NURS 6051 Week 10 course project Course Project: Part 3—Translating Evidence Into Practice

Course Project: Part 3—Translating Evidence Into Practice

In Part 3 of the Course Project,
you consider how the evidence you gathered during Part 2 can be translated into
nursing practice.

Now that you have located
available research on your PICOT question, you will examine what the research
indicates about nursing practices. Connecting research evidence and findings to
actual decisions and tasks that nurses complete in their daily practice is
essentially what evidence-based practice is all about. This final component of
the Course Project asks you to translate the evidence and data from your
literature review into authentic practices that can be adopted to improve
health care outcomes. In addition, you will also consider possible methods and
strategies for disseminating evidence-based practices to your colleagues and to
the broader health care field.

To prepare:

Consider Parts 1 and 2 of your
Course Project. How does the research address your PICOT question?

With your PICOT question in mind,
identify at least one nursing practice that is supported by the evidence in two
or more of the articles from your literature review. Consider what the evidence
indicates about how this practice contributes to better outcomes.

Explore possible consequences of
failing to adopt the evidence-based practice that you identified.

Consider how you would disseminate
information about this evidence-based practice throughout your organization or
practice setting. How would you communicate the importance of the practice?

To complete:

In a 3- to 4-page paper:

NURS 6051 Week 10 course project Course Project Part 3—Translating Evidence Into Practice — NURS 6051 Week 10 course project Course Project: Part 3—Translating Evidence Into Practice

Restate your PICOT question and
its significance to nursing practice.

Summarize the findings from the
articles you selected for your literature review. Describe at least one nursing
practice that is supported by the evidence in the articles. Justify your
response with specific references to at least 2 of the articles.

Explain how the evidence-based
practice that you identified contributes to better outcomes. In addition,
identify potential negative outcomes that could result from failing to use the
evidence-based practice.

Outline the strategy for
disseminating the evidence-based practice that you identified throughout your
practice setting. Explain how you would communicate the importance of the
practice to your colleagues. Describe how you would move from disseminating the
information to implementing the evidence-based practice within your
organization. How would you address concerns and opposition to the change in
practice?

By Day 7 of Week 10

This part of the Course Project is
due. It should be combined with the other two components of the Course Project
and turned in as your Portfolio Assignment for this course.

Note: In addition, include a
1-page summary of your project.

For this final iteration, you will
need to:

Submit your paper to Grammarly and
SafeAssign through the Walden Writing Center. Based on the Grammarly and
SafeAssign reports, revise your paper as necessary.

Reminder: The School of Nursing
requires that all papers submitted include a title page, introduction, summary,
and references. The School of Nursing Sample Paper provided at the Walden
Writing Center provides an example of those required elements (available from
the Walden University website found in this week’s Learning Resources). All
papers submitted must use this formatting.

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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.