NURS 8114 Observation of Evidence-Based Practice DQ

Want create site? With Free visual composer you can do it easy.

NURS 8114 Observation of Evidence-Based Practice DQ

NURS 8114 Observation of Evidence-Based Practice DQ

As a DNP, you will have a significant voice in your health care setting to advocate for evidence-based
nursing practice. Understanding how evidence can inform better nursing care and patient outcomes is
fundamental to successful advocacy, as are examples of where, why, and how evidence-based practice
is needed.

Photo Credit: steheap / Adobe Stock
For this activity, you will essentially observe for evidence to support evidence-based practice. You will
write and post a blog in which you identify examples of evidence-based practice in your health care
organization and/or examples of need for application of evidence-based practice. Although the blog
functions like a Discussion Board, the aim is to be somewhat more informal in sharing your perspectives.
Colleagues will respond to your blog, as you will respond to theirs.
To prepare:
 Review the Learning Resources, particularly the chapter on evidence-based practice from
McEwen and Wills, and readings in the White, Dudley-Brown, and Terhaar text.
 With your understanding of evidence-based practice in mind, observe for examples of evidence-
based practice (EBP) in the health care organization where you practice, and/or examples of
nursing practice that are tradition bound and lack an evidence base.
 Consider conditions that support EBP within health care organizations and recommendations for
application of EBP.
With these thoughts in mind …
By Day 3 of Week 4
Post a blog on the topic of evidence-based practice in the health care organization where you practice.
Drawing on your understanding of EBP and your firsthand observations within your organization, include
the following content in your blog:
 Briefly describe one specific example of evidence-based practice that produced/is producing
significant patient outcomes. Or, if you are lacking examples, describe a recent patient
experience that might have been improved through application of evidence-based practice.
Explain your reasoning. Note: To maintain confidentiality, do not refer to individuals by name or
with identifying details.
 Evaluate the overall application of evidence-based practice within your health care organization,
including conditions that support it or roadblocks to overcome. Explain your reasoning, including
how you have arrived at your conclusions.

 Describe how you can advocate for application of evidence-based practice within your health
care organization.
Read a selection of your colleagues’ blogs.
By Day 6 of Week 4
Respond to at least two of your colleagues on 2 different days. Compare their observations and
evaluations of EBP in their health care organizations with your own and offer recommendations for
advancing EBP or identify suggestions you will apply in your own practice setting.
Week 4: Evidence-Based Practice, Quality Improvement, and Implementation Science: Interrelationships
From your experience as a registered nurse or APRN, how does change occur in a health care setting?
How do outdated protocols get updated or the actual root cause of a persistent problem get uncovered
and resolved?
You may have answers that speak to the commitment of health care organizations to continually
improve. You may also have examples that demonstrate the inherent challenges in any change initiative.
If only change were as clear and quick as striking a key. Rather, it requires a whole series of figurative
keystrokes and, depending on the setting, may seem as though the whole world needs to be onboard.
This week you will explore a particular set of keys to quality improvement in health care. It involves
reliance on science for evidence to inform nursing practice and implementation that makes sense to
practitioners and patients. Your getting-started activities will include observing for and blogging about
evidence-based practice, and looking for health care settings in your locale for investigating needs and
acceptance of practice change.
Learning Objectives
Students will:
 Evaluate application of evidence-based practice in health care organizations
 Analyze approaches to advocacy of evidence-based practice in health care organizations
 Compare health care settings for quality improvement projects
 Justify practice problems for quality improvement
 Analyze site and stakeholder requirements for quality improvement projects in nursing practice
settings
 Compare stakeholder requirements for quality improvement projects across nursing practice
settings
 Apply implementation science frameworks/models for evidence-based practice quality
improvement projects

Learning Resources

Required Readings (click to expand/reduce)

McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
 Chapter 12, “Evidence-Based Practice and Nursing Theory” (pp. 253–272 [PDF]
Theoretical Basis for Nursing, 5th Edition by McEwen, M.; Wills, E. Copyright 2019 by Wolters
Kluwer. Reprinted by permission of Wolters Kluwer via the Copyright Clearance Center. Licensed
in 2020.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and
healthcare (3rd ed.). Springer.
 Chapter 1, “Evidence-Based Practice” (pp. 3–25); for reading about the PET model, focus on
pp.14–16
 Chapter 2, “The Science of Translation and Major Frameworks” (pp. 27–58)
 Chapter 8, “Methods for Translation” (pp. 185–187 Quality Improvement and RCPI)
 Chapter 9, “Project Management for Translation” (pp. 199–228)
Dang, D., & Dearholt, S. L. (Eds.). (2018). Johns Hopkins nursing evidence-based             practice: Model
and guidelines (3rd ed.). Sigma Theta Tau International.
 Chapter 5, “Searching for Evidence” (pp. 79–96)

Boehm, L. M., Stolldorf, D. P., & Jeffery, A. D. (2020). Implementation science training and resources for
nurses and nurse scientists. Journal of Nursing Scholarship, 52(1), 47–54.
https://doi.org/10.1111/jnu.12510

Dunagan, P. B. (2017). The quality improvement attitude survey: Development and      preliminary
psychometric characteristics. Journal of Clinical Nursing, 26(23–24), 5113–5120.
https://doi.org/10.1111/jocn.14054

Note: The survey findings can be used to explore relationships between nursing attitudes concerning QI
and other organizational characteristics such as QI environment.

Hammersla, M., Belcher, A., Ruccio, L. R., Martin, J., & Bingham, D. (2021). Practice and quality
improvement leaders survey of expectations of DNP graduates’ quality improvement expertise. Nurse
Educator [Epub ahead of print]. https://doi.org/10.1097/NNE.0000000000001009

Jones-Schenk, J., & Bleich, M. R. (2019). Implementation science as a leadership and doctor of nursing
practice competency. The Journal of Continuing Education in Nursing, 50(11), 491–492.
https://doi.org/10.3928/00220124-20191015-03

Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., Matthieu, M. M., Proctor, E. K.,
& Kirchner, J. E. (2015). A refined compilation of implementation strategies: Results from the Expert
Recommendations for Implementing Change (ERIC) project. Implementation Science, 10:21.
https://doi.org/10.1186/s13012-015-0209-1

Rew, L., Cauvin, S., Cengiz, A., Pretorius, K., & Johnson, K. (2020). Application of project management
tools and techniques to support nursing intervention research. Nursing Outlook, 68(4), 396–405.
https://doi.org/10.1016/j.outlook.2020.01.007

Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., & Weiner, B. J. (2014).                Organizational
readiness for implementing change: A psychometric assessment of a new measure. Implementation
Science, 9(7), 1–15.

Walden University Academic Skills Center. (n.d.). How do I create a strong PowerPoint presentation?
https://academicanswers.waldenu.edu/faq/72804

Walden University Academic Skills Center. (n.d.). MS PowerPoint resources: Getting started.
https://academicanswers.waldenu.edu/faq/330533

Document: College of Nursing PowerPoint Template (PPT document)

Document: DNP Project Process Guide (Word document)

Document: Handout: Preparing for an EBP QI Presentation to Stakeholders at a Practice Site (Word
document)

Required Media (click to expand/reduce)

Walden University. (2011). An evidence-based practice model [Video]. Author.
Translation text lead author Kathleen White discusses the PET model.
Accessible player

Walden University. (2021). DNP glossary [Interactive media]. Walden University
Blackboard. https://class.waldenu.edu

Optional Resources (click to expand/reduce)

Walden University Writing Center. (n.d.). Webinars: Scholarly writing.
https://academicguides.waldenu.edu/writingcenter/webinars/scholarlywriting#s-lg-box-9094031

Walden University Writing Center. (n.d.). Writing as a process.
https://academicguides.waldenu.edu/writingcenter/doctoral/capstone/preproposal/writingasaprocess

Module 3: The Science of Translation
Just as translation is required to understand varying languages or customs or any number of differences
that define the world, translation of evidence is a requirement in the world of quality improvement.
With this module you will begin digging into your primary text, Translation of Evidence into Nursing and
Healthcare. That title precisely conveys the intent of this module, and looking ahead, important aspects
of your work as a DNP. Leading change for quality improvement necessitates understanding the science
of translation and how to make leaps in practice, step by step.
In this 3-week module you will explore the foundations and beginning stages of initiating practice
changes within a health care setting. Week 4 examines Evidence-Based Practice, Quality Improvement,
and Implementation Science: Interrelationships. Weeks 5 and 6, Introduction to the Science of
Translation, I and II, respectively, provide models and frameworks for implementing evidence-based
quality improvement. Throughout the module, you will begin a “practice run” for a practice change as
the focus of your signature DNP Project in this doctoral program. Imagine a translator who enables
communication and connection and how you can do the same as an advocate of evidence-based
practice quality improvement.
What’s Happening in This Module?
Preview your module activities and schedule.
What do I have to do?     When do I have to do it?

Review your Learning Resources Days 1–7, Weeks 4, 5, and 6

Week 4 Blog: Observation of Evidence-
Based Practice

Post by Day 3 of Week 4, and respond to your
colleagues by Day 6 of Week 4.

Module 3 Assignment: Exploring EBP
Quality Improvement

You are encouraged to begin your Assignment in
Week 4; submit by Day 7 of Week 6.

Week 5 Discussion: Translation Models
and Frameworks

Post by Day 3 of Week 5, and respond to your
colleagues by Day 6 of Week 5.

Go to the Week's Content

What’s Coming Up in Module 3!

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
In the next module, you will examine the interrelationships of evidence-based practice, quality
improvement, and implementation science, all of which will play vital roles in planning and executing
your DNP Project in your program of study. Get ready for an important module in this course with a
dynamic module Assignment.
Looking Ahead: Week 4 Blog
Week 4 contains the only blog in this course. A blog offers a more informal approach to engaging with
your colleagues. Note you are still required to post your blog by Day 3 and respond to at least two
colleagues by Day 6. Review the Week 4 Blog guidelines to prepare.

Week 4 Video: Evidence-Based Practice With Dr. Kathleen White
The Learning Resources in Week 4 feature a video interview with Dr. Kathleen White, lead author of
your Translation course text. She provides an example of evidence-based practice and steps in
implementing quality improvement, including building consensus among stakeholders for a practice
change. Plan to view this video at least once as you begin the module.

Next Module

To go to the next module:
Module 3
Rubric Detail

Select Grid View or List View to change the rubric's layout.
Name: NURS_8114_Week_4_Blog

Exit

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NURS 8114 Observation of Evidence-Based Practice DQ

 Grid View
 List View
Excellent Good Fair Poor

5 (8.33%) – 5 (8.33%) 4 (6.67%) – 4 (6.67%) 3 (5%) – 3 (5%) 0 (0%) – 2 (3.33%)

Main Posting:

Response to the Blog
prompt is reflective with
critical analysis and
synthesis representative of
knowledge gained from the
course readings for the
module and current credible
sources.

Thoroughly responds to the
Blog prompt(s).
Is reflective with critical
analysis and synthesis
representative of knowledge
gained from the course
readings for the module and/or
current practice experiences.
No less than 75% of post has
exceptional depth and
breadth.

Responds to most of the Blog
prompt(s).
Is somewhat reflective with
critical analysis and synthesis
representative of knowledge
gained from the course
readings for the module and/or
current practice experiences.
50% of the post has
exceptional depth and
breadth.

Responds to some of the Blog
prompt(s).
One to two criteria are not
addressed or are superficially
addressed.
Is somewhat lacking reflection
and critical analysis and
synthesis.
Somewhat represents
knowledge gained from the
course readings for the
module.

Does not respond to the Blog
prompt(s).
Lacks depth or superficially
addresses criteria.
Lacks reflection and critical
analysis and synthesis.
Does not represent knowledge
gained from the course
readings for the module.

Main Posting:

Writing

5 (8.33%) – 5 (8.33%)
Written clearly and concisely.
Contains no grammatical or
spelling errors.
Adheres to current APA
manual writing rules and style.

4 (6.67%) – 4 (6.67%)
Written concisely.
May contain one to two
grammatical or spelling errors.
Adheres to current APA
manual writing rules and style.

3 (5%) – 3 (5%)
Written somewhat concisely.
May contain more than two
spelling or grammatical errors.
Contains some APA formatting
errors.

0 (0%) – 2 (3.33%)
Not written clearly or
concisely.
Contains more than two
spelling or grammatical errors.
Does not adhere to current
APA manual writing rules and
style.

Main Posting:

Timely and full participation

9 (15%) – 10 (16.67%)
Meets requirements for timely,
full, and active participation.
Posts main Blog post by due
date.

8 (13.33%) – 8 (13.33%)
Posts main Discussion by due
date.
Meets requirements for full
participation.

7 (11.67%) – 7 (11.67%)
Posts main Blog post by due
date.

0 (0%) – 6 (10%)
Does not meet requirements
for full participation.
Does not post main Blog post
by due date.

First Response:

Post to colleague’s main
post that is reflective.

9 (15%) – 9 (15%)
Response exhibits critical
thinking and application to
practice settings.
Responds to questions posed
by faculty.

8 (13.33%) – 8 (13.33%)
Response has some depth
and may exhibit critical
thinking or application to
practice setting.

7 (11.67%) – 7 (11.67%)
Response is on topic and may
have some depth.

0 (0%) – 6 (10%)
Response may not be on topic
and lacks depth.

First Response:
Writing

6 (10%) – 6 (10%)
Communication is professional
and respectful to colleagues.
Response fully answers

5 (8.33%) – 5 (8.33%)
Communication is mostly
professional and respectful to
colleagues.

4 (6.67%) – 4 (6.67%)
Response posed in the Blog
may lack effective professional
communication.

0 (0%) – 3 (5%)
Responses posted in the Blog
lack effective communication.
Response to faculty questions

faculty questions, if posed.
Provides clear, concise
opinions and ideas.
Response is effectively written
in standard, edited English.

Response mostly answers
faculty questions, if posed.
Provides opinions and ideas.
Response is written in
standard, edited English.

Response somewhat answers
faculty questions, if posed.

is missing

First Response:
Timely and full participation

5 (8.33%) – 5 (8.33%)
Meets requirements for timely,
full, and active participation.
Posts by due date.

4 (6.67%) – 4 (6.67%)
Meets requirements for full
participation.
Posts by due date.

3 (5%) – 3 (5%)
Posts by due date.

0 (0%) – 2 (3.33%)
Does not meet requirements
for full participation.
Does not post by due date.

Second Response:
Post to colleague’s main
post that is reflective.

9 (15%) – 9 (15%)
Response exhibits critical
thinking and application to
practice settings.
Responds to questions posed
by faculty.

8 (13.33%) – 8 (13.33%)
Response has some depth
and may exhibit critical
thinking or application to
practice setting.

7 (11.67%) – 7 (11.67%)
Response is on topic and may
have some depth.

0 (0%) – 6 (10%)
Response may not be on topic
and lacks depth.

Second Response:
Writing

6 (10%) – 6 (10%)
Communication is professional
and respectful to colleagues.
Response fully answers
faculty questions, if posed.
Provides clear, concise
opinions and ideas.
Response is effectively written
in standard, edited English.

5 (8.33%) – 5 (8.33%)
Communication is mostly
professional and respectful to
colleagues.
Response mostly answers
faculty questions, if posed.
Provides opinions and ideas.
Response is written in
standard, edited English.

4 (6.67%) – 4 (6.67%)
Response posed in the Blog
may lack effective professional
communication.
Response somewhat answers
faculty questions, if posed.

0 (0%) – 3 (5%)
Responses posted in the Blog
lack effective communication.
Response to faculty questions
is missing.

Second Response:
Timely and full participation

5 (8.33%) – 5 (8.33%)
Meets requirements for timely,
full, and active participation.
Posts by due date.

4 (6.67%) – 4 (6.67%)
Meets requirements for full
participation.
Posts by due date.

3 (5%) – 3 (5%)
Posts by due date.

0 (0%) – 2 (3.33%)
Does not meet requirements
for full participation.
Does not post by due date.

Total Points: 60
Name: NURS_8114_Week_4_Blog

Did you find apk for android? You can find new Free Android Games and apps.