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{"id":13387,"date":"2023-02-17T05:17:01","date_gmt":"2023-02-17T05:17:01","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=13387"},"modified":"2024-04-01T06:33:10","modified_gmt":"2024-04-01T06:33:10","slug":"application-1-identification-of-a-practice-issue-for-the-evidence-based-practice-ebp-nurs-8100","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/application-1-identification-of-a-practice-issue-for-the-evidence-based-practice-ebp-nurs-8100\/","title":{"rendered":"APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100"},"content":{"rendered":"

APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100<\/span><\/h2>\n
Sample Answer for APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100 Included After Question<\/strong><\/h2>\n
In many of the courses in the DNP program, you have been asked to analyze research literature when exploring issues in health care. Reflect now on an issue in your practice area that has different outcomes from what is supported by the literature. For example, the literature evidence notes that nosocomial infections are reduced when procedures such as hand washing, glove use, and isolation strategies are implemented. In your clinical area, you have implemented these strategies and you are not seeing a reduction in nosocomial infections.<\/p>\n
For Application 1, you select an issue that will serve as the launching point for your Evidence-Based Practice<\/a> (EBP) Assignment.<\/p>\n
Before you proceed with this assignment, you may wish to review the\u00a0overview of the full EBP Assignment.<\/p>\n
To prepare<\/strong>\u00a0for Application 1:<\/h2>\n\n
Consider the specifics of your practicum setting, as well as practice-related challenges in your specialty area that interest you. Brainstorm practice issues in which an outcome is different from what would be expected according to the research literature.<\/li>\n
Select one issue to focus on for this assignment. This will be your issue for the entire EBP Assignment, so be sure it is one that will enable you to fulfill the project requirements (e.g., you can develop new approaches to practice). You may wish to speak with your Practicum Mentor about your selection.<\/li>\n
Explore the research literature on this issue.<\/li>\n<\/ul>\n
To complete:<\/strong><\/h2>\n
In a 1- to 2-page paper, address the following:<\/p>\n
\n
Provide a summary of the selected practice issue in which the outcome is different from what would be expected according to the research literature. (Note:<\/strong>The issue you select must be suitable for completing the entire EBP Assignment.)<\/li>\n<\/ul>\n
By Day 7<\/h2>\n
Application 1 is due.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100<\/strong><\/a><\/em><\/span><\/h3>\n
$\"APPLICATION$ Submission and Grading Information<\/p>\n
To submit your completed Assignment for review and grading, do the following:<\/strong><\/p>\n
\n
Please save your Assignment using the naming convention \u201cWK2Assgn+last name+first initial.(extension)\u201d as the name.<\/li>\n
Click the\u00a0Week 2 Assignment Rubric\u00a0<\/strong>to review the Grading Criteria for the Assignment.<\/li>\n
Click the\u00a0Week 2 Assignment\u00a0<\/strong> You will also be able to \u201cView Rubric\u201d for grading criteria from this area.<\/li>\n
Next, from the Attach File area, click on the\u00a0Browse My Computer<\/strong> Find the document you saved as \u201cWK2Assgn+last name+first initial.(extension)\u201d and click\u00a0Open<\/strong>.<\/li>\n
If applicable: From the Plagiarism Tools area, click the checkbox for\u00a0I agree to submit my paper(s) to the Global Reference Database<\/strong>.<\/li>\n
Click on the\u00a0Submit<\/strong>button to complete your submission.<\/li>\n<\/ul>\n
Grading Criteria<\/p>\n
To access your rubric:<\/p>\n
Week 2 Assignment Rubric<\/p>\n
APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100<\/a><\/p><\/blockquote>\n
<\/iframe><\/p>\nCheck Your Assignment Draft for Authenticity<\/p>\nTo check your Assignment draft for authenticity:<\/p>\nSubmit your Week 2 Assignment draft and review the originality report.<\/p>\n <\/p>\nSubmit Your Assignment by Day 7<\/p>\nTo submit your Assignment:<\/p>\nWeek 2 Assignment<\/p>\nWeek in Review<\/p>\nThis week<\/strong>, you analyzed key health care reform legislation for positive results and potential unintended consequences and assessed reform-related issues for health care.<\/p>\nNext week<\/strong>, you will investigate the process of creating health care policy beginning with agenda setting and the <a href=\"https:\/\/nursingassignmentcrackers.com\/assignment-health-policy-proposal-analysis\/\">policy proposal<\/a>.<\/p>\n<h2>A Sample Answer For the Assignment: APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100<\/strong><\/h2>\n<h2>Title: <\/strong> APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100<\/strong><\/h2>\n<h3>Practice Issue<\/h3>\nNurses play a critical role in the delivery of healthcare services to the populations in need. They utilize the knowledge and skills in nursing science assess, plan, implement, monitor, and evaluate the effectiveness of the care. They also explore the need for innovative interventions that can be implemented for the realization of the goals of their organization. The ability of the nurses to undertake these activities is dependent on the human resource interventions that are utilized to achieve the needs of the diverse workforce. This includes ensuring that interventions that promote their personal and professional development are adopted. It also includes the adoption of strategies that will minimize the rate of staff turnover in the organization. Therefore, this research paper explores the issue of increasing rates of turnover among the nurses in the institution wherein the author works.<\/p>\n<h2>The Selected Issue<\/strong><\/h2>\nThe selected issue for my research is high rate of turnover among nurses in my organization. The organization the author works with is a hospital that specializes in providing a wide range of services including outpatient visits, in-patient care, general and specialized surgery, and laboratory investigations. Over the past few years, the organization has consistently faced the challenge of retaining its nurses. The rate of turnover among the nurses has been high, affecting adversely the safety and quality of care given to the diverse populations. In response to this issue, the hospital adopted the provision of professional development opportunities to the nurses as a way of reducing the rates of turnover among them (Aluwihare\u2010Samaranayake et al.,<\/em> 2018). The nurses were provided with regular training opportunities in their areas of specialization. They also worked closely with clinical mentors and supervisors that assisted them in embracing the right behaviors and skills for their practice. Despite these interventions, the rate of turnover among the nurses in the hospital has been high. The impacts of the high rate of staff turnover have included high workload for the remaining nurses, decline in the quality of care, and burnout among the nurses. Evidence has consistently shown that the adoption of interventions that focus on promoting the personal and professional development of the nurses are important in improving their satisfaction with their jobs and reduced intent to leave the organization among them.<\/p>\nTurnover among the nurses is not only an issue facing America but also the other global states too. A high rate of turnover among the nurses is associated with significant adverse outcomes. As shown by Perreira, Berta and Herbert (2018), a high rate of turnover among the nurses lowers the safety and quality of care given in an institution. It also results in an increased level of workload to the existing nurses since they have to meet the diverse demands of the patients. The issue also has adverse impact on the operational costs incurred in an organization. The operational costs in an organization are expected to rise due to the issue because of factors such as recruiting, hiring, training, and retaining new staffs. According to statistics reported by Kurnat-Thoma et al. (2017), the high rate of staff turnover is estimated to account between five and fifteen percent of the annual operating budget of health organizations.<\/p>\nThe causes of a high rate of staff turnover are varied and include job dissatisfaction, poor communication between them and their managers, complex organizational structures that inhibit innovation, and lack of opportunities that promote personal and professional development of the nurses. Several interventions have been adopted in the past to address the issue of high rate of turnover among the nurses. One of them is focusing on promoting opportunities that promote employee growth and development. This includes interventions such as training and rewarding performance (Mahoney, Schumann, & Fox, 2018). My organization has focused on training its nurses to address the issue. However, it has been successful in curbing the issue, hence, the need for further analysis of the case to improve retention rate among the nurses in the hospital.<\/p>\n<h2>Conclusion<\/strong><\/h2>\nImproving the retention rate among the nurses is important in promoting safety and quality of care. However, the hospital wherein the author works suffers from the issue of high rate of turnover among the nurses. This is irrespective of the professional development initiatives that it has put in place. A high rate of turnover among the nurses has adverse effect on the healthcare system. Therefore, further analysis should be undertaken to determine the ways in which the issue can be solved effectively in the hospital.<\/p>\n <\/p>\n <\/p>\n<h2>References<\/h2>\nAluwihare\u2010Samaranayake, D., Gellatly, I., Cummings, G., & Ogilvie, E. L. (2018). A contextual work\u2010life experiences model to understand nurse commitment and turnover.\u00a0Journal of advanced nursing<\/em>,\u00a074<\/em>(9), 2053-2063.<\/p>\nKurnat-Thoma, E., Ganger, M., Peterson, K., & Channell, L. (2017). Reducing annual hospital and registered nurse staff turnover\u2014A 10-element onboarding program intervention.\u00a0SAGE Open Nursing<\/em>,\u00a03<\/em>, 2377960817697712.<\/p>\nMahoney, C. B., Schumann, P. L., & Fox, M. L. (2018). Differences in turnover intentions of nurse practitioners by practice area in the United States.\u00a0Journal of Organizational Psychology<\/em>,\u00a018<\/em>(5).<\/p>\nPerreira, T. A., Berta, W., & Herbert, M. (2018). The employee retention triad in health care: Exploring relationships amongst organisational justice, affective commitment and turnover intention.\u00a0Journal of clinical nursing<\/em>,\u00a027<\/em>(7-8), e1451-e1461.<\/p>\n <\/p>\n <\/p>\n<h2>Rubric Detail<\/h2>\n <\/p>\nSelect\u00a0<\/em>Grid View<\/em><\/strong>\u00a0or\u00a0<\/em>List View<\/em><\/strong>\u00a0to change the rubric’s layout.<\/em><\/p>\n<h3>Name:\u00a0<\/strong>NURS_8100_Week2_Discussion_Rubric<\/h3>\n<ul>\n<li>Grid View<\/strong><\/li>\n<li>List View<\/li>\n<\/ul>\n<table width=\"1327\">\n<thead>\n<tr>\n<td colspan=\"2\" width=\"20%\">\u00a0<\/strong><\/td>\n<td width=\"20%\">Excellent<\/strong><\/td>\n<td width=\"20%\">Good<\/strong><\/td>\n<td width=\"20%\">Fair<\/strong><\/td>\n<td width=\"20%\">Poor<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"2\">RESPONSIVENESS TO DISCUSSION QUESTION<\/strong><\/p>\nDiscussion post minimum requirements:<\/strong><\/p>\nThe original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.<\/strong><\/td>\n<td>8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\nDiscussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts.<\/td>\n<td>7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\nDiscussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts.<\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and\/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and\/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and\/or a sampling of colleagues’ postings; and\/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts.<\/td>\n<td>0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and\/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and\/or a sampling of colleagues\u2019 postings; and\/or does not meet the minimum requirements for discussion posts*.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">CONTENT KNOWLEDGE<\/strong><\/td>\n<td>8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\nDiscussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and\/or evaluation of topic; – are well supported by pertinent research\/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful\/accurate application of content, applicable skills or strategies presented in the course.<\/td>\n<td>7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\nDiscussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and\/or evaluation of topic; -are supported by research\/evidence from peer-reviewed books and journals, where appropriate; and \u00b7 demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.<\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and\/or errors; \u2013lack support by research\/evidence and\/or the research\/evidence is inappropriate or marginal in quality; and\/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course<\/td>\n<td>0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and\/or are inaccurate, contain many omissions and\/or errors; and\/or are not supported by research\/evidence; and\/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">CONTRIBUTION TO THE DISCUSSION<\/strong><\/td>\n<td>8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\nDiscussion postings and responses significantly contribute to the quality of the discussion\/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.<\/td>\n<td>7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\nDiscussion postings and responses contribute to the quality of the discussion\/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature<\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses minimally contribute to the quality of discussion\/interaction and thinking and learning by: – providing few and\/or irrelevant examples; and\/or – providing few if any thought- provoking ideas; and\/or -. Information that is restated from the literature with no\/little demonstration of critical thinking or synthesis of ideas.<\/td>\n<td>0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses do not contribute to the quality of interaction\/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and\/or -Include interesting thoughts or ideas; and\/or – Demonstrate of critical thinking or synthesis of ideas<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">QUALITY OF WRITING<\/strong><\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses exceed doctoral -level writing expectations. They: \u00b7 Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; \u00b7 Make few if any errors in spelling, grammar, and syntax; \u00b7 Use original language and refrain from directly quoting original source materials; -provide correct APA \u00b7 Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.<\/td>\n<td>5\u00a0(16.67%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses meet doctoral -level writing expectations. They: \u00b7Use grammar and syntax that is clear and appropriate to doctoral level writing; ; \u00b7 Make a few errors in spelling, grammar, and syntax; \u00b7 paraphrase but refrain from directly quoting original source materials; Provide correct APA format \u00b7 Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.<\/td>\n<td>4\u00a0(13.33%)\u00a0– 4\u00a0(13.33%)<\/p>\nDiscussion postings and responses are minimally below doctoral-level writing expectations. They: \u00b7 Make more than occasional errors in spelling, grammar, and syntax; \u00b7 Directly quote from original source materials and\/or paraphrase rather than use original language; lack correct APA format; and\/or \u00b7 Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.<\/td>\n<td>0\u00a0(0%)\u00a0– 3\u00a0(10%)<\/p>\nDiscussion postings and responses are well below doctoral -level writing expectations. They: \u00b7 Use grammar and syntax that is that is unclear \u00b7 Make many errors in spelling, grammar, and syntax; and –use incorrect APA format \u00b7 Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.<\/td>\n<\/tr>\n<tr>\n<td>Total Points: 30<\/td>\n<td colspan=\"5\" width=\"1292\"><\/td>\n<\/tr>\n<tr>\n<td width=\"266\"><\/td>\n<td width=\"2\"><\/td>\n<td width=\"265\"><\/td>\n<td width=\"265\"><\/td>\n<td width=\"265\"><\/td>\n<td width=\"266\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":"APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100 Sample Answer for APPLICATION 1: IDENTIFICATION OF A PRACTICE ISSUE FOR THE EVIDENCE-BASED PRACTICE( EBP) NURS 8100 Included After Question In many of the courses in the DNP program, you have been asked to analyze research literature when exploring issues in 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By Day 7<\/h2>\nApplication 1 is due.<\/p>\n

By Day 7<\/h2>\n
Application 1 is due.<\/p>\n