Applying Evidence to Clinical Practice Essay
Applying Evidence to Clinical Practice Essay
Due on week 15 August 16
Course Reflection Guidelines
Purpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN- BSN competencies acquired through the NUR3165 course.
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Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:Applying Evidence to Clinical Practice Essay
– The student will be able to produce a complete research paper.
– The student will identify the research methods, sources and application in nursing practice.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.
Requirements
The Course Reflection is worth 100 points (10%) and will be graded on quality of self- assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.Applying Evidence to Clinical Practice Essay
The length of the reflection is to be within three to six pages excluding title page and reference pages.
APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection b. Conclusion
Preparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3165 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Explain the interrelationships among theory, practice, and research.
2. Demonstrate an understanding of the basic elements of the research process and models for
applying evidence to clinical practice.
3. Advocate for the protection of human subjects in the conduct of research.Applying Evidence to Clinical Practice Essay
Evaluate the credibility of sources of information, including but not limited to databases and Internet resources.
Participate in the process of retrieval, appraisal, and synthesis of evidence
in collaboration with other members of the healthcare team to improve patient outcomes.
Integrate evidence, clinical judgment, interprofessional perspectives,
and patient preferences in planning, implementing, and evaluating outcomes of care.
Collaborate in the collection, documentation, and dissemination of evidence.
Acquire an understanding of the process for
how nursing and related healthcare quality and safety measures
are developed, validated, and endorsed.
Describe mechanisms to resolve identified practice discrepancies between
identified standards and practice that may adversely impact patient outcomes.” (p. 16).
Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate
education for professional nursing practice. Washington, DC: Author.
The Directions and Grading Criteria are at the end of the syllabus
Polit, D. & Beck, C. (2017). Nursing research: Generating and assessing evidence for nursing practice. Philadelphia: Wolters Kluwer Health.Applying Evidence to Clinical Practice Essay
ISBN-13: 978-1496300232
American psychological Association (2009). Publication manual of the American Psychological Association. (6th Edition). Washington DC: American Psychological Association.
ISBN: 976-1-4338-0561-5
Course Description
This course presents nursing research as a basis for nursing practice. Gives experiences in reviewing, analyzing, and interpreting research data for nursing practice.
*This course will use a variety of learning modalities to attain the course objectives, including but not limited to lecture, online discussion, case study, assessment strategies, group and or individual exercises, team and individual presentation, and learning games.
Learning Outcomes
Upon completion of this course, student should be able to: –
1. Produce a complete research paper (AACN Essential III: QSEN: Evidence Based Practice).
2. Identify the research methods, sources and application in nursing practice (AACN Essential
III; QSEN).
3. Formulate a clinical question using the patient/population/problem, intervention, comparison
outcome, and time (PICOT) format. This question will serve as the basis to direct
subsequent inquiry in the program (AACN Essential III, VI; QSEN).Applying Evidence to Clinical Practice Essay
4. Conduct literature searches using appropriate search strategies, parameters, and
resources (AACN Essential III, IV; QSEN: Evidence Based Practice).
5. Analyze and apply evidence from research and other reliable information sources to guide
nursing practice (AACN Essential I, III, IV; QSEN).
6. Demonstrate effective collaboration with the transdisciplinary professionals in healthcare to
promote positive working relationships, improve patient health outcomes, and deliver quality,
safe patient care (AACN Essential III, IV; QCEN).
7. Promote individual and population health promotion in communities and healthcare facilities
through application of evidence based research by assessing cultural factors to develop
appropriate disease-prevention strategies (AACN Essential I, II, III, IV; QCEN).Applying Evidence to Clinical Practice Essay
8. Integrate knowledge of evidence based nursing research in the care of transcultural patients
and populations across the lifespan, in diverse healthcare settings (AACN Essential I, III, IV;
QCEN).
Course Objectives
Upon Completion of this course, the student will be able to:
– Apply knowledge of research methods in analyzing and critiquing research studies and on-going research relevant to nursing practice.
– Analyze existing research studies for theoretical/conceptual development and relevancy to nursing and nursing practice.
– Identify legal, ethical, social, cultural, economic and political implications of research in relation to the use of human subjects and completed research publications pertinent to nursing practice.
– Analyze research studies and theories for their contribution to the advancement of nursing science and individual practice.
– Synthesize analyzed research studies and theories for their contribution to the advancement of nursing science and individual practice.
– To formulate and approve the research question to be used in the students clinical practice experience in NUR 4636 – Community Nursing and NUR 4827 — Nursing Leadership & Management.Applying Evidence to Clinical Practice Essay
Course Requirements
See College catalogue
Clinical Practice Experience
Enrollment into nursing coursework is dependent upon the students’ successful completion and of all practice experience clearance requirements. Once enrolled, students are expected to remain current and in good standing on all required immunizations, certifications, and licensures in order to meet the requirements set forth by the program.
FNU uses American DataBank’s Complio system to facilitate the practice experience clearance process. To verify and maintain your clinical package through American DataBank, log-on to Complio at http://www.fnucompliance.com/ and follow the steps to sign-in to your account.
If you have any questions regarding the requirements set forth by the program, please contact the course faculty as soon as possible.
During NUR3165, Nursing Research, students will be introduced to the concept of PICO, the four step method of formulating questions for evidence based research. Subsequently, students will select their PICOT question which will guide their clinical experience throughout NUR4636-Community Nursing and NUR4827 Nursing Leadership and Management. The course faculty for NUR3165 will approve the students’ PICOT question before the completion of the course. In addition, during NUR3165, students will identify and select an approved clinical site and preceptor.Applying Evidence to Clinical Practice Essay
Please refer to the student clinical handbook for further information.
Library Assignments
Two planned per term during Week 5 and Week 9.
Guest Speaker
Optional throughout semester
Week Schedule
The beginning of the week is considered Monday 12:01 a.m. EST and closes Sunday at 11:59 pm EST
*All assignments and DQ’s are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. EST, unless otherwise noted.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to all weeks begins on Monday at 12:01 a.m. EST, and that week’s assignments are due by the next Sunday by 11:59 p.m. EST. Week 8 opens at 12:01 a.m. EST Sunday and closes at 11:59 p.m. EST Thursday. Assignments may be due earlier in Week 8. Refer to the Guidelines and Rubric found in Course Resources.Applying Evidence to Clinical Practice Essay
Course Outline
Week Module/Topic Assignments & DQ’s Assignments & Posts Due Dates
1 (1) Introduction to Nursing Research in an Evidence-Based Practice Environment;
(2) Translating Research Evidence into Practice.
Introductions
Read Chapters 1,2
DQ #1 answer to main question is due Wednesday by 11:59 pm EST
Two post/response to peer(s) due Sunday, 11:59 pm EST
2 (3) Key Concepts and Steps in Qualitative and Quantitative Research.
(4) Research Problems, Research Questions, and Hypothesis Read Chapters 3,4
DQ #1 answer to main question is due Wednesday by 11:59 pm EST
Two post/response to peer(s) due Sunday, 11:59 pm EST
3 (5) Literature Review: Finding and Critique Evidence
(6) Theoretical Frameworks
Read Chapters 5, 6,
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST Two post/response to peer(s) due Sunday, 11:59 pm EST
4
(7) Ethics in Nursing Research
(8) Planning a Nursing Study
Read Chapters 7, 8
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST
Two posts/responses to peer(s) due Sunday, 11:59 pm EST
5 (9) Qualitative Research Design
(10) Rigor and Validity in Quantitative Research Applying Evidence to Clinical Practice Essay
Read Chapters 9, 10
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST
Two posts/responses to peer(s) due Sunday, 11:59 pm EST
Research Paper #1 due Sunday, 11:59 pm EST
6
(11) Specific Types of Quantitative research
(12) Sampling in Quantitative Research
Read Chapters 11, & 12
DQ 1 answer to main question is due Wednesday by 11:59 pm EST
Two post/response to peer(s) due Sunday, 11:59 pm EST
Research Paper #1 due Sunday, 11:59 pm EST
7 (13) Data Collection in Quantitative Research
(14) Research & Measurements and Data Quality Read Chapters 13, 14
DQ 1 answer to main question is due Wednesday by 11:59 pm EST Two post/response to peer(s) due Sunday, 11:59 pm EST
8 (15) Developing and Testing Self-Report Scales
(16) Descriptive Statistics Read Chapters 15, 16
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST Two posts/responses to peer(s) due Sunday, 11:59 pm EST
9
(17) Inferential Statistics
(18) Multivariable Statistics
Read Chapters 17, 18
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST
Two posts/responses to peer(s) due Sunday, 11:59 pm EST
Research Paper #2 due Sunday, 11:59 pm EST Applying Evidence to Clinical Practice Essay
10
(19) Process of Quantitative Data Analysis
(20) Clinical Significance and Interpretation of Quantitative Research Read Chapters 19, & 20
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST Two posts/responses to peer(s) due Sunday, 11:59 pm EST
11 (21) Qualitative Research Design and Approaches
(22) Sampling in Qualitative Research
Read Chapters 21, 22
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST Two posts/responses to peer(s) due Sunday, 11:59 pm EST
12
(23) Data Collection in Qualitative Research
(24) Basics of Mixed Methods Research
Read Chapters 23, & 24
DQ 1 answer to main question is due Wednesday by 11:59 pm EST
One post/response to peer(s) due Sunday, 11:59 pm EST
13 (25) Trustworthiness and integrity in Qualitative Research
(26) Basics of Mixed Methods Research Read Chapters 25, & 26
DQ 1 answer to main question is due Wednesday by 11:59 pm EST
Two posts/responses to peer(s) due Sunday, 11:59 pm EST
14 (27) Developing Complex Nursing Interventions
(28) Feasibility Assessments and Pilot Tests
Read Chapters 27 & 28
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST Two posts/responses to peer(s) due Sunday, 11:59 pm EST
15 (29) Systematic Reviews of Research Evidence Read Chapter 29
DQ 1 answer to main question(s) is due Wednesday by 11:59 pm EST No post/response to peer(s) due
Course Reflection due Sunday, 11:59 pm EST
16 Final week
Discussions & Discussion Questions
Participation Guidelines:
Students must post a minimum of three (3) times in each graded discussion. The three posts in each individual discussion must be on separate days, the initial answer(s) and two responses to peers. The student must provide an initial answer(s) to the graded discussion posted by the course instructor, by Wednesday, 11:59 p.m. EST, of each week. If the student does not provide an answer to each graded discussion topic (not a response to a student peer) before the Wednesday deadline, an automatic “0” will be issued for that week’s DQ. Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. EST of each week.
*Credit for peer responses will be issued via the DQ rubric if peer responses are made without an initial DQ response.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Monday of that week at 12:01 a.m. EST. Unless otherwise specified, access to all weeks begins on the first day of the course.Applying Evidence to Clinical Practice Essay
DQ Submission Guidelines
Students must submit their initial weekly DQ post in two separate areas. First, the student will submit their initial response via that week’s assignment link provided under the assignments tab as a Word document. Once this is done, the student will then copy and paste their answer onto that week’s DQ thread under the Discussions tab. Thereafter, all discussions and peer replies will be conducted via the DQ board. Failure to submit your initial DQ response to BOTH the assignments tab and the DQ thread will result in a “0” for that week’s DQ.
Note: All DQ submissions will be monitored for plagiarism.
Course Notes
It is recommended that students login to this course at least 4 days each online week. Students are also required to know the expectations or “etiquette” that pertains to the discussion board. Students who abuse this forum by making harassing, inappropriate or abusive statements will be removed and receive a zero (0).
Remember, your participation is essential to connecting with other students and developing an online learning community. Furthermore, often it’s the deciding factor between receiving a higher or lower grade at the end of the term.Applying Evidence to Clinical Practice Essay
Course Assignments
Specific assignments, their due dates, and grading criteria are listed in this syllabus. You are accountable for both individual assignments and for providing a significant contribution toward your learning team’s collaborative assignments when assigned. Your course grade includes scores from both your individual and group assignments. You are also responsible for completing all assignments including readings, written papers, presentations, and class discussions. You will be graded on the achievement of the objectives, not on the effort you put into your assignments. All online discussions, written assignments and documentation of others’ ideas and words in presentations must be in APA 6th edition format. You have one opportunity to complete each assignment. Papers cannot be rewritten, and presentations cannot be re-given to obtain a higher grade.Applying Evidence to Clinical Practice Essay
Late Assignments
Due dates are established for reasons of equity. It is not fair to peers who complete assignments on time if other classmates have extra time to work on their assignments. It is also not fair to the professor who must grade assignments in a timely fashion. Therefore, 5% of the assignment points (i.e., 1 out of 20, 1.25 out of 25, .2 out of 40 will be deducted each day for late submissions.
Class Policies
All students are responsible for reviewing the School Catalog section on Policies at:
https://www.fnu.edu/wp-content/uploads/2019/09/studenthandbookSEPT2019.pdf
Student Code of Ethics
Cheating or plagiarism is dishonest, undermines the necessary trust upon which relations between students and faculty are based, and is unacceptable conduct. Students who engage in cheating or plagiarism will be subject to academic sanctions, including a lowered or failing grade in a course; and the possibility of an additional administrative sanction, including probation, suspension, or expulsion. Cheating is the act of obtaining or attempting to obtain credit for academic work by using dishonest means. Cheating at FNU includes but is not limited to: Copying, in part or whole from another’s examination, paper, mathematical analysis, research or creative project, or the like; Submitting as one’s own work an examination, paper, mathematical analysis, research or creative project, or the like which has been purchased, borrowed, or stolen; or fabricating data; Consulting notes, sources, or materials not specifically authorized by the instructor during an examination; Applying Evidence to Clinical Practice Essay Employing a surrogate to take an examination, write a paper, do mathematical analysis, or complete, in part or wholly, an evaluation instrument; Aiding or abetting any act that a reasonable person would conclude, when informed of the evidence, to be a dishonest means of obtaining or attempting to obtain credit for academic work; and committing any act that a reasonable person would conclude, when informed of the evidence, to be a dishonest means of obtaining or attempting to obtain credit for academic work. Plagiarism is the act of obtaining or attempting to obtain credit for academic work by representing the work of another as one’s own without the necessary and appropriate acknowledgment. More specifically, plagiarism is: The act of incorporating the ideas, words of sentences, paragraphs, or parts thereof without appropriate acknowledgment and representing the product as one’s own work; and The act of representing another’s intellectual work such as musical composition, computer program, photographs, painting, drawing, sculpture, or research or the like as one’s own. If a student is in doubt about the nature of plagiarism, he/she should discuss the matter with the course instructor. Theft – Copying computer programs owned, leased, or rented by the College for use by the student in his or her course of studies is considered theft and will be dealt with according to the laws covering such actions and to the College norms for disciplinary actions. In cases like these, the Campus Dean will convene a Hearing Committee which will hear, investigate and render a report to the Campus Dean. This Committee will be composed of three members from the faculty or staff. According to the findings, the Campus Dean will render a decision. If this decision is not acceptable to those involved, a petition to the Dean to appoint an Honor Court must be signed by at least three people. The Honor Court procedure is explained in the Student Handbook.Applying Evidence to Clinical Practice Essay
Religious Holidays
Religious holidays are an excused absence, but not beyond the day for the holiday itself. Students should make their requests known at the beginning of the semester and arrangements must be made with the faculty member for missed work.
Students with Disabilities
Students with disabilities who may need special accommodations must register with the Office of Disability Services. In addition, students must contact the instructor so that arrangements can be made to accommodate their needs.
FNU is committed to offering accessible courses to all students, in full compliance with the Americans with Disabilities Act (ADA) Amendments Act of 2008 (ADAAA), Titles I and II of the ADA of 1990, and Sections 503 & 504 of the Rehabilitation Act of 1973. If you require special accommodations, you have the right to receive services including but not limited to customized assessments, individualized tutorial services, and other accommodations provided to you by faculty and staff. Please do not hesitate to contact our Student Services Office or Distance Learning department if you require any special accommodations.Applying Evidence to Clinical Practice Essay
Evidence-based practice is an approach to medicine that uses scientific evidence to determine the best practice (Beyea & Slattery, 2006). As nurses perform their daily tasks they must continually ask themselves, “What is the evidence for this intervention?”. Nurses are well positioned to question current nursing practices and use evidence to make care more effective. In order to improve patients’ outcomes it is the responsibility of the nurse to transition evidence-based practice into the norm, through application of daily practice (Flynn Makic, Rauen, Watson & Will Poteet, 2014). Continual evaluation of current practice must be performed to ensure the use of evidence-based practice opposed to practice based upon tradition. The implementation of evidence-based practice standardizes healthcare practices and diminishes groundless variations within care. These variations lead to the production of uncertain health outcomes (Stevens, 2013). Experience with EBP: Evidence-based practice plays a crucial role in the quality of patient care.
Evidence-based practice (EBP) is a patient-centered approach founded on independent scientific research, clinical expertise and patient experiences. Nurses and other healthcare providers who utilize this approach must consider the most recent healthcare research when determining the course of care and treatment.Applying Evidence to Clinical Practice Essay
The field of nursing earned recognition as an applied science in the 1960s, and research efforts intensified. The accumulation of research may have led to increasing knowledge levels; however, healthcare leaders began to express concern at the widening gap between the ideal healthcare environment and what patients were actually experiencing. Moreover, they were worried that the growing amount of scientific background and research was not being transferred and applied consistently to clinical patient care, thereby failing to meet the goal of improved and consistent outcomes.
In response, the Institute of Medicine (IOM) — which changed its name to the National Academy of Medicine (NAM) in 2015 — issued Crossing the Quality Chasm: A New Health System for the 21st Century in 2001. This report noted prior research that indicated the current system was causing preventable harm. It also reiterated the need for uniformity across the healthcare system to ensure that all patients were receiving the highest quality of care no matter where they sought treatment. To reach that goal, it was theorized that incremental changes would not be enough — a complete overhaul would be necessary. One of the recommendations was to implement EBP.Applying Evidence to Clinical Practice Essay
How Is Evidence-Based Practice Used in Nursing?
The transition to EBP has impacted nursing in several ways. First, nursing education has changed. Colleges and universities have altered their BSN program curricula to incorporate EBP. Students pursuing the degree, even through accelerated online RN to BSN programs, will find coursework that focuses not only on increasing a nurse’s overall knowledge base, but also on the importance of professional accountability. These programs emphasize critical thinking skills and encourage students to consider the patient’s clinical, cultural, religious and socioeconomic backgrounds, as well as relevant scientific research.
The growing use of EBP has also led to a greater interest in and emphasis on nursing research. While bachelor’s programs may contain at least one course related to nursing research, students may find it beneficial to further hone their skills. Although research may not frequently be a task assigned to entry-level nurses, it can be helpful to know about new and emerging scientific data since it can have a more direct influence on current and future professional nursing practices than in the past.Applying Evidence to Clinical Practice Essay
Becoming familiar with various research methodologies may prepare nurses for careers away from the bedside. With the accumulation of clinical experience and the completion of a Master of Science in Nursing (MSN) degree, nurses will find many more opportunities in research. These roles are often more independent and require less patient contact. Nurse researchers may design studies or trials, collect and review data, and write and publish their findings.
What Are the Benefits of Evidence-Based Practice?
The ultimate goal of the EBP movement is to standardize and improve access and quality of care across the healthcare system. Certain patient and nurse benefits include the following:
Improved patient outcomes. The heavy focus on raising the overall quality of care may lead to improved outcomes and health for patients. Using the most current healthcare research can help minimize complications associated with chronic illness and prevent additional illness or disease.
Lower costs of care. Roughly one in four Americans are living with multiple chronic illnesses and the cost of caring for these patients can often be substantial. Using EBP’s patient-centered approach may help eliminate unnecessary costs linked to treating chronically ill patients as well as reduce expenses for healthier patients, too.Applying Evidence to Clinical Practice Essay
Superior nursing skills. Incorporating EBP throughout a nurse’s education and clinical experiences develops more advanced critical thinking and decision-making skills. Nurses are better able to adapt to situations, utilize informatics and work in interdisciplinary teams. They also feel a greater sense of confidence and pride in their work.
Advancing Patient Care
Evidence-based practice has become an integral component of delivering high-quality, patient-centered care. Nursing students in an RN to BSN program will learn EBP theories and apply this knowledge in their careers. Offering benefits to both patients and nurses, evidence-based practice is helping to lead the way in advancing patient care.Applying Evidence to Clinical Practice Essay
