NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

Sample Answer for NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing Included After Question

NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

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Topic 1 DQ 1

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 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.

 

A Sample Answer For the Assignment: NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

Title: NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

Science teaches us to explore and question. In medicine, it the same. There is always something to explore in medicine, whether its to improve upon interventions or to learn complex diseases. Throughout my career as a nurse and nursing student, it was always expressed to me that in order for me to become a successful nurse I would need to engage in continuing education for the life of my career. In life, we should always strive for continuing education for personal development and growth. The future of nursing will require nurses to question, explore and take initiative making decisions on patient care, interventions, in leadership and public health. “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” (National League of Nursing, 2014, para. 1). The COVID-19 pandemic was a wake up call in that we as a nation need to focus on improving our nursing practice. Nurses will need to be encourage and pushed into leadership roles, executive positions and in the areas a research and development. Many nurses took the lead in saving their patients and hospitals as the pandemic ravaged hospitals throughout the country. There was also a spike in people researching how to get into the field of medicine (particularly in nursing and nursing research). There became a fascination into epidemiology, public health and medical research as people and nurses became curious about vaccine development and how outbreaks of disease and virus happen. As a advanced registered I would encourage evidence based culture by being an example of someone who uses EBP and work in collaboration with other staffers to implement EBP research into the real world. During the heigh of the pandemic, EBP research was used to help patients as other interventions and methods failed.

Implementing EBP

 

In the field of advanced nursing practice, there are various ways advanced nurses implement EBPs. Nurse practitioners implement and EBP “when she/he prescribes a treatment for a patient that is substantiated by scientific research; Often, nurse practitioners look for an experimental study that compares the efficacy of a treatment with an untreated control group” (Nurse Practitioner Schools, 2021).

 

Certified mid-wifery

 

For nursing midwives, EBP is are used to enhance the lives of the mother, child and community. Mothers are the backbone of communities and the health and safety of woman determines the health and safety of their respective communities. Areas of challenges are identified and EBP are used to improve the lives of women in order to safely carry, deliver and raise children.

References: NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

National League of Nursing. (2014). Practical/Vocational Nursing Program Outcome: Spirit of Inquiry. https://www.nln.org/docs/default-source/default-document-library/spirit-of-inquiry-final.pdf?sfvrsn=0

Nurse Practitioner Schools. (2021). Guide to Evidence-Based Nursing Practice for NPs. Retrieved from https://www.nursepractitionerschools.com/resources/guide-to-evidence-based-nursing-practice/

 

A spirit of inquiry could be rephrased as curiosity and desire for increased knowledge by on current best practices as defined by research. Currently it can take many years for new information to be put into practice to achieve the quadruple aim of EBP: improvement of healthcare quality, improved patient outcomes, reduced costs, and empowered clinicians (Melnyk & Fineout-Overholt, 2019). Some ways to evaluate EPB includes quality improvement projects as well as outcome management (Melnyk & Fineout-Overholt, 2019).

Nursing informatics is the study and integration of nursing with information technology, like EHRs and statistics, to support all care team members in decision making. Advanced practice nurses can encourage EBP and inquiry by identifying and solving problems. Therefore, nursing informatics (NI) can use help improve processes and the floor nurses’ experiences with EHR. One way my organization is doing this currently is re-educating nurses on the EHR system, Meditech. Nurses have been showing each other “one thing I learned.” Therefore, while in class the nurse may heave learned one thing, by sharing that learning, nurses have reinforced their learning while picking up other time saving tips.

 

Melnyk, B.M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13:9781496384539

An evidence-based culture in a healthcare organization is an easy thing to aspire to, yet a challenging and rigorous process to truly pursue and achieve. It is essential that a “spirit of inquiry” be fostered in order to truly achieve the ultimate goal of evidence-based practice that comes from a culture that supports clinical care that is validated by substantial research and data.

 

According to Wyant (2018), it is critical that a culture of evidence-based practice begin with asking the right questions, and pursuing the correct information to support practice change in order to achieve better patient care results and outcomes. But even before the right questions can be asked, a spirit of inquiry must exist in order to stimulate the curiosity and wonder of what could be, and how things could be better. Known as “step 0” of the evidence-base practice process, a spirit of inquiry, or wonder, is often triggered when a registered nurse reads an article with an interesting approach to a patient care issue, an individual comes up with an idea as to better improve a care practice, or the question is simply asked, “what else is out there, and is there a proven way to do this best?”. All of these initial questions support a spirit of inquiry, which triggers the beginning of an amazing journey known as evidence-based practice, translational research, literature review and practice implementation and observation/improvement (Wyant, 2018).

 

As a registered nurse, and specifically as a nurse leader, it is one’s duty to promote, celebrate and praise those who ask the hard questions of why and how patient care could be improved. It is essential that these individuals with a deep wonder of the “what if’s” be supported and encouraged to speak up, in order to create a culture of evidence-base practice that begins with the genuine spirit of inquiry and curiosity (Wyant, 2018). As a current nurse leader, and one who coaches others in leadership practices and improvement projects, this is a great reminder to me to speak truth into these individuals that when an engaged caregivers asks how we could do better, it is not necessarily a critique on the current – but instead, a genuine curiosity, and wonder of what could be.

 

References NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

 

Wyant, T. (2018). A Spirit of Inquiry Leads to Evidence-Based Answers to Practice Questions.

ONS Voice,

33(1), 43

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 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing
NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

References NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing

 

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

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NUR 590 Topic 1 DQ 1 Based on the PICOT you developed for NUR-550 summarize the intervention you are proposing 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 Literature Review – Resubmission Essay