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{"id":2831,"date":"2021-08-17T10:08:21","date_gmt":"2021-08-17T10:08:21","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=2831"},"modified":"2024-03-24T19:16:41","modified_gmt":"2024-03-24T19:16:41","slug":"nur-590-discussion-apply-a-change-framework-to-the-ebp-project","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-590-discussion-apply-a-change-framework-to-the-ebp-project\/","title":{"rendered":"NUR 590 Discussion: Apply a Change Framework to the EBP Project"},"content":{"rendered":"

NUR 590 Discussion: Apply a Change Framework to the EBP Project<\/span><\/h2>\n

Sample Answer for NUR 590 Discussion: Apply a Change Framework to the EBP Project Included After Question<\/strong><\/h2>\n

NUR 590 Discussion Apply a Change Framework to the EBP Project<\/em><\/p>\n

Topic 3 DQ 2<\/strong><\/h2>\n

Assessment Description<\/h4>\n

Review the different models and frameworks that can be used to facilitate change. Compare two and explain which is best for your evidence-based practice proposal<\/a> and why. Provide rationale.<\/p>\n

Objectives:<\/h3>\n
    \n
  1. Apply a change model or framework to the evidence-based practice project proposal.<\/li>\n
  2. Describe the relationship between bias and a framework or model.<\/li>\n<\/ol>\n

    Assessments<\/strong><\/h3>\n

    Collapse All<\/h4>\n

     <\/p>\n

     <\/p>\n

    Benchmark \u2013 Evidence-Based Practice Proposal Project: Framework or Model for Change<\/strong><\/h3>\n

    Benchmark<\/p>\n

    SUBMIT ASSIGNMENT<\/p>\n

    Requires LopesWrite<\/p>\n

    Start Date<\/p>\n

    Aug 26, 2021 12:00 AM<\/p>\n

    Due Date<\/p>\n

    Sep 01, 2021 11:59 PM<\/p>\n

    Points<\/p>\n

    100<\/p>\n

    NUR 590 Discussion: Apply a Change Framework to the EBP Project <\/em>Rubric<\/h3>\n

    View Rubric<\/h4>\n
    \"NUR
    NUR 590 Discussion Apply a Change Framework to the EBP Project<\/figcaption><\/figure>\n

    Status<\/p>\n

    Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Discussion: Apply a Change Framework to the EBP Project<\/strong><\/a><\/span><\/p>\n

    Assessment Description<\/h3>\n

    Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.<\/p>\n

    Include the following:<\/h3>\n
      \n
    1. Identify the selected model or framework for change and discuss its relevance to your project.<\/li>\n
    2. Discuss each of the stages in the change model\/framework.<\/li>\n
    3. Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.<\/li>\n
    4. Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.<\/li>\n<\/ol>\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

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

      Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.<\/p>\n

      Prepare this assignment according to the guidelines 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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.<\/p>\n

      Benchmark Information<\/em><\/strong><\/h3>\n

      This benchmark assignment assesses the following programmatic competencies:<\/em><\/h4>\n

      MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health<\/a> Nursing<\/em><\/p>\n

      1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.<\/em><\/p>\n

      Week 3 Participation<\/strong><\/h3>\n

      GO TO DISCUSSION<\/a><\/h4>\n

      Start Date<\/p>\n

      Aug 26, 2021 12:00 AM<\/p>\n

      Due Date<\/p>\n

      Sep 01, 2021 11:59 PM<\/p>\n

      Points<\/p>\n

      20<\/p>\n

      Status<\/p>\n

      Upcoming<\/strong><\/h3>\n

      Assessment Description<\/h4>\n

      There is no description for this assessment.<\/p>\n

      Resources<\/strong><\/h3>\n

      Collapse All<\/h4>\n

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

      Read Chapter 6 in\u00a0Advanced Practice Nursing: Essential Knowledge for the Profession.<\/em><\/p>\n

      View Resource<\/p>\n

      Evidence Based Medicine: Levels of Evidence<\/h3>\n

      Read “Evidence Based Medicine: Levels of Evidence,” by the University of Illinois\/Chicago’s Library of the Health Sciences at Peo<\/p>\n

      …\u00a0Read More<\/p>\n

      http:\/\/researchguides.uic.edu\/content.php?pid=232200&sid=1921074<\/a><\/p>\n

      A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes<\/h3>\n

      Read “A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,” by<\/p>\n

      …\u00a0Read More<\/p>\n

      https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=121082056&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost<\/a><\/p>\n

      Iowa Model of Evidence-Based Practice: Revisions and Validation<\/h3>\n

      Read “Iowa Model of Evidence-Based Practice: Revisions and Validation,” by Buckwalter et al., from\u00a0Worldviews on Evidence-Bas<\/em><\/p>\n

      …\u00a0Read More<\/p>\n

      https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=123692132&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost<\/a><\/p>\n

      Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results<\/h3>\n

      Read “Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Sur<\/p>\n

      …\u00a0Read More<\/p>\n

      https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=142632269&site=ehost-live&scope=site<\/a><\/p>\n

      Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice<\/h3>\n

      Read Chapter 14 and review Chapter15 in\u00a0Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.<\/em><\/p>\n

      …\u00a0Read More<\/p>\n

      View Resource<\/p>\n

      Critical Appraisal Tools<\/h3>\n

      Read “Critical Appraisal Tools,” located on the Centre for Evidence Based Medicine (CEBM) website.<\/p>\n

      https:\/\/www.cebm.ox.ac.uk\/resources\/ebm-tools\/critical-appraisal-tools<\/a><\/p>\n

      Study Designs<\/h3>\n

      Review “Study Designs,” located on the Centre for Evidence Based Medicine (CEBM) website.<\/p>\n

      https:\/\/www.cebm.ox.ac.uk\/resources\/ebm-tools\/study-designs<\/a><\/p>\n

      Worksheet for Using Practice Guidelines<\/h3>\n

      Study “Worksheet for Using Practice Guidelines,” from the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and S<\/p>\n

      …\u00a0Read More<\/p>\n

      http:\/\/www.ebm.med.ualberta.ca\/CPGWorksheet.html<\/a><\/p>\n

      Guidelines and Measures<\/h3>\n

      Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.<\/p>\n

      https:\/\/www.ahrq.gov\/gam\/index.html<\/a><\/p>\n

      Star Model<\/h3>\n

      Explore the Star Model resources, located on the UT Health San Antonio School of Nursing website.<\/p>\n

      https:\/\/www.uthscsa.edu\/academics\/nursing\/star-model<\/a><\/p>\n

      Nursing Best Practice Guidelines<\/h3>\n

      Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.<\/p>\n

      http:\/\/www.rnao.org\/Page.asp?PageID=861&SiteNodeID=133<\/a><\/p>\n

      Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice<\/h3>\n

      Read “Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,” by Stetler, by\u00a0Nursing Outlo<\/em><\/p>\n

      …\u00a0Read More<\/p>\n

      https:\/\/www-sciencedirect-com.lopes.idm.oclc.org\/science\/article\/pii\/S0029655401478390<\/a><\/p>\n

      NUR 590 Discussion: Apply a Change Framework to the EBP Project <\/em>Grading Rubric Guidelines DQ<\/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

       <\/p>\n

      https:\/\/nursingassignmentcrackers.com\/nur-590-discussion-apply-a-change-framework-to-the-ebp-project\/<\/a><\/p>\n

      A Sample Answer For the Assignment: NUR 590 Discussion: Apply a Change Framework to the EBP Project<\/strong><\/h2>\n

      Title: NUR 590 Discussion: Apply a Change Framework to the EBP Project<\/strong><\/h2>\n

      The important factors to consider when appraising quantitative research studies include reliability, validity, and applicability. To begin with, the validity of research refers to the measure of the research to determine the intended concept of the research. On the other hand, research reliability connotes the ability of the instruments used to determine the intended concept in a standard and precise manner. Essentially, the validity and reliability of research focuses mostly on the methodology used in the study. As such, it is proper that any research instruments gauges the concept under the study in a consistent and unchanging manner, which can only be determined by the reliability and validity of the research (S\u00fcr\u00fcc\u00fc & Maslak\u00e7i, 2020). In most cases, many researches tend to adopt or adapt the \u201coff the shelf\u201d instruments of research. However, to evaluate the reliability and validity, it is necessary to conduct a pilot study, which should not entail the proposed study subjects.\u00a0<\/span>\u00a0<\/span><\/p>\n

      On the other hand, research applicability connotes the extent of appropriateness of the findings of the study in specific patient situations. As such, while appraising quantitative research, it is imperative to ensure that the intention of the clinical research is to answer a given focused clinical question. In addition, the outcomes of the study should be apt and easily generalized (Andrew <\/span>et al.,<\/span><\/i> 2019). The researchers should apply various checklists to determine the applicability of the research findings. Essentially, of all the factors considered in appraising quantitative study, the most important factor is the research validity. Research validity tops in the applicability of research findings. When the research study is valid, the reliability and applicability of the research will follow effortlessly. Overall, it is appropriate that the basis of nursing care is anchored on sound research and this requires nurses to evaluate factors like credibility, reliability, and applicability in the quantitative studies.\u00a0<\/span>\u00a0<\/span><\/p>\n

      References<\/span>\u00a0<\/span><\/h3>\n

      Andrew, D. P., Pedersen, P. M., & McEvoy, C. D. (2019). <\/span>Research methods and design in sport management<\/span><\/i>. Human Kinetics.<\/span>\u00a0<\/span><\/p>\n

      S\u00fcr\u00fcc\u00fc, L., & Maslak\u00e7i, A. (2020). Validity and reliability in quantitative research. <\/span>Business & Management Studies: An International Journal<\/span><\/i>, <\/span>8<\/span><\/i>(3), 2694-2726. https:\/\/doi.org\/10.15295\/bmij.v8i3.1540<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      NUR 590 Discussion: Apply a Change Framework to the EBP Project Sample Answer for NUR 590 Discussion: Apply a Change Framework to the EBP Project Included After Question NUR 590 Discussion Apply a Change Framework to the EBP Project Topic 3 DQ 2 Assessment Description Review the different models and frameworks that can be used […]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2831","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nNUR 590 Discussion: Apply a Change Framework to the EBP Project - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"NUR 590 Discussion: Apply a Change Framework to the EBP 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