NUR 590 Explain the importance of a spirit of inquiry in an evidence-based culture

NUR 590 Explain the importance of a spirit of inquiry in an evidence-based culture

NUR 590 Explain the importance of a “spirit of inquiry” in an evidence-based culture

Upcoming

Assessment Description

Explain the importance of a “spirit of inquiry” in an evidence-based culture and what you can do as an advanced registered nurse to encourage this within your practice or organization. In response to your peers, compare the role and implementation of EBP in your specialty area with another advanced registered nurse specialty.

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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NUR 590 Explain the importance of a spirit of inquiry in an evidence-based culture
NUR 590 Explain the importance of a spirit of inquiry in an evidence-based culture

Class Introductions
GO TO DISCUSSION
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?

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Explain the importance of a “spirit of inquiry” in an evidence-based culture

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
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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
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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

A spirit of inquiry by nurses that goes through a systematic process for raising clinical questions is a core factor in EBP journey (Wyant, 2020). This occurs when a nurse thinks of a question in relation to an existing clinical practice and seeks ways to improve that particular practice. One way to encourage this within the organization as an advanced practice nurse is to lead by example. For example, while working in the unit we see multiple elderly patients having difficulty sleeping in the hospital, our thinking minds as clinicians will ask ourselves how we can improve their sleep patterns. This process is called the spirit of inquiry, where the “questioning” begins to exist. Motivating staff to share their experiences and thoughts should be encouraged. Their curiosity could potentially lead to improving patient’s health.

The role of EBP in my specialty area of practice with emphasis in healthcare quality and patient safety is significant in improving clinical practice and addressing patient safety concerns. Because EBP involves a problem-solving approach that integrates research evidence, it can improve health outcomes and quality of service (Songur et al., 2018). In comparison to other specialty practice, such as nurse anesthetists, EBP can help them determine which interventions can assist in guiding their practice. For example, if there are high rates of atelectasis, they can come up with EBPs that focus on the role of breathing exercises to be used pre and post procedures to determine if such interventions can help in decreasing incidence rates of atelectasis in patients.

NUR 590 Explain the importance of a “spirit of inquiry” in an evidence-based culture References

Sonğur, C., Özer, Ö., Gün, Ç. (2018). Patient safety culture, evidence-based practice and performance in nursing. Syst Pract Action Res, 31, 359–374. ttps://doi.org/10.1007/s11213-017-9430-y

Wyant, T. (2018). A spirit of inquiry leads to evidence-based answers to practice questions. ONS VOICE. https://voice.ons.org/news-and-views/a-spirit-of-inquiry-leads-to-evidence-based-answers-to-practice-questions

A Sample Answer For the Assignment: NUR 590 Explain the importance of a “spirit of inquiry” in an evidence-based culture

Title: NUR 590 Explain the importance of a “spirit of inquiry” in an evidence-based culture

Spirit of inquiry can be defined as applied professional curiosity,  and is a key element of modern nursing professional development. ”The Association for Nursing Professional Development’s goal is “to be acknowledged as the expert voice, advocate, and leading resource for nursing professional development practice (Harper et al., 2019). Being a nurse leader exemplifies the time working with others, mentoring them to help them achieve goals and become the individuals who they wish and strive to be (Bournes, 2013). Another important topic the nurse leaders identify is the passion to provide care based on research, and to know when you’re doing what you’re doing. This concept identifies nurses as much more than “just nurses”, they are known as lifelong learners and are guided by theoretical practice. As nurses we need to not only need to know not only what we are treating the patient for but also why. Educating ones self about evidence based practice should not stop at patient intervention but should also continue into patient education.

Bournes, D. A. (2013). Cultivating a spirit of inquiry using a nursing leading-following model. Nursing science quarterly, 26(2), 182-188.

Harper, M. G., Warren, J. I., Bradley, D., Bindon, S. L., & Maloney, P. (2019). Nursing professional development’s spirit of inquiry focus areas. Journal for nurses in professional development, 35(3), 118-124.

  • KM

    NUR 590 Explain the importance of a “spirit of inquiry” in an evidence-based culture 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.