NURS 6052 DQ Where in the World Is Evidence-Based Practice?

NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Sample Answer for NURS 6052 DQ Where in the World Is Evidence-Based Practice? Included After Question

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare:

  • Review the Resources and reflect on the definition and goal of EBP.
  • Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
  • Explore the website to determine where and to what extent EBP is evident.

BY DAY 3 OF WEEK 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

BY DAY 6 OF WEEK 1

Respond to at least two of your colleagues on two different days by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

A Sample Answer For the Assignment: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Title: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

The American Psychiatric Nurses Association (APNA) exemplifies an organization deeply rooted in evidence-based practice (EBP) within the healthcare landscape. EBP, as defined by Melnyk and Fineout-Overholt (2023), centers on utilizing research and best practices to enhance patient outcomes. In the case of APNA, their commitment to empowering psychiatric nurses, advancing mental healthcare, and contributing to mental health policy reform is underpinned by EBP principles. By offering continuing education and professional development opportunities and providing access to current mental health research trends, APNA ensures that its members stay informed about the latest evidence and practices in psychiatric nursing. The organization’s mission and purpose indicate an ongoing commitment to gathering and utilizing research to improve nursing practice, which aligns perfectly with EBP principles.

Furthermore, the integration of EBP into the APNA website, evidenced through the wealth of articles, guides, and policy suggestions supported by extensive research, demonstrates their dedication to fostering a culture of EBP among psychiatric nurses. This approach benefits the individual nurses’ professional growth. It enhances the overall healthcare environment for individuals and their families, as EBP is pivotal in improving patient outcomes. APNA’s proactive embrace of EBP underscores its commitment to advancing psychiatric nursing but also sets a high standard for professional organizations striving to promote best practices within their respective fields.

References: Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice (5th ed.). Wolters Kluwer. Crabtree, E., Brennan, E., Davis, A., & Coyle, M. (2016). Clinical Nurse Specialists and Nurse Practitioners: Title Confusion and Lack of Role Clarity. The Journal for Nurse Practitioners, 12(6), 358-363.

A Sample Answer 2 For the Assignment: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Title: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

The enactment and implementation of the Affordable Care Act (ACA) 2010 implored providers to leverage empirical evidence to enhance quality of care, affordability, and accessibility. Research and application of evidence-based practice (EBP) increased tremendously as providers leveraged existing research-backed evidence to attain ACA’s goals. EBP entails the use of conscientious, problem-solving approach in clinical setting or practice. At the core of EBP is integration of best research evidence that incorporates patient preferences in clinical care and decision making by providers and organizations. The qualities of EBP include enhancement of quality care, improvement of patient outcomes, lowering the cost of care, and empowering providers to make better care decisions (Laureate Education, 2018). Therefore, EBP qualities are similar to Quadruple Aim of health care. The Joint Commission (TJC) is an organization that promotes and deploys EBP in its different activities based on information from its website.  

The Joint Commission is an autonomous nonprofit whose activities include accrediting and certifying over 20,000 health care organizations as well as programs in the U.S. and even outside it. The organization is considered an international symbol of quality whose accreditation and certification demonstrate a provider’s commitment to satisfying certain performance and quality standards. These standards embrace quality, improved access, affordability, and welfare of the providers. The standards focus on patient safety like the National Patient Safety Goals (NPSGs) that the organization reviews each year. These goals allow organization to benchmark best practices to enhance quality and affordable care to patients (The Joint Commission, 2021). The implication is that these standards are founded and grounded in EBP framework.  

The website’s mission statement which is “to improve health care for the public through collaboration with other stakeholders and evaluation of healthcare organizations to inspire them in excelling in provision of safe and effective care of the best quality and value.” The organization’s vision statement also demonstrates EBP as it asserts that “all individuals should experience safest, highest quality, and value-based in all settings.  

The Joint Commission’s activities are well anchored in EBP as illustrated through the provision of rationale for every National Patient

NURS 6052 DQ Where in the World Is Evidence-Based Practice
NURS 6052 DQ Where in the World Is Evidence-Based Practice

Safety Goal. For instance, the Goal for Preventing Infection provides a rationale based on evidence from research studies. Through this approach, the commission can benchmark healthcare organizations and providers for best practices to enhance quality, value, and accessibility (Melnyk & Fineout-Overholt, 2018). The commission publishes extensive collection of accreditation guidelines, books and periodicals to ensure that organizations use best practices in care delivery.  

After conducting an evaluation of The Joint Commission’s website, I would say that it has altered my perspective about the entity. Prior to the research, I never thought that the organization is grounded in EBP. However, I understand now that TJC is a critical player in advancing EBP framework and the Quadruple Aim as advanced by the Institute of Health.  

 

References 

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal  

of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01 

Laureate Education (Producer). (2018). Evidence-based Practice and the Quadruple Aim [Video 

 file]. Baltimore, MD: Author. 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & 

healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. 

Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32) 

The Joint Commission (2021). Standards: Measure, assess, and improve your performance.  

https://www.jointcommission.org/standards/ 

The Joint Commission (2021b). National Patient Safety Goals.  

https://www.jointcommission.org/standards/national-patient-safety-goals/ 

A Sample Answer 3 For the Assignment: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Title: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Evidence-based practice (EBP) enhances the quality of nursing care, helps better patient outcomes, reduces medical costs, and strengthens people’s confidence as clinicians (Fineout-Overholt & Melnyk, 2019). These four benefits of EBP are known as the quadruple aim in healthcare. Hospitals and other healthcare systems in the U.S. are attempting to improve the safety of patient care by reaching the quadruple aim in healthcare.

National Association of Orthopedic Nurses (NAON). The NAON was started in 1980 (National Association of Orthopedic Nurses, 2020). The NAON is a nonprofit organization that volunteers run to enhance the careers of orthopedic nurses. It was initially made to promote higher standards of nursing practice. This was done by educating its health practitioners on current health practices and encouraging research and effective communication between orthopedic nurses and other groups with similar interests. The NAON is a leader in finding gaps and identifying opportunities to further education in the orthopedic nursing field (David et al., 2013). The NAON looks at essential issues in the clinical setting that have a solid link to orthopedic nursing and directly affect orthopedic patients (David et al., 2013).

The NAON promoted EBP by promoting research (NAON, 2020). The NAON’s mission statement reads, “NAON’s mission is to advance the specialty of orthopedic nursing through excellence in research, education, and nursing practice” (NAON, 2020). In its mission statement, the NAON emphasizes its focus on EBP and using it to improve patient care. The vision statement of the NAON claims to “deliver value through relevant and timely information, education, and research on musculoskeletal conditions” (NAON, 2020). This statement shows that the NAON uses EBP to help patients by using timely and relevant information. Timely and accurate information is gathered using EBP. The NAON helps to form and implement new practices based on evidence-based research and practice. That being said, the NAON is founded on evidence-based practice. The NAON’s website has helped solidify the organization’s perception, which helps change orthopedic care based on evidence-based practice for the best care for the patient. The website has remained the same.

References:

David, J., Eckhouse, D., Harvey, C., Kurkowski, T., Mains, C., & Roberts, D. (2013). The National Association of Orthopedic Nursing Practice, 3rd Edition. Orthopedic Nursing, pp. 139–152.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing and Healthcare. Philadelphia: Wolters Kluwer.

. (2020). Retrieved from About NAON: http://www.orthonurse.org/page/aboutusNational Association of Orthopedic Nurse

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A Sample Answer 4 For the Assignment: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Title: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

Your evaluation of the importance of skin examinations and the function of data in process improvement is enlightening. The situation you have described sheds light on the difficulties and duties involved in providing long-term care for residents. To improve the quality of care, using data to address the issue of inconsistent skin examinations is truly relevant.

Your data-gathering method, which includes using the clinical recording software’s reports and performing staff interviews, exhibits a thorough approach. Finding possible gaps and constraints in the process is made easier by combining quantitative data with qualitative observations from the workforce (Posada-Quintero & Chon, 2020). Consideration of cutting-edge technology, including skin bioelectronics for continuous monitoring, shows a forward-thinking attitude in seeking creative wound prevention solutions.

The practicality of your strategy is shown by applying your results in the form of a process improvement plan that includes staff education, training, and continuous evaluation (Brenner et al., 2020). This aligns with the idea of CQI since you acknowledge the need for education and evaluation in maintaining beneficial changes. As a result, your discussion persuasively emphasizes the importance of data-driven advances in maintaining skin integrity for inhabitants of long-term care facilities (Dadwhal et al., 2019). You have shown how to take a complete approach to improving patient care while acknowledging the continual developments in healthcare technology by skillfully integrating data analysis, staff engagement, and technology.

References 

Brenner, M. J., Pandian, V., Milliren, C. E., Graham, D. A., Zaga, C., Morris, L. L., … & Roberson, D. W. (2020). Global Tracheostomy Collaborative: data-driven improvements in patient safety through multidisciplinary teamwork, standardization, education, and patient partnership. British Journal of Anesthesia, 125(1), e104-e118.

Dadwhal, Y. S., Kumar, S., & Sardana, H. K. (2019). Data-driven skin detection in cluttered search and rescue environments. IEEE Sensors Journal, 20(7), 3697-3708.

Posada-Quintero, H. F., & Chon, K. H. (2020). Innovations in electrodermal activity data collection and signal processing: A systematic review. Sensors, 20(2), 479.

Grading Rubric Guidelines DQ

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