NUR 590 DQ: Strategies to Create an EBP Culture in Health Care

NUR 590 DQ: Strategies to Create an EBP Culture in Health Care

Sample Answer for NUR 590 DQ: Strategies to Create an EBP Culture in Health Care Included After Question

NUR 590 DQ Strategies to Create an EBP Culture in Health Care

 

Topic 2 DQ 2

Assessment Description

Do you foresee any issues with the proposed implementation of your project? Identify a strategy to help create or sustain a higher level of readiness to change with your organization and discuss how current research or literature will be used to ensure that change is based on current evidence.

Assessment Description

In order to successfully implement a change within an organization, the change agent must assess the organization’s culture and readiness for change. In 750-1,000 words, analyze the culture and level of readiness of the organization for which your evidence-based practice project is proposed. You will use the assessment of the organization’s culture and readiness in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

1. Describe the organization’s culture and explain to what degree the culture supports change. Consider organizational and leadership structure, mission and values, interprofessional collaboration/team engagement, communication, perception of the organization by employees, etc.
2. Select an organizational readiness tool and assess the level or readiness for change within your organization. Identify the readiness tool and summarize the survey results. Discuss the degree to which the culture will support and sustain an evidence-based practice change. Consider strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources. Provide rationale.
3. Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization.
4. Propose strategies to better facilitate the readiness of the organization.
5. Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal.
6. Explain what information and communication technologies are needed for the implementation and how they will be integrated in the setting by the internal stakeholders. Explain how these will help improve nursing practice and care delivery for individuals and populations for your intervention.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
You are required to cite a minimum four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

NUR 590 DQ Strategies to Create an EBP Culture in Health Care
NUR 590 DQ Strategies to Create an EBP Culture in Health Care

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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing
3.1: Assess health care processes and systems to recommend measures for improving quality, safety, and cost-effectiveness across an organization.
3.3: Integrate appropriate information and communication technologies to improve nursing practice and care delivery for individuals and populations.

Objectives:

1. Describe effective strategies to create an evidence-based practice culture within a health care setting.
2. Identify stakeholders needed for the evidence-based practice project.
3. Assess organizational readiness for the evidence-based practice project.
Assessments
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Topic 2 DQ 1
GO TO DISCUSSION
Start Date
Aug 19, 2021 12:00 AM
Due Date
Aug 21, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Compare two organizational readiness tools. Identify the tool you selected and explain why it is most appropriate for assessing your organization.

Week 2 Participation
GO TO DISCUSSION
Start Date
Aug 19, 2021 12:00 AM
Due Date
Aug 25, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
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Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice
Read “Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice,” by Mat
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104283177&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
________________________________________
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapters 15 and 18 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
________________________________________
Agency for Healthcare Research and Quality
Explore the Agency for Healthcare Research and Quality (AHRQ) website.
http://www.ahrq.gov/
________________________________________
Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice
Read “Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice,” by Ost, Blalock, Fagan, Sweeney, an
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https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=143440827&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
________________________________________
JBI EBP Resources
Use the JBI EBP Resources to search for EBP resources related to your project.
https://jbi.global/ebp
________________________________________
Organizational Readiness Tools for Global Health Intervention: A Review
Read “Organizational Readiness Tools for Global Health Intervention: A Review,” by Dearing, from Frontiers in Public Health</
… Read More
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5840160/
________________________________________
The Checklist: Recognize Limits, but Harness Its Power
Read “The Checklist: Recognize Limits, but Harness Its Power,” by Grif Alspach, from Critical Care Nurse (2017).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=125112053&site=ehost-live&scope=site
________________________________________
Cochrane Library
Explore the Cochrane Library website.
http://www.thecochranelibrary.com/view/0/index.html
________________________________________
A Multisite Health System Survey to Assess Organizational Context to Support Evidence-Based Nursing
Read “A Multisite Health System Survey to Assess Organizational Context to Support Evidence-Based Nursing,” by Pitmann et al., fr
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________________________________________
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapters 23 and 24 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
________________________________________
Readiness Assessment
Read “Readiness Assessment” (2015), located on the Agency for Healthcare Research and Quality (AHRQ) website.
https://www.ahrq.gov/teamstepps/readiness/index.html
________________________________________
Cultivate a Culture of Excellence at the Point of Care
Read “Cultivate a Culture of Excellence at the Point of Care,” by Medeiros, from Nursing Management (2020).
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006247-202005000-00002&LSLINK=80&D=ovft
________________________________________
The Cochrane Collaboration
Explore the Cochrane Collaboration website.
http://www.cochrane.org/
________________________________________
6 Steps for Transforming Organizational EBP Culture
Read “6 Steps for Transforming Organizational EBP Culture,” by Ogiehor-Enoma, Taqueban, and Anosike, from Nursing Management<
… Read More
https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&NEWS=N&PAGE=fulltext&AN=00006247-201005000-00004&LSLINK=80&D=ovft

A Sample Answer For the Assignment: NUR 590 DQ: Strategies to Create an EBP Culture in Health Care

Title: NUR 590 DQ: Strategies to Create an EBP Culture in Health Care

 

Making the Case for Evidence-Based Practice: Strategies to Review and Critique Literature 

As an advance registered nurse, one is required to be abreast with new research endeavors in order to create, improve as well as increase knowledge with respect to a given study. This implies that nurses need to understand the strategies to critique research by analyzing the relevance of the literature article (LoBiondo-Wood & Haber, 2017). Put otherwise, a nurse is required to select peer-reviewed articles published within the last five years and whose margins of evidence are supported by appropriate study designs. In conjunction to this, nurses should pursue systematic research that yields trustworthy outcomes based on the topic of study. Guided by this argument, a nurse can critique rogue methods of study design and practices used in literature materials to question the validity as well as the reliability of the tools used in the research (Phillips et al., 2014). Nonetheless, an advance registered nurse need to read investigative reports on the topic of research to develop new expertise and approaches that provide answers to enquiries about vacuum that exists on the selected literature material.  

As an advance registered nurse, one would critically appraise systematic studies for a given evidence-based practice (EBP). This means that the findings will be synthesized to affirm if they are based on scientific evidence to support a given clinical practice (LoBiondo-Wood & Haber, 2017). Moreover, critical appraisal will be undertaken to ensure that the practice outcomes are not based on quasi trials which might lead to errors during the implementation of a clinical project. However, a nurse will also compare findings of literature research with related articles to broaden the scope of synthesis of evidence from a wide range of studies (Phillips et al., 2014). This will enhance reliability of the outcomes to guide in decisions for implementation.  

 

 

References 

LoBiondo-Wood, G., & Haber, J. (2017). Nursing research-E-book: methods and critical appraisal for evidence-based practice. Elsevier Health Sciences. 

Phillips, A. C., Lewis, L. K., McEvoy, M. P., Galipeau, J., Glasziou, P., Hammick, M., … & Williams, M. T. (2014). A systematic review of how studies describe educational interventions for evidence-based practice: stage 1 of the development of a reporting guideline. BMC medical education, 14(1), 152. 

NUR 590 DQ: Strategies to Create an EBP Culture in Health Care Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.