NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Sample Answer for NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice Included After Question

Topic 5 DQ 1

During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice. Consider an area in your specialty that you believe needs improvement. Which nursing theories could you apply to this problem? Why is this the best theory?

A Sample Answer For the Assignment: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Title: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

This course is exciting because you are just starting your MSN journey. Also, within this course we get to delve into nursing theory and its importance within nursing. We often come into new roles, new experiences, and new information with some preconceived ideas or expectations. The reality does not always mirror what we thought. In this exercise, I would like you to examine your experiences thus far and compare and contrast them to the expectations you had coming into this course. This can be in relation to course content, course expectations, or in beginning the program itself. In reviewing this, please relate how this has impacted you and what you have learned through the experience. What key elements that you have discovered will you incorporate going forward?

As always, this is not a required activity but substantive responses will count towards participation. I do hope that this further helps you reflect on what you are hoping for in your educational journey, where you are now, and how you will utilize what you have learned for the future. I look forward to reading your responses.

I feel my experience starting my MSN journey has been better than I thought it would be. I was nervous about going back to school and working full time. My full time is Monday through Friday, so it is different from when I was working on my BSN and working three 12 hour shifts. I thought my MSN journey would be writing long papers every week. I am glad it is not. There is a balance between papers and other assignments. I do enjoy the discussions and reading other’s posts. For this course so far, I have also enjoyed learning about all of the different advanced practice roles. That is one reason I delayed going back to school because I did not really know what I wanted to do. I also have forgotten how much I really like learning and having a goal. Looking back, I feel I have not had a goal in a long time, and it feels great to be working towards something. I wish I would have started my MSN journey a long time ago. The journey is not easy. I imagine it will get more difficult as I move through the courses, but I am motivated. I have even thought of what I will do next after completing my MSN. Maybe I will continue and work on a doctorate or a MBA, but I have learned not to wait.

As I’m reading your post I realized that most of us kind of have the same tough about going back to school after a long periods of time. I’m glad that I was fortunate enough to return after one year post my BSN. At first I was worried of not able to balance between work ,school and my family . But for the past few weeks through my interactions with peers ,and all of informative posts that I was able read from my professor and classmates changed drastically my Opinions. Obtaining my MSN was a dream that I cherished since I started nursing school. I hope to go furthermore as long as I have the ability to do so . I know there will be a lot of challenges , and I’m ready to embrace whatever that may come with it. I’m enforcing my self to stay on a positive notes by putting God first in everything that I’m doing . With his power everything is possible. And I know for sure that I will make it through the end by his grace. I’m leaving in God’s times by letting him guide my life day by day.

A Sample Answer 2 For the Assignment: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Title: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

It is always interesting to see if your expectations will resemble reality. I can truly say I had no idea what to expect when starting this journey. I assumed that we would have a lot of online lectures and less discussion posts. Before starting this class, I had a negative mindset on discussion posts; I have always thought they were busy work and a waste of time. However, this class has completely changed my mindset. I have gained so much insight from researching for my own discussion posts and from reading my classmates discussion posts. All of the topics we have addressed have been beneficial information that I had little to no knowledge on prior. The biggest key element that I have learned so far is to have an open mind to different kinds of learning. It is always difficult to get used to new forms of learning, but I am excited to see what else this program has in store.

Now a month into this MSN program, I can say that, even though I didn’t have a clear idea of what to expect, I have been surprised by many aspects of the program. There is more discussion than I anticipated. I was expecting a more traditional lecture-style learning environment. Even though it’s not what I expected, I am enjoying the short essay discussion format. I’m enlightened by my peers’ responses. I have also learned a lot about advanced practiced nursing roles as well as the history of the science of nursing and nursing theories through these assignments. I am finding that I’m spending more time and energy than I anticipated on trying to master APA formatting. This has been a frustration for me. While I understand the importance of it, I find it to be distracting from the content that we’re studying. I am hopeful that I will continue to improve my fluency with this style of writing. Overall, I am enjoying the program and I’m glad that I chose to take on this challenge. I’m also excited for what doors having my MSN will open for me in the future.

Taking an online course for the first time is very challenging for me. I have taken an online course through American Association of Critical Care Nurse organization during the start of my ICU journey called the ECCO. Nurses have weekly modules that must be completed and there is a quiz at the end. I did not expect that there will be multiple discussion posts and replies per week. I am now adjusting to the change and learning as much as I can. The weekly discussion enabled me to dive in the topic and use my knowledge and experiences. This course also helped me improve my vocabulary and learning new words as I go.

A Sample Answer 3 For the Assignment: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Title: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

My experience with MSN is better than before. My journey has been excellent as far as I learned many advanced nurse roles and applications. Also, I got detailed knowledge regarding nursing theories and their application in my future advanced nursing roles. When I started this program, I was so nervous and concerned about time management. I had no idea how to utilize my time effectively between family, work, and education. As the weeks moved on, I learned how to manage time and accommodate my activities according to priority. I feel like my journey is a continuous process and this course helped me to get more ideas that what are the roles of advanced nursing, different nursing theories, and the application of these theories in different situations in patient care. All this knowledge helps me to improve my nursing proficiency and skills.

Patients admitted in ICU often require multiple aids of supportive medications as well as machines like ventilators and dialysis machines etc. This will lead them to increase the length of hospital stay and more chances of developing hospital-acquired pressure injuries (HAPI’s).

If we aren’t taking proper care of these critically ill patients, ie; turning Q2 hourly, offloading the pressure points, protecting the pressure areas, and improving the nutritional status, It can cause HAPI’s that increase the pain, infection, physical and financial burden and also adversely affect the patient outcome.

Being on the skin committee auditing team, I have noticed if RN’s initiated skin treatment pathway orders set proactively during the time of admission, HAPI’s could have been prevented effectively. Skin treatment pathway order set can control the further deterioration of the skin condition. Chances of HAPI occurrence are measured on the “Braden Scale” which is composed of “6 subscales” and it varies from 6 all the way to 23 (Rondinelli, 2018). We analyze the existence of problems with collecting patient data and having treated them over the months gives a better outlook on the severity of this issue. Although the skin treatment pathway has come a long way there is still room for improvement and the goal is to be in a workplace where patients feel the utmost comfort and care from nurses. The theory that supports this would be the Self-care deficit theory, which is applicable to ICU patients during the transition of their care. Most of the patients after a hospital stay discharged to the rehab center or Long-term care facility, during that time they need a space to work on them self. Moreover, this theory aims to provide self-growth and independence.

 

Reference:

Rondinelli, J., Zuniga, S., Kipnis, P., Kawar, L. N., Liu, V., & Escobar, G. J. (2018). Hospital-acquired pressure injury: Risk-adjusted comparisons in an integrated healthcare delivery system. Nursing research. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6013055/

A Sample Answer 4 For the Assignment: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Title: NUR 513 Topic 5 DQ 1 During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

One of the most important measures hospitals nationwide are looking to reduce is the number of hospital-acquired infections their patients are contracting. Hospital-acquired infections, also known as healthcare-associated infections (HAI), are nosocomially acquired infections that are typically not present or might be incubating at the time of admission, and these infections are usually acquired after hospitalization and manifest 48 hours after admission to the hospital (Monegro et al., 2023). These infections include catheter-associated urinary tract infections, central line-associated bloodstream infections, surgical site infections, ventilator-associated pneumonia, hospital-acquired pneumonia, and Clostridium Difficile infections (Monegro et al., 2023).  These infections can be potentially dangerous to the patient causing Sepsis or even killing the patient. With prompt recognition of the signs and symptoms of infections, nurses nationwide can prevent patients from attracting new infections after hospitalization and protect their health and well-being.

With the introduction of improved sanitation measures introduced by the Environmental theory of Florence Nightingale, patients nationwide can have a decrease in the length of stay within the inpatient units and improvement in the safety of the care that nurses can provide. Utilizing the Environmental theory for this national issue is the best decision because it developed the implementation of infection control measures and improved sanitation practices within the hospital to decrease the number of hospital-acquired infections that patients were contracting. Nightingale’s Environmental Theory was developed over time, commencing some years before the Crimean War, followed by two difficult years of service during the War and approximately four years post-war, up to the point of publication of Notes on Nursing: What it is and what it is not, in which she details her concepts on sanitary conditions, aligned with holistic patient care (Gilbert, 2020).

Improved sanitary conditions and the subsequent improvement of the mortality rate during the Crimean War are evidence of Nightingale’s belief in, and adherence to, the factors that form her Environmental Theory (Gilbert, 2020). Nightingale states there are five basic concepts to consider which must all be present for houses to provide a healthy environment: pure water, pure air, efficient drainage, cleanliness, and light (Gilbert, 2020). According to Gilbert (2020), these concepts, together with the basic infection control techniques of hand washing and general cleanliness, proved efficacious, as shown in her statistical model of war mortality rates. She also created observations that nurses would employ ‘wise and humane management’ to prevent infection in the first place. Nightingale as the mother of the nursing profession and her theory on maintaining a clean and sanitary patient environment have driven the sanitary measures that nurses employ before the patient comes to the unit, which have only gotten better since the beginning of time.

Gilbert, H. (2020). Florence Nightingale’s Environmental Theory and its influence on contemporary infection control. Collegian. 626-633. https://doi.org/10.1016/j.colegn.2020.09.006

Monegro, A., Muppidi, V., Regunath, H. (2023). Hospital-Acquired Infections. StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK441857/

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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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