{"id":3347,"date":"2021-08-19T15:12:57","date_gmt":"2021-08-19T15:12:57","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=3347"},"modified":"2024-03-23T06:54:50","modified_gmt":"2024-03-23T06:54:50","slug":"nur-590-propose-strategies-for-incorporating-evidence-based-practice-into-a-personal-practice","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-590-propose-strategies-for-incorporating-evidence-based-practice-into-a-personal-practice\/","title":{"rendered":"NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice"},"content":{"rendered":"

NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/span><\/h2>\n

Sample Answer for NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice Included After Question<\/strong><\/h2>\n

Topic 8 DQ 2<\/strong><\/h3>\n

Assessment Description<\/strong><\/h2>\n

The evidence-based practice (EBP) process is a powerful way of advancing improvements in health care. Identify three strategies that you will now incorporate into your practice based on this course. Explain your rationale.<\/p>\n

Objectives:<\/h2>\n
    \n
  1. Propose strategies for incorporating evidence-based practice into a personal practice.<\/li>\n<\/ol>\n

    Assessments<\/strong><\/p>\n

    Collapse All<\/p>\n

    Benchmark – Evidence-Based Practice Project Proposal Final Paper<\/strong><\/h2>\n
    \"NUR
    NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/figcaption><\/figure>\n

    Benchmark<\/p>\n

    SUBMIT ASSIGNMENT<\/p>\n

    Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/a><\/u><\/strong><\/span><\/u><\/p>\n

    Upcoming<\/strong><\/h2>\n

    Assessment Description<\/h3>\n

    For this assignment, you will synthesize the independent evidence-based practice project proposal assignments from NUR-550 and NUR-590 into a 4,500-5,000-word professional paper.<\/p>\n

    Final Paper<\/em><\/strong><\/h2>\n

    The final paper should:<\/h4>\n
      \n
    1. Incorporate all necessary revisions and corrections suggested by your instructors.<\/li>\n
    2. Synthesize the different elements of the overall project into one paper. The synthesis should reflect the main concepts for each section, connect ideas or overreaching concepts, and be rewritten to include the critical aspects (do not copy and paste the assignments).<\/li>\n
    3. Contain supporting research for the evidence-based practice project proposal<\/a>.<\/li>\n<\/ol>\n

      Main Body of the Paper<\/em><\/strong><\/h2>\n

      The main body of your paper should include the following sections:<\/h4>\n
        \n
      1. Problem Statement<\/li>\n
      2. Organizational Culture and Readiness<\/li>\n
      3. Literature Review<\/li>\n
      4. Change Model, or Framework<\/li>\n
      5. Implementation Plan<\/li>\n
      6. Evaluation Plan<\/li>\n<\/ol>\n

        Appendices<\/em><\/strong><\/h2>\n

        The appendices at the end of your paper should include the following:<\/h3>\n
          \n
        1. All final changes or revisions for the drafts that will be included in the appendices of your paper.<\/li>\n
        2. 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 the final appendix at the end of your paper.\u00a0In each preceding course you have been directed to the Student Success Center for assistance with APA style, and have submitted the APA Writing Checklist to help illustrate your adherence to APA style. This final paper should demonstrate a clear ability to communicate your project in a professional and accurately formatted paper using APA style.<\/em><\/li>\n<\/ol>\n

          General Requirements<\/em><\/strong><\/h2>\n

          You are required to cite 10-12 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

          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><\/h2>\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 Nursing<\/em><\/p>\n

          1.1: Translate research and knowledge gained from practice, while adhering to ethical research standards, to improve patient outcomes and clinical practice.<\/em><\/p>\n

           <\/p>\n

          5.1: Design ethically sound, evidence-based solutions to complex health care issues related to individuals, populations, and systems of care.<\/em><\/p>\n

          NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice Grading Rubric Guidelines<\/strong><\/h2>\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

          A Sample Answer For the Assignment: NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/strong><\/h2>\n

          Title: NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/strong><\/h2>\n

          Topic 8 DQ 2<\/span>\u00a0<\/span><\/h3>\n

          To achieve the desired health outcomes, health care organizations apply numerous strategies as situations necessitate. Due to the profound benefits of implementation science in the health practice, the evidence-based practice (EBP) process is embraced as a powerful strategy for enhancing outcomes. Through the EBP approach, health care organizations continuously commit to solving practice problems by incorporating research evidence, patient values, and clinical expertise into the decision-making process (Chien, 2019). This discussion explains the strategies that I will incorporate into my practice based on this course.<\/span>\u00a0<\/span><\/p>\n

          One of the strategies that will be part of my practice is embracing and promoting a spirit of inquiry. Wyant (2018) described a spirit of inquiry as the foundation of evidence-based practice since nurses infused by such a spirit challenge traditional practices and seek new ways of solving problems. In this case, nurses are guided and informed by a persistent sense of curiosity that stimulates them to seek new and better solutions to current and emerging problems. The second strategy is embracing change. Mathieson et al. (2019) found that resistance to change hampers organizational progress in health care delivery since new strategies are not allowed to influence positive change. Therefore, I will promote the desired change always. The third strategy is to be committed to creating safe and supportive health environments. New strategies to improve care are embraced in such environments, aligning with the evidence-based practice\u2019s principle of progressive change.<\/span>\u00a0<\/span><\/p>\n

          Generally, evidence-based practice is a meticulous, problem-solving approach to improving health outcomes. The strategies above have been selected since they focus on improving the practice environment. Problem-solving is a core principle in each strategy, implying that their application will be the basis for better, current, and relevant patient care.<\/span>\u00a0<\/span><\/p>\n

          References<\/span><\/b>\u00a0<\/span><\/h2>\n

          Chien, L. Y. (2019). Evidence-based practice and nursing research.\u202f<\/span>The Journal of Nursing Research : JNR<\/span><\/i>,\u202f<\/span>27<\/span><\/i>(4), e29. <\/span>https:\/\/doi.org\/10.1097\/jnr.0000000000000346<\/span><\/a>\u00a0<\/span><\/p>\n

          Mathieson, A., Grande, G., & Luker, K. (2019). Strategies, facilitators and barriers to implementation of evidence-based practice in community nursing: A systematic mixed-studies review and qualitative synthesis.\u202f<\/span>Primary Health Care Research & Development<\/span><\/i>,\u202f<\/span>20<\/span><\/i>, e6. <\/span>https:\/\/doi.org\/10.1017\/S1463423618000488<\/span><\/a>\u00a0<\/span><\/p>\n

          Wyant, T. (2018, Jan 18). A<\/span> spirit of inquiry leads to evidence-based answers to practice questions<\/span><\/i>. ONSVOICE. https:\/\/voice.ons.org\/news-and-views\/a-spirit-of-inquiry-leads-to-evidence-based-answers-to-practice-questions<\/a><\/span>\u00a0<\/span><\/p>\n

          A Sample Answer 2 For the Assignment: NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/strong><\/h2>\n

          Title: NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice<\/strong><\/h2>\n

          Clinicians who use EBP recognize the value of research for their patient population (Wilson & Austria, 2021). Evidence-based practice integrates the best available evidence with clinical knowledge and expertise while considering the patient\u2019s unique needs for optimal patient outcomes. It also means choosing effective, scientifically validated methods to meet patient needs. I can incorporate three strategies into my current practice: (1) maintain a spirit of inquiry, (2) find the best available evidence that relates to the issue, and (3) identify strategies to overcome barriers to EBP implementation in my current workplace.<\/p>\n

          Asking the question or \u201ctrigger\u201d starts the EBP process. I want to maintain my curiosity and always find more effective and efficient ways to practice clinically. There is always an area for improvement. It takes a curious mind to help improve workflow and patient outcomes. This course and the prerequisite courses have helped me with strategies to search for evidence to support EBP proposals. In my current organization, there is a department that is responsible for developing and updating policies and procedures. Finding ways to improve patient outcomes by finding the best available evidence and submitting a proposal is something that I am looking forward to in my practice.<\/p>\n

          Lastly, developing and implementing strategies to overcome identified barriers to EBP implementation or any quality improvement initiative would help our organization achieve better patient outcomes and staff retention. I have learned that having a shared vision and continued assessment and dialogue with stakeholders improves EBP sustainability. This course has also solidified my commitment to be a member of a professional nursing organization. Professional conferences and literature provide an excellent opportunity to stay current with EBP, network with like-minded professionals, get mentorship, and promote your EBP project.<\/p>\n

          Reference<\/h2>\n

          Wilson B. & Austria, M. (2021, February 26)\u00a0What is evidence-based practice?<\/em>\u00a0University of Utah.\u00a0https:\/\/accelerate.uofuhealth.utah.edu\/improvement\/what-is-evidence-based-practice<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

          NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice Sample Answer for NUR 590 Propose strategies for incorporating evidence-based practice into a personal practice Included After Question Topic 8 DQ 2 Assessment Description The evidence-based practice (EBP) process is a powerful way of advancing improvements in health care. 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