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 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 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. 

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

 

 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/ 

 

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NURS 6052 DQ Where in the World Is Evidence-Based Practice?

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 evidence-based practice may also be perceived as a conscientious and meticulous problem-solving approach to the delivery of quality care. Today, most healthcare institutions are involved in the application of evidence-based practices to enhance patient outcomes (Valizadeh et al., 2020). Incorporating evidence-based practices in healthcare processes provides medical professionals with the scientific evidence to make informed decisions and stay updated on the new medical protocols. Through EBP interventions, nurses have been able to patients’ chances of survival. World Health Organization is involved in the application of evidence-based practices in different ways (WHO values charter, 2020). Apart from the use of data to promote best practices and emergency operations, the organization is involved in undertaking research processes to determine the best interventions that can be applied to transform the management of patients (Collaborative et al., 2017). The organization has also established problem-solving approaches and guidelines that healthcare professionals can follow to deliver quality care and ensure effective patient outcomes. However, one of the questions I would ask is the organization’s commitment to engage in the quality improvement processes in the delivery of quality care.

References

Collaborative, I. M., Buckwalter, K. C., Cullen, L., Hanrahan, K., Kleiber, C., McCarthy, A. M., … & Tucker, S. (2017). Iowa model of evidence-based practice: Revisions and validation. Worldviews on Evidence-Based Nursing, 14(3), 175-182. https://pubmed.ncbi.nlm.nih.gov/28632931/

Valizadeh, L., Zamanzadeh, V., Babaei, N., & Avazeh, M. (2020). Challenges and strategies for implementing evidence-based practice in nursing: A systematic review. Research in Medical Education, 12(3), 55-67. https://rme.gums.ac.ir//browse.php?a_code=A-10-1057-1&sid=1&slc_lang=en

WHO values charter. (2020). World Health Organization website: https://www.who.int/docs/default-source/documents/values-charter-en.pdf?Status=Temp&sfvrsn=4ed75cec_12

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?

Christiana Care Health System

Christiana Care Health System is in Delaware and comprise of three hospitals. Headquartered in Wilmington, the trauma center in Newark, and the community hospital in Cecil County, Maryland. It is a level 1 trauma center with 1,340 beds, a level 3 neo-natal intensive care unit and a free-standing emergency department, (Christiana Care Health System [CCHS], 2022).

Evidence-Based Practice 

Evidence based practice is evident through the organization’s website. Within their professional practice model, it illustrates a tree with roots, a trunk, branches, and leaves. One of the leaves represents evidence-based practice. Christiana Care also established a professional governance structure with emphasizes on research and evidence-based practice, and it is overseen by a council comprised of registered nurses and nurse practitioners. According to CCHS (2022), “relationship-based care and interdisciplinary collaboration best benefit the patients and families we serve by encouraging the formulation of evidence-based clinical care standards leading to quality outcomes.”

Also, within the Christiana Care newsletters, CCHS (2022) states their focus on evidence-based practice is demonstrated throughout the correspondence and stresses the importance of following evidence-based best practices recommended by the Centers for Disease Control (CDC) and the support of the Delaware Division of Public Health.

Christiana Care’s work in clearly grounded in evidence-based practice, and their nurses are at the forefront of the research and practice initiatives. Their passion for research and what is learned from the results and drives their continuity of care. According to Crabtree et al. (2016) “staff nurses are a critical link in bringing evidence ‐ based changes into clinical practice, it occurs when they ask questions about treatments and care, have the resources and skills necessary to search for and appraise research evidence, implement the evidence in practice, and evaluate its effectiveness.”

Knowledge Gained     

The knowledge gained from the information I received from the CCHS (2022) website is not what I expected. It changed my perception for the better and I have a deeper appreciation for the organization, and a greater respect with their openness on evidence-based practice.

Before the Covid 19 pandemic, their website did not go into detail, nor did it feel user friendly, welcoming, or informative; it was very bland. Now, the website is very welcoming, vibrant, and family centered. While going through the website, it is evident that CCHS valued the feedback of their patients and families, and they truly care about their community, and employees.

References

Christiana Care Health System. (CCHS) (2022). Who are we. https://christianacare.org/about/whoweare/

Christiana Care Health System. (CCHS) (2022). Professional Practice Model. https://christianacare.org/forhealthprofessionals/professional-practice-model/

Links to an external site.

Christiana Care Health System. (CCHS) (2022). Protecting our caregivers. https://news.christianacare.org/2020/04/protecting-our-caregivers/

Links to an external site.

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126. https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=9482d28f-d7dc-498b2f121e625d2e%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=114436496&db=rzh

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?

Evidence as defined by Melnyk and Fineout-Overholt (2023) is the collection of facts that are supported by proofs from established process. Application and integrating new knowledge generated from research studies into clinical practice makes medical intervention reliable and effective. It is the best practice that convinces health care consumers of the intervention that has been proven to be effective. The goal of EBP is to improve quality of care, ensure safety of care, optimize positive patient outcome and reduce health care costs. Clinicians feel more confident to make effective logical clinical decisions based on knowledge generated from research findings.

To determine which care or intervention works and produce the best patient outcome, there are healthcare organizations and accredited professional bodies that regulates and disseminate quality and up-to-date information to equip healthcare professionals with EBP knowledge, skill and resources that will improve quality of care with maximum patient outcome. To promote excellence in nursing practice through EBP, the American Nurses credentialing Center awards magnet recognition to healthcare institutions that meets the standard of exceptional quality patient care and innovation in nursing practice.

The healthcare organization website that I reviewed is the US preventive services task force (USPSTF) sponsored by the Agency for healthcare Research and Quality (AHRQ). The mission is to make evidence-based recommendations available for primary healthcare clinicians and patients to make informed decision about healthcare conditions based on the review of existing peer-reviewed articles with the goal of improving public health and prevent diseases. Meta-analysis results of existing systematic reviews from JAMA network, MEDLINE, CINAHL, PubMed and Cochrane databases were included on the website which makes this healthcare organization grounded in EBP but the recommendations addresses services offered at primary care settings only. I read about screening all patients for anxiety, depression and suicide at the point of contact which is different from the usual suicide screening that I knew about. Some medical conditions originates from anxiety, and depression leads to suicidal thoughts. This preventive measure of detecting medical conditions early through anxiety and depression screening can reduce the cost of hospital admission. This healthcare organization website will be a good resource for me as a PHCNP.

 

Reference List.

Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costsLinks to an external site.Links to an external site.. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

A Sample Answer 5 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?

You have articulately outlined the importance of evidence-based practice (EBP) in enhancing patient outcomes. You have briefly emphasized what Melnyk and Fineout-Overholt define as evidence and how applying research findings to clinical practice improves the validity and potency of medical interventions. As you noted, the aim of EBP includes cost savings, patient safety, quality improvement, and good outcomes (Dang et al., 2021). Your inclusion of professional organizations and healthcare institutions that distribute current EBP information demonstrates your comprehension of the legal framework that supports evidence-based care (Ramadan et al., 2020). The relevance of EBP in preserving high-quality patient care is emphasized by highlighting the magnet recognition program as a benchmark for excellence in nursing practice at the American Nurses Credentialing Center.

It is enlightening how you analyzed the US Preventive Services Task Force (USPSTF) website and the organization’s goal of making recommendations based on solid evidence. Your specific example of screening for depression, anxiety, and suicide at the point of contact exemplifies the usefulness of EBP in identifying and treating underlying medical issues (Koota et al., 2021). You understand that this website is pertinent to your work as a Primary Health Care Nurse Practitioner (PHCNP) is well-founded, given that it provides useful information for making wise choices.

References 

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines. Sigma Theta Tau.

Koota, E., Kääriäinen, M., Kyngäs, H., Lääperi, M., & Melender, H. L. (2021). Effectiveness of evidence‐based practice (ebp) education on emergency nurses’ ebp attitudes, knowledge, self‐efficacy, skills, and behavior: A randomized controlled trial. Worldviews on Evidence‐Based Nursing, 18(1), 23-32.

Ramadan, E. S. F., Elsabahy, H. E. S., & El-shaer, A. M. (2020). Nursing staff awareness about evidence-based practice: Facilitations, barriers, and beliefs. Egyptian Journal of Health Care, 11(4), 96-120.

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.