*2-3 pages

*This is DQ for Nursing Course

*I need it in 10 hours… No late policy….

 

PLEASE ADDRESS/ANSWER THESE QUESTIONS AS THE CONTENT OF MY ASSIGNMENT:

1.     An evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings.

 

2.     Propose a strategy for strengthening the culture of EBP within the organization.

 

 

3.     Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

 

*Kindly follow APA format for the citation and references! References should be between the period of 2010 and 2016.

*Make heading each question, so I need 3 headings that address the 3 questions above.

 

An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.

In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.

To prepare:

·         Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.

·         Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?

·         Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.

·         Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?

·         Reflect on how nurses can disseminate findings from evidence-based practice research.

 

Readings

·         Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

o    Chapter 28, “Disseminating Evidence: Reporting Research Findings”

In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.

·         Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process.Australian Critical Care, 24(4), 244–254.

This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.

·         Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.

In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.

·         Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230. 

This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.

·         Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.

In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.

·         Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53. 

The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.

·         Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.

This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.

·         Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390. 

This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.

·         Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.

The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes.  In addition to the program’s development and implementation, the article highlights lessons learned.

Media

·         Laureate Education, Inc. (Executive Producer). (2012k). Translating evidence into practice. Baltimore, MD: Author.  

Note: The approximate length of this media piece is 9 minutes.

Dr. Kristen Mauk discusses the outcomes of her DNP project in this video. She explains how nurses in the rehabilitation unit where she conducted her project used the results of her project to improve their practices.  

 

 

  

Welcome everyone!  This week’s Discussion requires you to respond to both the introduction prompt (Part 1) and the project topic prompt (Part 2) to receive full credit. 

PART 2: Please read the Content for Week 1 prior to responding – Week 1 Overview and Learning Materials, particularly Choosing a Project Topic.

Choosing a topic: The point of this discussion is to share your topic idea for your project, specifying the two GSS variables you want to analyze, so that other students will ask you questions or make suggestions that may help you define your project better. Your instructor will also interact with each of you individually in this discussion to help you refine your topic. Remember to check your thread regularly!

As you present your topic in this discussion, think about how you would study it. What is your research question and your theory behind it? Your research question can be more general and open-ended than a hypothesis. (For example, what affects people’s happiness?) Then, identify two variables found in the GSS 2018 dataset. You are choosing one independent variable and one dependent variable. Be sure to identify each variable name AND the questions asked in the survey. Wrap up by explaining why you chose these variables for your project and why you think there is a possible correlation or a relationship. Be sure to reference at least one academic source (peer-reviewed article) that relates to your topic.

 

In your replies to several posts from your classmates, think critically about what they are trying to do with their project, and offer them constructive feedback. This can be asking for clarification about their proposed topic, suggesting a direction for their research, suggesting sources they may want to check, or contributing your personal experience about this topic. Be sure to also answer at least one peer who responded to your initial post (and interact with the instructor as needed).

Reiteration: For your Week 1 “Choose a topic” initial posting, please list everything in the following list:

Describe what your topic is, phrasing it as a research question. (You might say: Does _______ affect __________ ? For example, does the number of children people have affect their happiness?)

• Identify variables (one DV, one IV) that you have found in      the GSS dataset. All variables in your project MUST come from this 2018      data set.

   

  • identify variable names; for example, “childs” is       a variable name. It stands for “Number of children.”
  • identify the question related to this variable that was       asked in the survey (in verbatim). For example, GSS survey question for       variable “childs” is as follows (in verbatim):

How many children have you ever had? Please count all that were born alive at any time (including any you had from a previous marriage).

• Explain why you chose these variables for your project;
• Explain why you think there is a correlation or a      relationship.
• Include a reference (including link) to an academic source      related to your topic.

After reading Chapter 5 in the course text and the instructor guidance, compare and contrast the similarities and differences between experimental and quasi-experimental designs. Describe the different ways in which an independent variable can be manipulated. Demonstrate application of the scientific method and ethical principles by explaining what dictates the selection of design (experimental versus quasi-experimental) and the type of manipulation used in a research study. Finally, give an example of a situation that could be studied with an experiment or quasi-experiment and assess the appropriateness of one design over the other in light of practical and ethical concerns.

Your initial post should be 250 to 300 words. Utilize a minimum of two peer-reviewed sources that were published within the last 10 years and are documented in APA style, as outlined in the Ashford Writing Center.

Please watch the four videos (links below-Don’t worry they are short) and read the short article associated with video #2.  In a minimum of 500 words, answer the prompt.

Prompt: 

Using advancing technology, will amputees surpass able-bodied athletes?  If so, should they be allowed to compete against able-bodied athletes, or should they be required to have their own competitions?  Is this different from doping?  What about integrating tech into able-bodied athletes beyond shoes or voluntarily removing limbs to accept new tech?  Where does it stop? Should it stop? Will athletes be replaced by robots?  What do you think?

#1– https://youtu.be/CNhn711-rLM

#2– Read the article below and watch the embedded video titled “Blake Leeper Ruled Ineligible for the Olympics” (two guys talking on mics).  There are two other embedded videos you can watch if you wish.

https://www.sportscasting.com/will-blake-leeper-run-in-the-tokyo-olympics/

#3–https://youtu.be/a2z8CE2vomY

#4–https://youtu.be/fn3KWM1kuAw