{"id":2769,"date":"2021-08-17T07:30:27","date_gmt":"2021-08-17T07:30:27","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=2769"},"modified":"2024-03-22T08:44:51","modified_gmt":"2024-03-22T08:44:51","slug":"nur-550-discussion-identification-of-nursing-practice-problem","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-550-discussion-identification-of-nursing-practice-problem\/","title":{"rendered":"NUR 550 Discussion: Identification of Nursing Practice Problem"},"content":{"rendered":"

NUR 550 Discussion: Identification of Nursing Practice Problem<\/span><\/h2>\n

Sample Answer for NUR 550 Discussion: Identification of Nursing Practice Problem Included After Question<\/strong><\/h2>\n

 <\/p>\n

Description:<\/h2>\n

Learners will select a valid nursing practice problem<\/a> for an evidence-based practice project proposal. The project will be completed in sections, beginning in NUR-550 and culminating in a final written paper detailing the evidence-based practice proposal in NUR-590.<\/p>\n

The purpose of this assignment is to select a relevant nursing practice problem for your evidence-based practice project proposal. To identify a relevant problem, consider problems generally faced in nursing practice (coordination of health care, assessment, education, patient support, trauma prevention, recovery, health screenings, etc.). Use the “PICOT Draft” template to complete this assignment.<\/p>\n

Use a national, state or local population health care database to research indicators of disparity. Choose a mortality\/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT statement.<\/p>\n

Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n

\"NUR<\/a>
NUR 550 Discussion Identification of Nursing Practice Problem<\/figcaption><\/figure>\n

You are required to cite one peer-reviewed source to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/p>\n

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n

You are not required to submit this assignment to LopesWrite.<\/p>\n

 <\/p>\n

A Sample Answer For the Assignment: NUR 550 Discussion: Identification of Nursing Practice Problem<\/strong><\/h2>\n

Title: <\/strong> NUR 550 Discussion: Identification of Nursing Practice Problem<\/strong><\/h2>\n

Part 1: <\/strong>Propose a relevant nursing practice problem for an evidence-based practice project. Explain why you selected this topic and how it is relevant to advance nursing practice.<\/em> Include one research article that demonstrates support for the nursing practice problem.<\/p>\n

Practice problems affect the work environment, increase healthcare costs, and impede healthcare workforce productivity, among other outcomes. The prevalence of type 2 diabetes among older adults is a significant nursing practice problem since it increases patient visits, healthcare costs, and the risk for cardiovascular disease (Evans et al., 2022). I also selected this topic since increased dependence on healthcare increases nurses’ workload, adversely affecting their health and well-being. Therefore, it expands research on interventions essential for improving population health and achieving a healthy workplace for nurses. Research shows that type 2 diabetes is associated with reduced functional performance and independence (Kirwan et al., 2021). As a result, interventions tailored to improve functional capacity among older adults with type 2 diabetes are crucial for improved health outcomes and reduced clinical visits. The article by Pfeifer et al. (2022) explored the link between physical exercise interventions and functional capacity among older adults. The findings underline the significance of a physical activity program to improve glycaemic control, quality of life, and functional capacity.<\/p>\n

Part II:<\/strong> In the table below, describe the population and the intervention. (You will continue drafting the PICOT, completing the shaded areas in Topic 3<\/em>.)<\/p>\n\n\n\n\n\n\n\n\n\n\n
PICOT Question <\/strong><\/td>\n<\/tr>\n
P<\/strong><\/td>\nPopulation<\/strong><\/td>\nOlder adults with type 2 diabetes<\/strong><\/p>\n

Older adults are a unique population with complex and highly demanding health conditions. Generally, type 2 diabetes has a high prevalence among older adults, necessitating interventions guided by a clear understanding of how age, diabetes risk, and health outcomes are associated (Cigolle et al., 2022). Older adults occupy the broader population of individuals with diabetes seeking regular care in healthcare settings.<\/td>\n<\/tr>\n

I<\/strong><\/td>\nIntervention<\/strong><\/td>\nTwice-weekly tailored physical exercise training <\/strong><\/p>\n

The program includes short physical exercises combining aerobic, flexibility, and balance training. Such programs are highly effective in improving functional fitness and enabling independent living among patients with type 2 diabetes (Kirwan et al., 2021; Gao et al., 2022).<\/td>\n<\/tr>\n

C<\/strong><\/td>\nComparison<\/strong><\/td>\n <\/td>\n<\/tr>\n
O<\/strong><\/td>\nOutcome<\/strong><\/td>\n <\/td>\n<\/tr>\n
T<\/strong><\/td>\nTimeframe<\/strong><\/td>\n <\/td>\n<\/tr>\n
PICOT<\/strong><\/td>\n <\/p>\n

 <\/p>\n

 <\/td>\n<\/tr>\n

Problem Statement<\/strong><\/td>\n <\/p>\n

 <\/p>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

References<\/strong><\/h2>\n

Cigolle, C. T., Blaum, C. S., Lyu, C., Ha, J., Kabeto, M., & Zhong, J. (2022). Associations of age at diagnosis and duration of diabetes with morbidity and mortality among older adults.\u00a0JAMA Network Open<\/em>,\u00a05<\/em>(9), e2232766-e2232766. doi:10.1001\/jamanetworkopen.2022.32766<\/p>\n

Evans, M., Chandramouli, A. S., Faurby, M., Matthiessen, K. S., Mogensen, P. B., & Verma, S. (2022). Healthcare costs and hospitalizations in US patients with type 2 diabetes and cardiovascular disease: a retrospective database study (OFFSET).\u00a0Diabetes, Obesity & Metabolism<\/em>,\u00a024<\/em>(7), 1300\u20131309. https:\/\/doi.org\/10.1111\/dom.14703<\/a><\/p>\n

Gao, S., Yu, L., Yi, G., Li, T., Chen, Z., & Ding, J. (2022). Exercise intervention as a therapy in patients with diabetes mellitus and sarcopenia: a meta-analysis.\u00a0Diabetes Therapy: Research, Treatment and Education of Diabetes and Related Disorders<\/em>,\u00a013<\/em>(7), 1311\u20131325. https:\/\/doi.org\/10.1007\/s13300-022-01275-3<\/a><\/p>\n

Kirwan, M., Chiu, C. L., Hay, M., & Laing, T. (2021). Community-based exercise and lifestyle program improves health outcomes in older adults with type 2 diabetes.\u00a0International Journal of Environmental Research and Public Health<\/em>,\u00a018<\/em>(11), 6147. https:\/\/doi.org\/10.3390\/ijerph18116147<\/a><\/p>\n

Pfeifer, L. O., De Nardi, A. T., da Silva, L. X. N., Botton, C. E., do Nascimento, D. M., Teodoro, J. L., … & Umpierre, D. (2022). Association between physical exercise interventions participation and functional capacity in individuals with type 2 diabetes: a systematic review and meta-analysis of controlled trials.\u00a0Sports Medicine-Open<\/em>,\u00a08<\/em>(1), 1-22. https:\/\/doi.org\/10.1186\/s40798-022-00422-1<\/a><\/p>\n

Description<\/h3>\n

 <\/p>\n

Objectives:<\/h4>\n

1. Identify the different levels of translational research.
\n2. Differentiate translational research from evidence-based practice.
\n3. Discuss the application of translational research to population health management.
\n4. Evaluate sources of translational research.
\n5. Select a valid nursing practice problem for an evidence-based practice project proposal<\/p>\n

Advanced Practice Nursing: Essential Knowledge for the Profession<\/h3>\n

Description:<\/h4>\n

Read Chapters 22 and 23 in Advanced Practice Nursing: Essential Knowledge for the Profession.<\/p>\n

Evidence-Based Practice in Nursing and Healthcare<\/h3>\n

Description:<\/h4>\n

Read Chapter 1 in Evidence-Based Practice in Nursing and Healthcare.<\/p>\n

World Health Organization (WHO)<\/h3>\n

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Discussion: Identification of Nursing Practice Problem<\/em> <\/strong><\/a><\/span><\/p>\n

 <\/p>\n

Description:<\/h4>\n

Explore the World Health Organization (WHO) website.<\/p>\n

Centers for Disease Control and Prevention (CDC)<\/h3>\n

Description:<\/h4>\n

Explore the Centers for Disease Control and Prevention (CDC) website.<\/p>\n

State and County Departments of Health<\/h3>\n

Description:<\/h4>\n

Explore the websites of your state and county departments of health and access mortality and morbidity data. The link to the Arizona Department of Health Services website is provided, but students living in other states should access their county and state departments.<\/p>\n

Non-Communicable Diseases (NCD) Burden of Disease<\/h3>\n

Description:<\/h4>\n

Read “Non-Communicable Diseases (NCD) Burden of Disease,” by the U.S. Department of Health and Human Services, located on the Centers for Disease Control and Prevention website.<\/p>\n

GCU Library: Nursing and Health Sciences Research Guide<\/h3>\n

Description:<\/h4>\n

Review the “Nursing and Health Sciences” research guide, located on the GCU Library website.<\/p>\n

The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?<\/h3>\n

Description:<\/h4>\n

Read “The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?” by Chipps et al., from Worldviews on Evidence-Based Nursing (2019).<\/p>\n

Evidence-Based Practice<\/h3>\n

Description:<\/h4>\n

Read “Evidence-Based Practice” by Melnyk and Fineout-Overholt, from Encyclopedia of Nursing Research (2017).<\/p>\n

Translation Research in Practice: An Introduction<\/h3>\n

Description:<\/h4>\n

Read “Translation Research in Practice: An Introduction,” by Titler, from Online Journal of Issues in Nursing (2018).<\/p>\n

On Biostatistics and Clinical Trials: PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials<\/h3>\n

Description:<\/h4>\n

Read “PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials,” by Deng, from
\nOn Biostatistics and Clinical Trials (2020).<\/p>\n

NUR 550 Discussion: Identification of Nursing Practice Problem <\/em>Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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<\/strong><\/td>\n

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\n
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

NUR 550 Discussion: Identification of Nursing Practice Problem Sample Answer for NUR 550 Discussion: Identification of Nursing Practice Problem Included After Question   Description: Learners will select a valid nursing practice problem for an evidence-based practice project proposal. 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