NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

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Topic 6 DQ 2

Jan 12-16, 2023

Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention in DQ 1 to improve nursing practice and care delivery for individuals and populations.

REPLY TO DISCUSSION

HK

Heather Kennedy

Jan 16, 2023, 11:08 AM

Read

CAT Topic 6: Quality Improvement Initiatives and Clinical Prevention Intervention

Optional assignment for participation credit.

 

Read the article “Reviewing the Literature: Essential First Step in Research, Quality Improvement, and Implementation of Evidence-Based Practice” from your syllabus and here is the link: https://oce-ovid-com.lopes.idm.oclc.org/article/01709760-201507000-00002/HTML

 

This article is a very good synopsis on how to conduct a literature review, which will be your assignment for next week. It is important to bear in mind the literature review is not a book report but will be a synthesis of the literature published for your topic of interest (Bernhofer, 2015). The literature review you complete will serve as the background section of a research proposal or QI project.

 

After reading the article please compose a 3-2-1 response as below:

 

3 takeaways from the article:

  1. …
  2. …
  3. …

2 questions you have after reading it:

  1. …
  2. …

1 thing you enjoyed:

Reference: NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

Bernhofer, E. (2015). Reviewing the Literature. Journal for Nurses in Professional Development, 31 (4), 191-196. doi: 10.1097/NND.0000000000000171.

 

REPLY

  • LG

Jan 17, 2023, 10:48 AM

Read

3 takeaways from the article:

  1. I have a better understanding of the differences between the three types of investigative projects
  2. The relevance of conducting a literature review
  3. That the literature review sets the foundation for a projects implementation and success

2 questions you have after reading it:

  1. Is my clinical preventative intervention of routine bloodwork and screenings a good choice
  2. Are my intervention ideas enough to make a positive difference in patient care

(I don’t actually have any questions regarding the article itself, I’m just motivated to do more research into the clinical preventative intervention I have proposed)

1 thing you enjoyed:

The thing I enjoyed about reading this article is that it made our last several assignments make sense. I can see now the purpose and value of the literature review.

Reference: NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

Bernhofer, E. (2015). Reviewing the Literature. Journal for Nurses in Professional Development, 31 (4), 191-196. doi: 10.1097/NND.0000000000000171.

REPLY

  • SF

Jan 17, 2023, 12:50 PM

Read

Three takeaways from this article for me were:

There are three different types of investigative projects that include research, evidence-based implementation, and quality improvement. An important aspect of the literature review is making sure the article has been published in a peer-reviewed scientific journal so that it can be trusted as more reliable since it has been reviewed by academic experts. Lastly, if not much research is found on a topic, you can start by changing your search words, broadening the population in question, or talking to a librarian for help with research.

Two questions I have after reading the article are:

NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies
NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

Where to check that a journal is actually peer-reviewed? How long should an adequate literature review be?

Lastly, one thing I enjoyed was how the article pointed out how many nurses believe literature reviews/investigative projects are for academic scholars, not for nurses that work directly with patients. However, the article goes on to explain that this is a false belief because nurses need to be up-to-date on current research since practices are always evolving and changing.

Reference NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

Bernhofer, E. (2015). Reviewing the literature: Essential first step in research, quality improvement, and implementation of evidence-based practice. Journal for Nurses in Professional Development, 31(4), 191-196. https://doi.org/10.1097/NND.0000000000000171

REPLY

  • EP

Jan 18, 2023, 7:25 PM

Read

3 takeaways from the article:

  1. It is the responsibility of the NPD specialist to encourage and educate clinical staff about the importance of research.
  2. Nursing practice is ever changing, and research guides the clinicians practice as they provide evidence-based practice.
  3. Evidence concluded from literature review sets the bases for quality improvement and evidence-based practice.

2 questions you have after reading it:

  1. What’s the difference between literature review and quality improvement.

 

1 thing you enjoyed:

The article outlined and discussed each step included in the literature review process. This made it very easy to understand.

 

Reference: NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies

Bernhofer, E. (2015). Reviewing the Literature. Journal for Nurses in Professional Development, 31 (4), 191-196. doi: 10.1097/NND.0000000000000171.

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NUR-550 Topic 6 DQ 2 Discuss how to integrate appropriate information and communication technologies 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.

Also Read:  NUR-550 Topic 6 DQ 1 Evaluate a clinical preventative intervention designed to promote health and wellness for populations