NUR 590 Examine the role of the advanced registered nursing in evidence-based practice

Sample Answer for NUR 590 Examine the role of the advanced registered nursing in evidence-based practice Included After Question

NUR 590 Examine the role of the advanced registered nursing in evidence-based practice

Topic 1 DQ 1

Assessment Description

Based on the PICOT you developed for NUR-550, summarize the intervention you are proposing. How does this support the population of focus, your setting, and your role? Justify how the problem you selected to investigate is amenable to a research-based intervention using the PICOT format. Include your PICOT statement with your response.

Objectives:

1. Present a PICOT for the evidence-based practice project proposal.
2. Examine the role of the advanced registered nursing in evidence-based practice.
Assessments
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Class Introductions
GO TO DISCUSSION

NUR 590 Examine the role of the advanced registered nursing in evidence-based practice
NUR 590 Examine the role of the advanced registered nursing in evidence-based practice

Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 14, 2021 11:59 PM
Points
0
Status
Upcoming
Assessment Description
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you excited about learning? What do you think will be most challenging?

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NUR-550 Literature Review – Resubmission
SUBMIT ASSIGNMENT
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 18, 2021 11:59 PM
Points
50
Rubric
View Rubric
Status
Upcoming
Assessment Description
Submit your literature review from NUR-550 for your NUR-590 instructor to review. If your NUR-550 instructor indicated areas for revision be sure to incorporate these improvements prior to submitting your paper for this assignment.
You will use the revised literature review for your final written paper in Topic, 8 detailing your evidence-based practice project proposal.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
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 not required to submit this assignment to LopesWrite.
Week 1 Participation
GO TO DISCUSSION
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 18, 2021 11:59 PM
Points
20
Status
Active
Assessment Description
There is no description for this assessment.
Resources
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Advanced Nursing Research: From Theory to Practice
Read Chapters 1 and 2 in Advanced Nursing Research: From Theory to Practice.
View Resource
________________________________________
Evidence Based Medicine Toolkit
Explore the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and Saunders (2012), located on the University of Alberta w
… Read More
http://www.ebm.med.ualberta.ca/
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Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study
Read “Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study,” by Wilson, Ice, Nakas
… Read More
http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0260691715000817
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Evidence-Based Practice Tutorial
Read the Evidence-Based Practice tutorial, located on the Duke University website.
http://guides.mclibrary.duke.edu/c.php?g=158201&p=1036002
________________________________________
Centre for Evidence Based Medicine: Resources
Explore the Resources page of the Centre for Evidence Based Medicine (CEBM) website.
http://www.cebm.net/category/ebm-resources/
________________________________________
Evidence Based Medicine
Explore the Evidence Based Medicine page of the University of Illinois Library of the Health Sciences website. Use this website as a reso
… Read More
http://researchguides.uic.edu/ebm
________________________________________
Centre for Evidence Based Medicine: About Us
Read “About Us” page of the Centre for Evidence Based Medicine (CEBM) website.
http://www.cebm.net/about
________________________________________
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapters 1-3 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
________________________________________
Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice
Read “Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice,” by Ne
… Read More
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=00005110-202105000-00003&LSLINK=80&D=ovft
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A Leader’s Guide to Implementing Evidence-Based Practice: Lead the Way to Healthcare Quality and Safety
Read “A Leader’s Guide to Implementing Evidence-Based Practice: Lead the Way to Healthcare Quality and Safety,” by Tucker and Mel
… Read More
https://link.gale.com/apps/doc/A616904277/AONE?u=canyonuniv&sid=AONE&xid=f2d66c7c
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Evaluation of a Nurse Practitioner-Led Project to Improve Communication and Collaboration in the Acute Care Setting
Read “Evaluation of a Nurse Practitioner-Led Project to Improve Communication and Collaboration in the Acute Care Setting,” by Au
… Read More
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&D=ovft&AN=01741002-900000000-99523&PDF=y

NUR 590 Examine the role of the advanced registered nursing in evidence-based practice 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.

A Sample Answer For the Assignment: NUR 590 Examine the role of the advanced registered nursing in evidence-based practice

Title: NUR 590 Examine the role of the advanced registered nursing in evidence-based practice

 

 

 

 

 

 

 

 

 

 

Faith-Based Change Initiative to Reduce Incidence of Diabetes 

Student’s Name 

Institution 

Faith-Based Change Initiative to reduce Incidence of Diabetes 

My proposed change initiative is a fitness program for faith-based organizations. In this context, fifty houses of worship in my area of choosing will conduct fitness classes once every week. The intervention will target African-Americans in the city, who are more vulnerable to diabetes, a chronic lifestyle disease. The program will work with fifty volunteers drawn from each of the fifty houses of worship, who will be trained and certified to train community members and congregants. The fitness program will provide free equipment, including barbells, exercise balls, treadmills, and stationary bikes. It will run for twelve months and provide 30 fitness classes in the twelve months. Since the developed PICOT necessitates the involvement of the federal government, the initiative will seek funding from the Department of Health and Human Services, which will cater for the training fee. The initiative aims to reach people in social places that they trust.  

The change initiative supports the population of focus by encouraging members of the community to engage in regular exercise, which will make it easy for them to control diabetes. Physical activity reduces blood glucose levels of people with no enough insulin to process glucose or if their body is resistant to insulin (Colberg et al., 2016). It helps the human body use up excess glucose. The change initiative will support my setting in that it will reach the community members in one of their most preferred social environments. It will help my role as a prospective Nurse Educator because it involves empowering the population through a fitness program with lessons that aim to accomplish better health outcomes in the future. This will enable me to address disparities in health care provision as recommended by Mabhala (2015). 

Nursing educators help nurse students hone their EBP skills and knowledge (Pashaeypoor, Ashktorab, Rassouli, & Alavi_Majd, 2017). The problem of diabetes among African-Americans is amenable to a research-based intervention using the PICOT format because it identifies a community in need and the problem, the intervention involving faith-based organizations, comparison that entails community members who are not part of the program, and the outcome, which is reduced incidence of diabetes.  

References 

Colberg, S., Sigal, R., Yardley, J., Riddell, M., Dunstan, D., & Dempsey, P. et al. (2016). Physical Activity/Exercise and Diabetes: A Position Statement of the American Diabetes Association. Diabetes Care, 39(11), 2065-2079. doi: 10.2337/dc16-1728 

Mabhala, M. (2015). Public health nurse educators’ conceptualisation of public health as a strategy to reduce health inequalities: a qualitative study. International Journal for Equity in Health, 14(1). doi: 10.1186/s12939-015-0146-2 

Pashaeypoor, S., Ashktorab, T., Rassouli, M., & Alavi_Majd, Hamid. (2017). Experiences of nursing students of evidence-based practice education according to Rogers’ diffusion of innovation model: a directed content analysis. Journal of advances in medical education & professionalism, 5(4), 203.