailored to their therapeutic needs. In the initial steps of asking, Public Health Nurses can locate information in peer-reviewed journal articles or information from clinical trials for instance. According to Kenedy & Ramukumba (2020), exponential growth in knowledge and the ease of access to vast amounts of information has illuminated significant opportunities and challenges for Public Health Nurses. There is much work to be done, but using guidelines such as EBP and nursing theories will help direct the correct and most beneficial flow of patient care.

 

References

Abelsson, T., Karlsson, A.-K., Morténius, H., Baigi, A., & Bergman, S. (2024). The dilemma of the split between theory and reality as experienced by primary healthcare professionals: a mixed methods study of evidence-based practice in a primary care context. BMC Primary Care, 25(1), 1–11. https://doi-org.lopes.idm.oclc.org/10.1186/s12875-023-02237-9

Kennedy, C., & Ramukumba, M. M. (2020). Systematic and integrative reviews: synthesizing evidence for community nursing practice. British Journal of Community Nursing, 25(1), 6–9. https://doi-org.lopes.idm.oclc.org/10.12968/bjcn.2020.25.1.6

 

Description

Objectives:

1. Discuss the importance of evidence-based practice within advanced registered nursing practice.
2. Evaluate the role of the advanced registered nurse in relation to ethical conduct in research.
3. Investigate databases to identify evidence-based practice research related to an area of interest in your practice.
Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Review Chapters 20-22 in Advanced Practice Nursing: Essential Knowledge for the Profession.

GCU Library: Nursing and Health Sciences Research Guide

Description:

Revie w the “Nursing and Health Sciences” research guide, located on the GCU Library website.

Defining Scholarship for the Discipline of Nursing

Description:

Read “Defining Scholars hip for the Discipline of Nursing,” by Edwards, Alic hnie, Easle y, Edw ardso n, Keating, and Stanley (1999 ), located on the American Association of Colleges of Nursing website.

The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas

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Description:

Read “The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas,” by Stevens, from Online Journal of Issues in Nursing(2013).

Cochrane Library

Description:

Explore the Cochrane Libra1y website.

GCU Library: General Research Guide

Description:

Review the “General Research” guide , located on the GCU Libra1y website.

GCU Library: Persistent Links Research Guide

Description:

Review the “Persistent Links” research guide , located on the GCU Libra1y website, to learn how to locate persistent links for libra1y articles , videos, etc.

RefWorks from the GCU Library

Description:

Manage your citations with the RefWorks tool , located on the GCU Libra1y website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.).

GCU Library: Nursing and Health Sciences Research Guide

Description:

Review the “Nursing and Health Sciences” research guid e, located on the GCU Library 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.