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A personal statement is a brief essay that showcases the top qualities of an individual applying to college. The focal point of a personal statement for college application is the passions, skills, talents, ambitions, and other accomplishments.

So what is the importance of a personal statement? It helps a college understand the personality of an applicant. Personal statements help the college admission board to evaluate applicants on what they think of themselves and also how they write about what they think about themselves.

A personal statement for college can be the difference between application and rejection in your favorite college. But how to write a personal statement for college is no walk in the park. That‘s why we have compiled the ultimate guide that will guide you on how to write a personal statement for college.

Personal Statement Definition?

As stated earlier, a personal statement is an autobiographical essay that introduces yourself, how you express yourself, and how you think. A personal statement is required when applying for college or any other professional school. If you need professional personal statement writing help,
online nursing papers
is online 24/7 to make sure all your requests are covered.

There Are Two Types of Personal Statements

Responses personal statement

A personal response statement is whereby you are required to answer specific questions on your application. You are required to narrow down the focus. In most cases, you will find a set of guidelines to respond to your writing prompt.

2. Comprehensive personal statement

A comprehensive personal statement is about yourself. You have freedom in what you write. This is challenging because of how you choose the right parts of your life. A comprehensive personal statement for scholarship requires astute decision-making.

The Purpose of a Personal Statement

For a college applicant, a personal statement is a golden opportunity for you to display your unique qualities, experiences, and beliefs that you couldn’t otherwise present in your college application letter. It is an opportunity for you to paint a clear picture of who you are as an individual away from your academic qualifications. You should take your college personal statement as the best opportunity for the admission committee to know you better.

You might be thinking, what exactly are these qualities that a college admission board looks for in your application statement? The college admission board is looking for one thing, what makes you unique? Why should they choose you over other applicants?

When a college admission board member reads your personal statement, they think: did the applicant write about an element in their life that needs further explanation? Did the applicant write something ordinary uniquely and specially? Is the applicant genuinely unique from the rest of the applicants? Thus, you should always strive to please the admission board with your statement.

Be Yourself

In a student’s personal statement who is willing to enroll as a history student, the applicant can link their favorite book or significant even in history. They can also share their personal views on the significant events in history or their perspective on major historical theories. The length of a personal statement for a university is not cast in stone; however, most personal statement choices are at least 400 words to 1000 words.

Your personal statement for college should harmonize with other parts of your application. Think of your college application as one package. Your application short answers, personal statements, and other additional documents to help you tell a tale of who you are. It is paramount that you avert any repetitiveness in your personal statement for college application. For context, if you are asked to hand in a personal statement and answer four questions, perhaps all of them shouldn’t be about soccer.

Another crucial aspect that most students forget is that the admission board is looking s your writing skills? Are you good at writing succinctly and clearly? How well and eloquent are you at telling your story? Writing is a vital skill in your college excellence, so it is paramount that you sharpen your writing skills together with the content of your essay.

How to Choose a Topic for Your Personal Statement

In some cases, you will get a few prompts to choose from. Some of the common personal statement prompts a student might be asked to write include:

The most subject that intrigues or captivates you

The challenges you would like to solve in your field

Crucial events that reshaped your thinking

The time you discovered yourself

Your interests and talents

Challenging a belief

Personal growth

Describe a person you admire

The book you love

What do you want to attend that particular school

A personal statement prompt should trigger a personal statement for a college topic, but for some, they remain perplexed on what personal statement topic to select.

The best way is not to put your mind in a box and think about the prompt. Instead, you should focus on what you are passionate about. You should focus on your talents and another unique experience.

When you have to write a personal statement for masters on a topic of your choice, it is your time to shine. The best decision is to select a topic that you love, and you can write a personal statement that ebbs and flows.

If you have a captivating history or background and believe it is your strong point. Then go for it. A captivating story can act as a sheer incentive to guide your approach. On the other hand, if you go for a common topic, ensure you use a unique perspective and voice to showcase your skills in an informative and immaculate way.

Each student has their own story, and it is prudent that you include your and express 100% honesty. If you failed a gap year or participated in some events that you didn’t be passionate about, spell it out in your application, do so in your personal statement. The main purpose of a personal statement is to have the college admission board know you, and honesty will go a long way in boosting your odds for success.

How to Decide What to Focus on Your Personal Statement for University Application

Don’t know how to decide on what topic to focus on in your personal statement for university application? Here are a few tips to help you out

1.      Meditate on your life

Take a few minutes to think about the questions below. Try doing this loudly with a friend or by yourself by writing down what you think. Each way is effective. It only depends on what works for you. If you are thinking aloud about yourself with a pen and paper it works for you, go for it.

a)      What were the most life-changing moments of your life

Which event changed your mind, how did this moment change your life, what are the lessons you learned from it, and how has it affected your perception of things moving on in the future. Some of the topics you can use include:

Your pet

Moving into a new state/city

Meeting a new family member

An inspiring motivational speaker

A new hobby

A new person you lost or a new person you met

b)      What have you chosen to focus on?

As you try to tell the “what” or also strive to tell the “why.” The motivations and reasons behind your actions can propel you towards entry to a college of your choice. How do you feel doing what you have chosen to focus on? What are some of the lessons you have learned? Here are some ideas for you

The moment you started participating in your new hobby

The time you knew this was what you wanted to do for the rest of your life

A time you struggled with doing something

c)      What or who inspires you?

This one is quite straightforward. How did you find out about th person or thing that inspires you? Why do they inspire you? In what exact ways are you inspired by a particular person or thing. Here are some ideas

A book or movie that changed your life

A sport

A close friend or relative

An organization

d)     What do you celebrate most in life

Think of the list you celebrate most, or you are proud of, and jot them down. These can be qualities, hobbies, and other personality traits that have made you what you are today. Here are some ideas

Your personal characteristics like organizational skills, working under pressure, etc

Other talents you didn’t mention before like drawing pottery etc

Name the times you saved the day

2. Draft your ideas

At this point, you should probably have a ton of ideas. Select the most impactful and solid ideas out of the pack. Choose the ones you deem fit, perhaps 2-to 5 ideas

3. Play around with your should-be essay topics

After trimming down your strongest personal statement ideas to around 5, it is time to play around with your selected personal statement topics. Start by jotting down a few topics about your chosen topics; let your ideas flow naturally. Write on each idea and see which ones you can flow easily and have the best ideas.

While doing this, take note of the topic: quite easy to write. You find it easier to tell your story, share something amazing about you, and easily and widely cover other areas of you your college application.

How to Write a Personal Statement for a College Application

Contrary to what most wannabe college students believe, knowing how to write a personal statement for college application is not rocket science. You just have to know what exactly the college admission board is looking for.

Essay writing
rules do not change when writing a personal statement for a college application. You just have to follow the typical essay structure only that a personal statement for college application outline is a specialized type.

We have compiled simple steps to help you nail that college application personal statement. After understanding the requirements and expectations of a personal statement for college application, it is time to get down to the nitty-gritty.

 

1.      Ponder on the topics

The pondering or brainstorming phase is when you create different idea topics on writing your personal statement for masters. You can use the tips stated above to create a topic or what you will mention in your personal statement for college application.

 

Pro tip:
If the question prompt asks you to write about the life-changing event you ever experienced, begin by jotting down all the life-changing events or events that you think are most likely to have changed your life. The trick is always to avoid the first idea or the most obvious one since you will want to stand out among hundreds of other applicants. Ensure you keep it as personal as possible.

But what happens if you know a life-changing event in your life and don’t know how to blend that in your personal statement for a master’s application. You can use a few questions that will help you get ideas on how to what to write about :

How is your background affecting your life? Explore your social, economic, cultural, religious, and health backgrounds. Does it affect how you relate to other papers on your daily activities?

What was the biggest challenge you have ever faced, and what were the most impactful lessons you gained from experience? How did you overcome the challenge?

What are the special talents that you have that sets you apart from other people of your same academic qualifications or maybe your age?

These are just a few guiding questions to guide your thinking towards selecting the appropriate personal statement topic for university application. If you are still finding it hard to find a topic. Seek help from a friend or a relative. Ask them to tell you the most outstanding skills or personality traits you have.

2.      Get Ready to Write Your Personal Statement for College Application

After finding the appropriate topic for a personal statement for college application, it is time to get ready to write. Similar to any other essay, you need to have a plan. You need to have a draft that will help you nail a personal statement, especially if it is your first time writing a personal statement for a college application.

Your personal statement draft is where you exercise freedom of creativity. Thus, you do not need an outstanding or perfect personal statement outline. A draft is basically about jotting down tons of ideas and selecting the best ones before you begin writing.

So in your draft, write whatever you think you can use in your final, personal statement for college application. Even if it is just one word, just write it down. You never know what one word can do to your personal statement.

3.      Just Write

Now you have a personal statement format. It is about time you get to writing. Like any other college essay, you need a catchy hook, and then you expound on more details on yourself after that. An opening hook will grab the college application member’s attention and have them reading through the end of your personal statement for college.

One fact about how to write a personal statement for a college application is that it is not as easy as it may sound. Writing positively about yourself is not as easy as it sounds. That is why we recommend using personal statement help services. Personal statement for college application experts have years of experience in writing a personal statement. Thus, they can easily help you land in your dream college.

Otherwise, it is your life. It is your story. Tell your narrative in your own words. The grades can be brilliant, but so are other applicants. The college admission board wants to hear about you and your personality from your own words since they cannot see your character in the CV or finals scores. Make it worthwhile

4.      Edit and Proofreading

With the help of a draft, you always produce a high-quality personal statement for university applications. You need to go over your draft to ensure that whatever you have written makes sense and you have polished the areas that need polishing.

Follow the primary editing rules that you use in other school essays. For example, look out for repetition, passive voice, and long sentences, among others. Just make sure your writing is concise.

After checking on the minor or common mistakes, you can begin proofreading your paper. Proofreading is more advanced than editing. Look for more advanced errors in your personal statement for university application, such as formatting problems and grammar issues.

The golden tip is to take some time off before you begin proofreading. Taking a break from your personal statement will refresh your brain and help you notice some errors that you could not have otherwise seen. Also, it is good to take a small break from hours and hours of writing your personal statement. If you cannot proofread or need a specialized person to help you proofread your personal statement for university, you can always seek help from personal statement experts.

5.      Hand in Your Personal Statement

The last step is quite obvious and quite easy. Go through your personal statement and ensure that everything is in order. Also, ensure that you have adhered to the requested formatting instructions. Submit your personal statement for college application and wait for further instructions.

Personal Statement Do’s and Don’ts

Personal statements can be quite tricky, but you can easily excel in writing your personal statement for scholarship applications.

Do’s

Have a friend or family member glimpse your personal statement for scholarship application. You can also read it aloud to them and let them give you their honest feedback. Share your it with teachers. Listen to their feedback and make the changes wherever necessary.

Use empty spaces. Leave blank spaces between your paragraphs. White spaces allow a reader to go through your personal statement for scholarship application easily. Keep in mind that the college admissions board is going through piles of personal statements. Make it easier for them to go through your personal statement.

Proofread and edit. Go through your personal statement and check for grammar or spelling mistakes. Proofread your personal statement at least two times. You don’t want your college applications to be rejected for minor mistakes that you could have avoided had you proofread your paper.

Be as reflective as you can. If you are making a point, use “I,” for instance, “ I played”

Familiarize yourself with the course you are applying to. If you are applying for a medical course, familiarize yourself with the course elements. You will want to express your interests in the course explicitly.

Give compelling reasons as to why you are interested in the course. Avoid being generic and sounding obvious. Whatever you include in your personal statement for
scholarship application
, make sure you can talk about it in your interview.

Lastly, make your personal statement about yourself. You are given a chance to tell your story. Do not talk about your field of study but tell the reader about you.

Don’ts

Do not copy-paste another personal statement. Your personal statement for college application should be 100% unique. Admission boards like UCAs have plagiarism detection tools to detect plagiarism. Should they detect any plagiarism, you will jeopardize your application.

You should customize your personal statement for college applications for a specific college. Your personal statement should be about a single college. Do not use a uniform personal statement for all college applications.

Do not apply for various courses at a go. Applying for many courses at a go will limit your productivity and the ability to write a perfect personal statement for college application.

Do not tell show. Do not write about how you got some skills. Show your skills on how you used your superior skills to do something.

Do not list what you are currently doing. List only things that are relevant about the course you are writing about.

Do not try to blame your previous institutions or colleges for the poor grades you might have.

Do not try to be funny, do not try to make jokes. This is not the time.

Do not write like a letter. Phrases such as dear/sir look weird and do not add value.

Personal Statement application for College Writing Tips

When you don’t, know how to write personal statements for a college application. Try these personal statement writing tips.

1.      Be Unique

A personal statement is selling your story to the college admission board. Everyone has a unique story, so make your story heard. So keep in mind the “personal” in a personal statement. Sometimes our story might sound common, but ts is unique.

2.      Let your words speak for you

The college admissions board also wants to know how you are expressing yourself. So you should write about yourself and use the right tone. You might be thinking about what the right and wrong tone is? The right tone is genuine. So do not use bombarding words trying to impress the college admission board. Sometimes trying too hard can entirely ruin your chances.

3.       Think about your reader

Who will be reading your personal statement for college applications? What message or image do you want to paint in the readers’ minds? Do you think the school matches your goals and ambitions? Do you think you are the ideal student for the school. ? Consider all these questions when writing your personal statement.

4.      Meet the length

Do not be too lengthy or too short. Check with the requirements of the colleges you are applying to. What is the required length? Meet the required length. Most require 500-600 words.

5.      Edit and proofread

This is is quite basic. Make sure you edit and proofread your work and ensure it is flawless. You can self-edit, asks a friend to edit, or hire a personal statement for a college application proofreading service.

Common Mistakes in Writing a Personal Statement for University Application

Here are common mistakes to avoid when writing a personal statement for a university application.

1.      Do not report

Remember, you are telling a story and not reporting all your events. So, avoid repeating everything you have stated in all other application documents. The main purpose of your personal statement is to get your story to be heard. So use this chance to show who you are.

2.      Writing about many events

Your personal statement is not a resume. If you want to list your achievements, there is a section for that in your application process. So, only write about a few relevant statements.

3.      Ditch cliches

Once again, understand the “personal” in a personal statement. Your story should be about you and thus avoid sounding like everyone else. Ditch common quotes from famous people or other overused quotes. Adding common quotes does not make you unique or special. It only takes up the space you could have used to state other relevant things.

The Bottom Line

Congratulations, you have made it this far. Your personal statement for college applications should convey your reasons for wanting to join the college, undertake a particular course, and your ability to successfully complete the course. If you find it difficult to write your personal statement for college applications, do not fret and do not copy-paste a personal statement.
Seek help from experts
today.

Writing a case study is a common task in college, especially for anthropology, psychology, and sociology students. Many students find it challenging to write a compelling case study paper. This article provides a full guide on how to write a case study paper.

Case studies can be in different forms depending on the subject and type. Before looking at how to write a case study, it is important to know the definition and various types of case studies.

What is a case study?

A case study is a research paper that looks into issues and proposes answers. Case studies can range from academic research to business promotional tools attempting to market an idea.

A case study aims at conducting thorough research on a specific issue such as communities and individuals. You want the reader to understand all the factors involved in the subject matter and the research process. You also want them to understand the solution for your research.

Sources of a case study

The common sources of a case study include:

Documents

Interviews

Archival records

Physical artifacts

Direct encounters and observations

Facts and statistics

Participant’s observations

Differences between a case study and a research paper

Case studies go much further than research papers that draw the reader’s attention to a specific issue. Students must pay special attention to details in case study guidelines, investigating difficulties closely and in-depth using various
research paper
methodologies. Case studies, for example, can be used to investigate court cases in Law or a patient’s medical history in Medicine.

Case studies typically analyze specific cases for a person or a group of individuals and involve a lot of narration. This research method is beneficial because it is convenient and can provide a lot of practical information. The length of a case study is typically 500-900 words, which is significantly shorter than the length of a typical research article.

A case study has a format that is quite similar to storytelling. It features a protagonist or primary character, who, in your case, is a problem you’re attempting to resolve. In your story, you can apply the three-act structure. An introduction, rising action, a climax where transformation happens, declining action, and a solution should all be included.

Types of case studies

A case study is a report that provides thorough information about an event, an institution, a location, a person, or pretty much anything. There are different case studies, but the topic determines the one you choose. The different types of case studies include:

Historical case studies

Case studies from the past are excellent resources for learning. Historical events provide a lot of sources of information from which to draw varied conclusions. These perspectives can constantly be used, compared, and thoroughly explored in present analogues.

Problem-oriented case studies

For the most part, problem-oriented case studies are used to solve difficulties. These are frequently assigned as hypothetical circumstances where you must put yourself into the issue to investigate it.

Assume you are working for a startup and you’ve just discovered a massive problem in the design of your product. You should thoroughly investigate the situation and offer remedies before bringing it to the attention of a senior manager. Problem-oriented case studies are an essential aspect of relevant socio-economic discourse on a larger scale.

Cumulative case studies

Cumulative case studies compile data and provide comparisons between objects or situations. In businesses and organizations, such case studies are used to demonstrate the worth of a product.

Critical case studies

Critical or theoretical case studies investigate the causes and consequences of specific situations. The researcher selects a detailed empirical analysis focusing specifically on analyzing a contradiction or a myth.

Illustrative case studies

These case studies describe events while investigating the results and any lessons learned.

Case study paper format

To perform well in your case study, you must use the correct format. A case study paper format typically has eight parts. This includes:

Executive summary

This section explains the factors you will examine in your case study. Write the overview of the subject matter. Mention the thesis statement and summarize the results with not more than three sentences.

Background research

In this section, you should provide background information for your study. Also, remember to isolate the issues in your research.

Evaluation of the case

Separate all the sections of the research that you want to concentrate on. In the area, explain the things that worked out and those that did not.

Proposed solutions

Provide accurate ways to solve what is not working. Show how to improve the current condition of the research. Talk about the strategy you choose and explain why it is the best.

Conclusion

Summarize all the main points from the proposed solutions and case evaluations. Ensure you do not include new information in conclusion.

Recommendations

This section talks about any sew strategies that can be put in place to improve the situation. You can also recommend other areas of research

Implementation

Explain how your strategy should be put in place. Talk about the effects and adaptation process.

References

Provide all the citations for your work. Ensure you use the correct citation provided by your instructor or professor.

How to write a case study

Set up the research process

When writing a case study, research should come first. Go through different sources and analyze points that will assist you in developing creative solutions. Include all the necessary research. The process of the case study research involves:

Defining the objective of the research

Explain why you’re presenting your topic. Determine if your case study will be written, on film, displayed as an infographic, broadcast as a podcast, and so on.

Determine who the best candidate for your case study will be

Obtain permission, quotes, and other aspects that will enhance the effectiveness of your case study. Contact your applicant to check if they agree to participate in your project. Examine that candidate’s situation and note what led to it.

Determine the numerous outcomes that could occur as a result of the scenario

Follow these steps to get a case study started:

Search the internet for general information that you might find beneficial.

Make a list of trustworthy sources and research them

 Look for crucial facts and draw attention to problems. Always write down your thoughts and do a brainstorming session.

Concentrate on a few main issues

 Think about why some key points exist and how they affect your research topic. Consider a few other approaches. Make connections between what you’ve learned in class, what you’ve read, and personally experienced.

Focus on the best option and investigate it thoroughly when creating a case study. Writing a case study paper will be simple once you’ve completed all your research.

Check the rubric of your research

Although your instructor may use different criteria, every case study rubric follows basic guidelines. Your professor will expect you to demonstrate the following eight outcomes:

Correctly identify the discipline’s concepts, theories, and practices

Determine the ideas and principles that apply to the specific subject

Examine and apply legal and ethical arguments to your decision-making

Recognize your case’s worldwide significance and impact

Create a logical overview and explanation of the research

Demonstrate your ability to think critically and analytically

Explain how the environment and nature are interconnected

Integrate the discipline’s theory and practice into the analysis

Case study outline

Just like any other academic paper, case studies follow a specific outline. The case study format for students is different from that of business. This is the basic outline of a case study:

Introduction

A good introduction is a part of an academic case study. It tells the reader what to expect in the entire paper. An introduction should catch the readers’ attention and provide background information about your topic.

Ensure you present your statement of the problem, explanation of the terms, hypothesis, and importance of your subject.

A good case study introduction should answer the following:

What is the subject being studied?

What is the importance of investigating the issue?

In what ways will the research advance new knowledge or bring new ways of understanding?

Body

In the body section, explain why you choose the topic. Provide the background of your research. Analyze and present your data, argument, and evidence.

Include relevant issues and facts and extensive research into the problem. This is how you will show that you have thoroughly researched your problem.

To come up with the best solutions, consider alternative solutions. Don’t forget to sketch out the most viable options and weigh their benefits and drawbacks.

Conclusion

In conclusion, you can restate the problem statement. Summarize all information you had included in the body section. Provide some solutions to your research and give some recommendations for further investigation.

That is the basic case study outline. You can check online if you need to read a specific case study outline example. This will help you understand more.

Writing a case study draft

After completing your case study research and producing the plan, it’s time to focus on the draft. In a draft, you must create and write your case study based on the data you gathered throughout your research, interviews, and the analysis procedures you used. For the draft, follow these guidelines:

Include four sections

At least four sections should be included in your draft. This consists of an introduction, a body that includes background information, an explanation of why you chose to conduct this case study. It also includes presenting your preliminary results, a conclusion, and references.

Set the tone

You should set the tone for the rest of the presentation in the introduction. You can even ask a question or refer to someone you spoke with throughout the research phase. It must include sufficient background information on the subject.

Analyze prior studies

Analyses of prior studies on your topic could be included in the background. State the goal of your case in this section as well. This is like a thesis statement. The plan should state the purpose of your effort and the issues you wish to address. Include any background information you gathered throughout your investigation, such as images or videos.

Describe the method of study

Describe how you conducted your study, whether it was through interviews, observations, academic publications, or other methods. The next step is to present the findings of your investigation.

Inform the audience of your results. What can we learn from this, and why is it so important? Discuss the problem’s actual ramifications as well as its global relevance.

Include data quotes

Include data and quotes (such as findings, percentages, and awards). This will give your case a more personal touch and increase its credibility. Explain what you learned about the situation and how it progressed during your interviews.

 Also, provide any remedies that have been proposed by others who have previously written about this case. At the end of your case study, offer possible solutions for your case study. But don’t worry about fixing them yourself.

Checklist for Finishing the Draft

After you’ve finished writing your case study, polish it up by:

Making sure you’re using the correct case study format, including text formatting

Checking that the reference and citation style in your work is consistent

Micro-editing entails checking for errors in grammar and spelling

Macro-editing involves asking yourself, does the reader get a sense of “the broad picture”? Is there sufficient unprocessed data, such as real-life examples or personal experiences?

Have you made your data collection procedure as straightforward as possible? Is there a clear conclusion to your analysis that allows for more research and practice?

Avoid these issues:

Over generalization

Do not conduct an additional study that is unrelated to the original issue.

Failure to Document Restrictions

You must disclose the specific limitations inherent in the subject of analysis, just as you must state the limits of a generic research study.

Failure to Extrapolate all conceivable implications

Just as you don’t want to overgeneralize from your case study data, you must consider all possible outcomes or recommendations.

How to write a nursing case study

Nursing case studies are different from other academic case studies. A good nursing case study paper requires consideration and planning. It contains four sections that include:

The status of the patient

Assessment of the patient

Care plan and recommendations

How to write a case study title page

A case study’s title page depends on the citation format provided by your instructor or professor. Your case studies title page should include:

A title that describes your research and attracts the reader’s attention

The title should have “case study” words in it

The title should have five to nine words in length

Include your contact information in the title

How to cite a case study

A citation is one vital aspect that has to be included in writing because it confirms your findings in the study. You may easily reference a case study using the journal format. Other ways of referencing a case study paper include:

American Psychology Association (APA)
format

Modern Language Association (MLA) format

Chicago format

Harvard format

How to write a case study in APA style

APA referencing style is a commonly used style in writing case studies. Let’s look at the sections in creating a case study structure in APA, which shares a few similarities to other research papers.

Introduction:

Introduce your topic to the reader. Be sure to highlight the state of current research and where you aim to develop the existing state of knowledge. You may want to offer an exciting fact to highlight your work’s importance and build an interest in your idea. Finish off with a thesis statement that you’ll focus on your workaround.

Objectives

 In this area, you answer the questions indicating why you are undertaking your study and any questions you’ll examine. An avid case study writer advocates focusing on your inquiries around the thesis. You can build a triangle with a diagram and dig down your queries in a logical style that rolls up to the main aim of your paper.

Methods

Writing a case study in APA involves a methods section that outlines how you did your research. Did you do any interviews, send out questionnaires, or observe any behaviors? Detail them in this area, and state your data collection methods’ context and conditions.

Results section

Now that you’ve established what you wanted to accomplish and went about it in your APA case study format, it’s time to present the results. Don’t be shy if things don’t go swimmingly. Often, in studies, we have unexpected outcomes and particular circumstances, making your paper more interesting to read.

Discussion

It’s time for the heart and soul of your paper. After all your investigation and observation, it is time to discuss the outcomes. The key to how to write a case study paper in APA depends on your ability to interpret the results in a meaningful way. Be careful to focus the conversation around your stated approaches and how they pertained to your aims.

Recommendations

Here you wish to specify what is to follow your research. Professional case study writers advise declaring any knowledge gaps in your work and any unresolved or new questions uncovered. Your findings will be valuable for others to follow in your footsteps and expand on your analysis.

Case analysis format outline

A good case study provides an opportunity to gather enough evidence and analyzes a real-life situation. It challenges existing assumptions about an issue and showcases a new set of recommendations.

To achieve all that is required in writing a good case study, you must apply analytical and critical thinking skills. The skills will help in differentiating your paper from other papers. Ensure your case study analysis passes through the following techniques:

Brainstorming

Read and understand the case as you brainstorm different ideas for the various solutions. Ensure you rely on several solutions to a problem.

Pick ideas

Look for ideas that sound interesting as they form a solution. Be careful when picking a solution to the problem. Choosing the wrong solution is the worst mistake in your case study analysis.

Make a rough draft

Do not be in a hurry to write a neat case study in the first steps. Write a rough draft then you can take some time to build an excellent case study afterwards.

Mistakes to avoid in your case study analysis

Excessive use of colloquial language

Ensure you do not use colloquial language. Even if you are studying an actual situation, it should sound formal.

Lack of statistical data

Give all the necessary statistics, both in percentages and in figures.

Excessive detailing

 State the most significant facts rather than drowning the reader in every point you find.

Inconsistency in the methods you have utilized

 Theory plays a relatively limited part; thus, you must build a unique case study research approach.

Applying trivial means of research

You must construct your own case study research approach in whatever form best suits your analysis, such as questionnaires and surveys.

Case Studies examples

A great way to learn how to write a case study paper essay is to look at examples. We have put together a list of interesting case study examples for you to look over before you start writing.

Going over various case study samples is beneficial because it improves your ability to write a perfect paper. When you look at the examples, you’ll be able to learn about different case study writing formats and, at the same time,

You will spot mistakes made by other writers and correct them when it comes to your own. The majority of case study topics are relevant to real-world applications. You will also improve your writing and score well if you go over samples on various topics.

Example of a Case Study Introduction

The introduction will be the first point of contact for your readers. As a result, it’s critical to craft a captivating introduction to attract the reader’s attention. Include a thesis statement and a one- or two-sentence summary of the outcome.

You can also learn how to write an engaging introduction by looking at case study examples on our website.

Some ideas for drafting a case study

Knowing the definition of the case study is not enough. You need to comprehend its outline and learn how to create it so that it may be valuable to you. A case study template will constantly guide you on how to plan your work.

Various strategies can help you develop an excellent case study to satisfy your professor or instructor.

Write on anything that you can associate well with your arguments

You are likely to fail when you approach a context that you have so little understanding about. You need to select a context that benefits your concepts. The fundamental notion in case studies is about relating ideas with practical application.  

The moment you choose in a context that you do not understand well, you will likely not create a decent outcome. Always ensure you choose a context that you are comfortable with and you can readily expound on without difficulty.

Narrate your context clearly

While writing your case study, ensure that you explain the context correctly so that your reader can know when you start linking the situation with your ideas. A narrative of the context will assist the reader in relating the concepts easily. When the reader fails to understand your context, then automatically, it would be hard for them to match it up with the idea under discussion.

Be honest in your explanations

Ensure that you do not leave the reader hanging in your explanations. For example, in a case study sample, if you are talking about particular data, state the exact numbers so that the reader can readily understand what you are giving them.

Use a specific style of approach

there are various ways in which you can write your case study. You may decide to explain a concept and give it illustration immediately or to describe the full context then introduce the relation afterwards.

This contributes to the organization of your work. Once you are organized, the reader will undoubtedly understand your work, and you will obtain excellent points in the report.

To sum up

Writing a case study helps understand what happened to a situation, individual, or group of people. It involves conducting research and finding solutions to problems highlighted in the subject matter. This article provides a full guide on how to write a case study paper.

Get expert case study writing help

Writing a case study can be challenging for some students as it involves researching a topic and coming up with solutions to specific problems. Worry not if you still need help selecting a good topic or writing a compelling case study. You can get case study writing services on our website at affordable rates.

Writing an innovative and compelling research paper in such a complex and diverse field as medicine can be a challenging undertaking. You need to choose medical research topics that interest the reader, which is a challenge to many students. This article highlights top medical research topics to write about in your paper.

When writing medical research papers, each student chooses their area of interest, ranging from public health issues to cancer therapy studies. Our main goal is to assist students in discovering new ways to learn and focusing on essential topics. You may write an engaging and rigorous paper using our resources.

What is a medical research paper?

A medical research paper is an academic paper designed to test whether medical students understand various topics in the field of study. This includes psychotherapy, diseases, surgery, nursing, and many others.

Medical students must write research papers before completing their studies. You have to choose interesting medical research topics to write about to attract the attention of the instructors or professors.

How to select a medical research topic

Choosing unique medical research topics can be more challenging than the writing process. You need to select an interesting topic that will attract the readers’ attention. You also need to demonstrate your skills and knowledge in the field and inspire further research.

To achieve that, you need to research and brainstorm many
health research topics
. Here are some of the great tips to consider while selecting good medical research topics:

Understand the requirements of the assignment

You need to check whether your professor or instructor has provided a research topic or you need to develop one. Check if the sources to get information from have been limited or not. Also, consider the scope of your medical research paper.

Choose an interesting topic

The idea is to choose something you’re interested in, but make sure it’s not too broad or specific. It should allow you to go deeply into the topic matter and demonstrate that you’re a skilled professional up for a challenge in your chosen field of medicine.

Narrow down your research

Sift through recent medical research articles to keep up with the newest trends, advancements, and concerns in medicine and healthcare. Look through textbooks, news articles, and other relevant sources to learn about your potential topics. If you’re interested in a particular problem or disease (perhaps something that drove you to a profession in medicine), that’s your cue to narrow down your topic.

Identify the “why,” “how,” and “what.”

Whether you’re researching nutrition research paper topics, contentious medical subjects, nursing research topics, or anything in between, consider why each is significant. What new knowledge could the research contribute to the future of medicine? These questions will help you in selecting the best medical research paper topic for you, allowing you to go forward and achieve your goals.

Turn your topic into a research question

After conducting background research on a medical research topic, you can begin looking at it as a specific question. For example, if you have an idea like “medicinal research on animals,” you can turn it into a question like “what are the effects of medicinal research on animals?”

Different types of research questions

Make sure you understand the research question before writing a medical research paper. You can also use online resources to look at samples of medical research subjects. There are three categories of research questions to consider:

Topics for Descriptive Writing

If you come into an issue like this, remember to be cautious and thorough. You should highlight observations about a particular fact, event, or issue in this section. Give a detailed description of your medical research topic.

Highlighting and giving a thorough description of your topic reveals the significance and clarifies certain elements or patterns. It also adds to the readability of your writing.

Causal topics

With these topics, you should consider whether certain factors cause changes in other variables, implying a causal relationship. Example of how excessive use of drugs affects the human body.

Comparative medical research paper topics

This type of topic requires you to examine the similarities and differences between two or more units. It’s a good idea to maintain your contrasts detailed and exciting enough to draw the reader into the article.

Characteristics of good medical research topics

Many students keep asking themselves, “what are some good medical research topics?” well, there several factors to consider while selecting a medical research topic. To know good medical research topic, you should consider the following:

An excellent medical research topic is researchable

When choosing a medical research topic, ensure you can comfortably collect and analyze data about the subject. Also, ensure the issue has adequate information from the internet and other sources.

A good topic is manageable

Choose a topic that you can manage easily. Your case should Match your skills and level of competence. If you choose a complex topic, you will have difficulty researching and writing.

An excellent medical research topic has a practical and theoretical significance

A good topic allows you to contribute the existing knowledge. The topic you choose should also match your skills as a researcher. Consider availability of resources like participants, time, and measuring instruments, among others.

A good topic is ethical

Your medical research topic should not harm the participants emotionally, psychologically, or physically. Ensure you avoid negative examples while composing your medical research paper.

Top-notch medical research topics to write about

Medical research topics for college students

Discuss why doctors’ logos feature a snake

Why is it that most students do not want to pursue a career in medicine?

In a medical lesson, evaluate the effectiveness of employing simulations instead of natural bodies

The importance of therapy in enhancing a country’s economic and political status

Why should schools include First Aid training in their curricula?

Are students’ medical internships too long?

Consider if doctors should be paid more than other workers

Should every member of a medical facility’s staff have a medical background?

Discuss how technology improvements have affected the field of medicine

Do movies reflect unequal medical practice?

Students’ attitudes about medicine: A case study of students in middle school

What is the most challenging problem that doctors and clinicians face?

Is the medical curriculum comprehensive enough to cover all aspects of medicine?

Discuss how online learning affects medical students

Should doctors put down their instruments if they disagree with their bosses?

How often should one have a dental examination?

Examine the number of medical schools in the United States

Should doctors be subjected to a psychological examination every three months?

What role does the government play in providing a long-term healthcare program?

The effect of long shifts on a doctor’s mental condition

Common nursing research topics

Practical guidelines for Antenatal illness

Frequent exercise for enhancing mental health

Causes and growth of Parkinson’s disease

Checklist for the delivery room activities

What are the universal ethics in Geriatrics?

General challenges faced by spouses with Dyslexia

How to treat the problem of agitated legs

Mirror analysis for stroke victims, especially for those partially paralyzed

Comparisons of public health nursing designs in different regions

How to build an efficient weight-loss strategy

The results of abdominal massage, particularly so in very unwell persons

What is the association between video games and teen aggression?

How to train a nurse for primary healthcare

Do gender and race of patients play a factor in aching management

Family participation in healthcare

Why aged patients use alcohol in nursing homes

How to educate young females about menopause management

What are the ethics of Psychiatric patients?

Pediatric care behavior assessment

Reasons why pregnant mothers are in significant danger during childbirth

What are the recommendations for developing an influential nursing committee?

What is the right therapy for Alzheimer’s disease?

Examples of pre-term work threats

Top-rated medical research topics

How can young girls, in particular, avoid becoming pregnant?

In what ways does the government assist with healthcare initiatives?

Abortion’s Side Effects

What are the benefits of spiritual care, and is it practical?

The significance of hydration and a well-balanced diet

The most critical concerns about weight gain

The importance of teen vaccination

Obesity prevention for children

Telemedicine’s benefits and drawbacks

Why do adolescents have so many seizures?

What are the different eating disorders, and how do you deal with them?

What role do pop culture and social media play in developing bad habits and illness?

What are the most common cold remedies?

How to deal with high-stress situations

How to make
medical decisions
that are both safe and wise

The reasons why healthcare should be provided free of charge all over the world

What are the ethical implications of euthanasia?

The benefits and drawbacks of treating prisoners

Why is it essential to have insurance for your children?

Is insurance for children a right or a privilege?

Treatments for insomnia that work

Which factors are linked to menopause?

Breast cancer treatment and prevention methods that work

How can the gender gap between male and female healthcare professionals be bridged?

Migraine’s most effective treatment

What are the fundamental tenets of sports medicine?

How to Recover from Physical Traumas Effectively

There are several ways to manage high blood pressure at home

What are the most common causes of diabetes type 1 or 2?

Health research topics

Majority of students researching health research struggle to find unique ideas related to their interests in medical studies. To write a compelling health research paper, you can select the following topics:

How do changes in the environment affect human health?

Discuss common communication disorder: deafness

What are the causes of household air pollution?

Why is diabetes considered a public danger?

Discuss the process of oral health assessment

What are the measures that the government can put in place to control the abuse of alcohol and tobacco?

What are some diseases and disorders caused by lack of physical exercise?

How does urban pollution affect respiratory diseases?

How to control our diet to ensure that we have a healthy living

What are the effects of the coronavirus on the world today?

Interesting medical topics for a research paper

The effect of global warming on disease-causing microorganisms’ behavior

addressing the issue of inadequate sanitation in undeveloped nations

Why are white people the ones that get malaria the most?

Discuss why vaccines are only effective if produced within a year

Compare and contrast the efficacy of needles against tablets

What are the consequences of not finishing a dose?

Examine why hiring doctors from outside sources might not be a good idea

Are the health research papers conclusive enough?

Why do governments need to put more money into a country’s health care system?

Barriers to low-income families receiving inexpensive medical care

What factors should a successful universal healthcare scheme take into account?

Examine the numerous issues that restrict healthcare employees’ productivity

Before surgery, the usefulness of counseling and psychology

Is it feasible to live in a healthy world while dealing with the ravages of greenhouse gases?

The impact of private healthcare companies on the present public healthcare system

How can the selling of medical products be regulated?

Discuss why most people choose to have advanced medical procedures performed in a foreign country.

Examine the issues that arise in maternity wards.

Religious personnel’s position at a medical facility

Should the government tax medical products?

Public health research topics

We have composed a list of original and researchable topics concerning public health. You can easily select one to find supporting evidence and data to write about. The topics include:

Which one is the best? Private or public hospitals?

What are the management principles governing healthcare professionals?

Who is responsible for surgery failures in the hospital?

Legal responsibilities of the hospital administration

Quality of private hospitals compared to that of public hospitals

Explain the benefits of national health care systems

What is the estimated cost of managing cancer in the bodies of the affected patients?

Benefits of the national healthcare system

Effects of public health in the developing countries

How is banning smoking tobacco help in improving public health?

The government solutions to the movements of antivaccine

Appealing Nursing Study Topics

What is the most effective and active form of music therapy or lactation?

What are neonatal recovery activities? What effect does age have on mental health?

Bladder cancer is effectively treated all around the world.

Nurses’ strategies for improving emotional well-being

What are the effects of skin contact between a mother and her child?

Waterbirth has both advantages and disadvantages; expound on that

Preventative measures are taken as a result of an infectious disease outbreak, explain

Do nurses have the authority to prescribe medications?

The most major fibrillation has been the subject of extensive investigation.

Stroke treatment options that work

How to Avoid Excessive Drinking and Alcohol Addiction

What are the health hazards for women with osteoporosis?

Medical marijuana’s benefits and disadvantages

Intercessions for effective end-of-life care

The most common causes of depression

The importance of collaboration between healthcare workers and nurses

How can you spot older people who are being abused?

How do nurses assist elderly people in eating?

Problems with the cardiovascular system and how to address them

What function does first-class leadership expertise play in the field of nursing?

What role do government policies have in the hiring of healthcare professionals?

Obesity has several adverse effects on our health, explain

Vaccines in children: are they beneficial or harmful?

Do doctors encourage their patients to become drug addicts?

Cow milk is highly nutritious, especially for children; how?

How does a traditional listed nurse become a doctor?

What are some of the most common causes of headaches?

Research topics related to mental health

Mental health is among the most complex areas of medicine. Things have never been clear with other medical issues in this area. As a result, the need for research in this field increases daily. Here are some of the best mental health research topics you can write about:

What causes anxiety disorders?

Which one is worse, anorexia versus bulimia?

What are the long-term effects of childhood trauma?

Causes, effects, and treatment of depression

How do public policies affect the mental health of human beings?

What policies can be put in place to reduce the effects of post mortem depression?

What are some seasonal affective disorders?

How can posttraumatic stress disorder?

Social media medical research topics

Does social media contribute to community development?

Social media’s impact and use on mental well-being and health

Explain how social media relates to health interventions

How is social media contributing to the dissemination of public health information?

Does social media contribute to behavior change information seeking and informational support?

How has social media acted as a tool for collecting data, observation, and survey for health care purposes?

Does social media help in collecting and analyzing global health data?

Anatomy research paper topics

Anatomy is the study of the entire body of human beings and how it operates. If you find the topic challenging and want to pay someone to write a 
research paper for you
, you can select the following topics for research:

Chemotherapy and its effects on the human body

Functions of thyroid glands in the human body

What are the parts and functions of the human endocrine system?

The liver and its functions in the body

What are the causes of heart diseases, and how can they be prevented?

Explain how the human muscular system develops

Describe the importance of the lymphatic system in the body of human beings

What procedure can be followed to investigate all the genetic diseases?

Explain all the functions of the parts of a human digestive system

Where is the spleen found, and what role does it play in the body of human beings?

Religion medical research topics

What is the attitude of nursing students to euthanasia?

Does religion have anything to do with blood pressure to members of Muslim society?

Does spiritual healing relate to science application?

What factors influence the prevention of HIV/AIDS in faith-based NGOs in the world today?

Faith can move mountains, an application of cervical cancer prevention programs

Outbreaks of measles in religious groups exempt from immunization in-laws

Reductionism and death

Influence of spiritual coping and religiosity on health-related quality of life in developing countries

Environment medical research topics

How is air pollution related to your health as a human being?

What causes autoimmune diseases?

What is the relationship between sustainable development and global environmental health?

Describe all the alternatives of animal testing

Explain children’s environmental health

Effects of climate change on human health

What are the effects of stone quarrying on the local environment and the surroundings?

What is the impact of improper solid waste management on human health?

What role does the government play in conserving forests, wetlands, and soils?

What is the impact of urbanization on the environment today?

Medical anthropology research topic lists

Describe women’s body and sexuality

How does AMA view medical ethics and euthanasia?

Talk about transcultural nursing

Forensic psychiatry: should people who are not mentally stable stand in court?

What are some of the ethical issues faced by nursing professionals in practice?

Symptoms of celiac disease considering that one may lack any visible signs

Medical-surgical nursing research topics

Legal issues and medical malpractice

What causes resistant staphylococcus aureus/ methicillin?

How to manage pain in the body

Perioperative nursing

Explain the wound management process

How is colorectal cancer surgery carried out?

Breast cancer surgery

Vascular disease

Minimally invasive surgeries

Sepsis management

Medical ethics research paper topics

Medical ethics is an area that offers a variety of interesting research paper topics. Here are a few of the more tempting options for you to consider:

Human clinical research

Vaccines and immunization are two terms that are often used interchangeably

In healthcare, religious beliefs are important

Physician-assisted suicide and euthanasia

Ethical difficulties in different cultures

Prenatal congenital disability testing, also known as amniocentesis

Returning to work after medical malpractice

Organ donation preferences and attitudes by race and ethnicity

Healthcare disparities based on race and ethnicity

AI’s ethical problems in healthcare

Medical microbiology research topics

Controversial medical topics for a research paper

Breakthroughs in healthcare can change people’s lives in the blink of an eye. This is also why there are so many contentious issues in medicine, including religion, ethics, and social responsibility. Please continue reading to learn about our most controversial research subjects.

Putting food safety measures in place

Gluten sensitivity

Suicide assistance for terminally ill patients

Animal testing for vaccinations raises ethical considerations.

Moral obligations concerning cloning

Legalization of marijuana for medical purposes

Medical techniques for abortion

Vegan diets have both advantages and disadvantages.

Longer life expectancy: a financial burden on the healthcare system?

Effects of circumcision

Medical sociology topics research papers

Explain the differences in society, diversity in art and science

What is the influence of men on women’s reproductive health?

Can the health Barraza be used as a tool for social research?

What are the alternative conceptions of status and class and the symptoms of psychological distress?

Discuss all the transitional countries with social capital and self-rated health

Welfare state regimes and health inequalities

What do you think about women using hormonal contraceptives to plan for families?

Discuss the failure of equality and formal human rights in clinics

The right to attain the highest level of standard health systems

Describe the local understanding of the adult diarrhea disease and he treatments in the developing countries

Medical microbiology research topics

Food microbiology

Environmental microbiology

Microbiomes

Synthetic biology and biotechnology

Pathogenicity and virulence

Antimicrobial resistance

Human skin bacterial colonization

Explain the process of microbial evaluation of ram milk from the dairy farm

Colonizing fungal infections on human body surfaces

How to prevent hepatitis virus infection among paged women in society today

Do carbon sources affect the growth of antimicrobial-producing bacillus species?

To sum up

Choosing a medical research topic can be a challenging task in the writing process. This article highlights top-notch medical research topics for college students. Chose one topic, research, and write your medical research paper according to the instructions provided by your instructor

Whether you need help selecting a unique medical research topic or writing a compelling paper, do not worry. Contact us to get help immediately.

Have you ever tried proving a point so bad that it escalates into a physical fight or verbal abuse?  A Persuasive speech involves everything from arguing about football, politics, and fashion. You must meet the audience halfway; hence you must agree to disagree.

What is a persuasive speech?

A persuasive speech is a vocalization whose aim is to convince your audience to believe or do something. When writing a persuasive speech, you should have the ability to convince the audience into viewing your opinion from your standpoint. A good persuasive speech should be informative, compelling, and entertaining.

You can only convince the audience if you come across as genuine and well-versed with your topic. How exactly do you convince a group of strangers to share your opinions? You wonder. How do you connect with critics hanging on to your every word?

Do you want to have the audience eating at your fingertips? Well, success in persuasive speech requires attention to what motivates listeners. You must know your audience regarding their age, gender, and beliefs. Knowledge of the audience helps you determine the content and message to deliver. If you are stuck stating a persuasive speech ? seek help from the
best persuasive speech writers
.

Types of persuasive speech

The subject at hand and the content of a speech determine the type of persuasive speech. We have three main types of persuasive speeches if you want to learn how to write a persuasive speech. They are

1. Factual persuasive speech

This type of speech persuades the listeners on whether a topic is valid or not. Using evidence is especially critical in a persuasive speech when your target audience is unpersuaded. For instance, banning beauty pageants for children is an example of factual persuasive speech.

There have been so many documented overwhelming cases of rape, murder, and suicide among kids who must grow up early. The children are vulnerable to psychotic sexual predators and naively end up as their victims.

2. Value persuasive speech

This kind of speech questions the moral or ethical aspect of an issue. For instance, is graffiti an act of vandalism or art? Is the death punishment moral or immoral?

Life is sacred and should be preserved as such. So, is it right to punish a wrongdoer by death? They are accused of capital offences like treason or espionage, but is it worth taking a life?

3. Policy persuasive speech

A policy persuasive speech is meant to move the audience into supporting or rejecting a policy, rule, or candidate. When choosing topics for persuasive speeches, you need to identify the problem, describe it, and persuade the audience into seeking a solution.

 For instance, if the Senate agrees with the girl child campaign, they can write a speech to their ruler to convince them to agree to their viewpoint. Through the conviction, the feminists get government support and protection.

How do you introduce a persuasive speech?

You might be at a loss on how to start a persuasive speech, right? You need to hook in the audience; hence your introduction is crucial. The most effective ways of creating a speech include:

Using a relevant quote

Using an imagined scenario

Using a rhetorical question

Using proven statistics

Using a powerful statement or phrase

What is a persuasive paragraph?

A persuasive paragraph starts with a topic sentence stating your opinion about the chosen topic. To learn how to write a persuasive speech, try to convince the reader that your idea is worthy of consideration. You must consider both sides of an issue but reveal a bias favouring one side over the other.

Do you know how to write a persuasive speech example? If not, bear in mind that you must:

State your claim clearly

Understand your audience

Engage through emotions focus on your side of the argument

Use concrete evidence to amplify your opinion

Be organized

Use active language

What are the five persuasive techniques?

If you are looking to gain website traffic or the accolade of your coworkers and supervisors, persuasion is an important skill to hone in writing a persuasive speech. Being persuasive makes it easier for you to get things done, for you can influence others to your way of thinking.

Some of the effective persuasive techniques include:

1. Establishing reliance and developing believably

To persuade people, you must connect with them by being authentic. The audience will see you as an authority on a subject once they trust you, and that’s the essentials’ for establishing credibility.

Your persuasive speech topic outline should prioritize;

The target audience

Ways to appeal to the target audience

Purpose of the persuasive speech

How to make your opinion heard

Once you have outlined your persuasive speech, consider these techniques for connecting with your audience and establishing credibility

Appealing to emotion

Making an emotional appeal in your speech is a guaranteed way of getting people’s attention and connecting with them at a visceral level. Have you ever seen commercials for nonprofits calling upon individuals to donate and save a life or feed a starving child? Yeah, the advert is meant to move you to tears and action, which is the crucial point in how to write a persuasive speech.

Appealing to authority

Speaking entirely from personal experience is bound to fail because people believe it more when you point to an expert’s opinion. In the quest to receive donations for the less fortunate, a non-governmental organization can be involved to make the call to action more credible.

2. Understanding the reader’s purpose and aligning your own

As a persuasive speechwriter, you should think like a search engine. Why exactly are people accessing your content? This helps you in how to write a persuasive speech, meaning you have to be informative and persuasive.

3. Pay heed to language

The language you use in your writing can be persuasive to impact your readers in a meaningful way, thus forging a connection. Persuasion is fully gained by

Using flattery

Writing hyperbolically

Speaking directly to the reader

Using active language

Quoting actual statistics

4. Tone consideration

It should go without saying your tone should be favourable to your reader. Conveying tone through persuasive speech requires a careful selection of techniques and language. Your tone can be authoritative, logical, passionate, witty, intelligent, or neutral.

Some tonal qualities to avoid in how to write a persuasive speech include brevity, abrasiveness, and casualness. They are used when you know that your readers are expecting them. These defining qualities help you determine which literary devices to use and the most appropriate language for your audience.

5. Use of rhetoric and redundancy

This might sound queer, but rhetorical questions and repetition are important when connecting with your audience. Repetition, especially keywords, is an emphatic persuasive speech technique that helps illustrate a point.

A rhetorical question is meant to be emphatic. Its incorporation in persuasive writing allows you to move your paper towards a particular theme or conclusion. Repetition can be monotonous, but not when you use a rhetorical question.

Examples of persuasive speech topics

If you think writing a persuasive speech is challenging, selecting the right topic is a nightmare! The chosen topic must be suitable if you want to impact the audience. When it comes down to how to write a persuasive speech, you must be wise and cautious during the topic selection process.

You cannot convince the audience to believe in your opinions unless you believe in the topic you chose to write about. The topic you have chosen should be close to your heart. Here is a variety of persuasive speech topics whose mention ignites an uproar

Is graffiti art or vandalism

Significance of art and culture

Are Museums the dying reservoir of arts and culture?

To pay or not to pay the entrance fee to museums

Is there authenticity in modern arts?

Political unrest retards economic growth

Reality shows are fraudulent

Education is the only source of wealth

Reality shows diminish IQ

Extracurriculars are a waste of time

Media sways political decisions

Virtual reality is the future of education

How to write an informative speech 

Bullying shapes personality

Legalization of Euthanasia

Banishment of pageants for kids

Environmental degradation is a global concern

Body hawking should be legal

Men shouldn’t dress in pink

Punishment by death for serial killers

Garbs define a person

Jewellery defines one’s value

Actualizing a dream is hard

Social media is the death of face-to-face communication

Dating sites are a haven for sex predators

Humans have become cyber addicts

What are the elements of a persuasive speech?

An effective persuasive speech should strike a balance between logical and emotional appeal. As a student learning how to write a persuasive speech, you must demonstrate an understanding of elements of a persuasive speech. Traditionally, persuasion enlists

1. Ethos or credibility

If you want to be persuasive, you must balance logic and emotions. Your compelling speech’s lack of statistics or anecdotes might not yield the desired results. Who wants half-baked statistics and fictional tales in an issue affecting the masses?

2. Logos or logic

If you want the audience to believe in your point of view entirely, you must use proven statistics when writing your speech outline. Tested and proven hypothesis triggers the audience’s minds that such data-driven speech is trustworthy.

3. Pathos or emotions

The bridge between statistics and a powerful connection with your audience is the emotional appeal as a persuasion technique. The best way to emotionally appeal to your audience is by using real anecdotes to wrap up your statistics beautifully.

You can affirm that most commercials have fueled you into purchasing an unnecessary product, right? You are born with the basic human need of emotions, and so does your audience. Therefore, an emotional appeal is bound to be informative and more persuasive.

A persuasive speech format

A persuasive speech is at times structured like an informative speech, but the most used persuasive speech format is Monroe’s motivated sequence and the subsequent reaction you desire from your audience

A persuasive speech format has

An introduction

-The introduction has a hook or an attention-getter.

The hook when learning how to write a persuasive speech is said to catch your audience’s attention. It can vary from a shocking statistic to a dramatic anecdote. In an attempt to have the audience psyched, don’t ask a question that elicits a verbal response or ask the audience if they agree or disagree with you; of course, someone will always be on the opposing side.

-It has a clear thesis statement

The thesis statement is derived from your topic and communicates your stand. If, for instance, your topic is ‘Body hawking legalization’, your thesis statement should be ‘My speech today is on the legalization of body hawking, and I am against it. ’

A body

The body contains the information. The information includes a simplified explanation of your topic, for there are people who might be ignorant of it.

When stating your main points, you should try using the

Deductive approach – This means you go from a general idea to a specific idea

E.g., All men are immortal

       Socrates was a man

       Socrates was mortal

The above deductive approach is meant to engage the audience. Your audience agrees with the first general statement, then the second general statement. Finally, they must agree with the last statement, which is your opinion on the topic at hand.

Inductive approach – This is the reverse of the deductive method, meaning you go from the specific idea to the general idea using the laws of probability. The final statement should always be your stand on the topic at hand.

Carrot-stick approach – This approach presents both sides of the issue but depicts your side as weightier than the other hence should be adopted. You are required to list both the pros and cons of the topic.

Primacy or recency approach

Primacy means that you should start your persuasive essay’s body with the strongest points and end with the weakest points. Starting strong demonstrates your knowledge and understanding of the topic at hand.

Recency is the opposite of primacy, meaning you start the body of the persuasive speech with the weakest points and build to the strongest point hence creating a climatic approach

When writing down your points in the body, it’s wise to include the following

i.statistics

 Using proven statistics helps strengthen your argument, thus making your persuasive speech more credible.

Testimony

A testimony is a direct quote from an authority or person and a recommended addition to a persuasive speech. A personal testimony makes the idea more relatable to your audience.

De anchoring beliefs

The de anchor beliefs is a highly recommended persuasive speech technique. To de anchor other people’s views, you can appeal to their emotions and thus change their mindset. The different feelings you can appeal to include fear in adults.

Psychiatrists have proven overtime that adults experience fear of the loss of basic needs, freedom, and the fear of the unknown. The fear of the unknown includes death. Appealing to these emotions is very effective.

You don’t get emotionally involved by involving the audience and not your ego. In a way, you manipulate your audience’s emotions and steer them to action.

Summary

The conclusion reiterates the thematic statement. You also must use concluding remarks to make the audience aware that the speech is over.

How to write a five-minute persuasive speech

Have you ever motivated a person? How about trying to change a person’s conviction through persuasion? Well, persuading an individual is almost downright impossible. Learn how to write a persuasive speech here in an instant.

You might think that a five-minute persuasive speech has an organizational pattern, but it isn’t so. A persuasive speech is about convincing your audience of a different possibility for their lives.

Therefore, a five-minute persuasive speech has the following framework

1. Establishing a problem your audience cares about and finding a solution.

Your audience has their perspective on things because they have had a lifetime of experiences. Therefore, it would be very wrong to convince them to delve right into your solution. Your priority in how to write a persuasive speech should be the audience’s problems.

For instance, individuals suffering from obesity have plenty of evidence bluntly telling him or them that they can’t lose weight. The most significant thing is that they still care about being healthy. Your persuasive speech should meet the audience where they are, not where you want them to be.

2. Identifying typical solutions

Why is it so hard for people to embrace new solutions? They have tried them in the past, and there was no observable change to their predicament. Their reluctance should be an opportunity for you to set up a solution.

You wonder how you will set up a solution that has already been tried and yielded negative results, right? First, you must identify the errors that occur as the people try to solve the problem in question.

Try explaining that they aren’t the cause of the negative results. Instead, the problem is in the solution. This eases their tension and gives them a sense of relief and hope to try again.

3. Explaining your solution

Most people will start with the solution when writing a persuasive essay. You have spent so much time developing the steps, components, and other information related to the solution; hence should keenly explain it.

After explaining the solution to the audience, you might provide a call to action to prompt them into taking the next steps with you. The call to action in how to write a persuasive speech should not be void of emotions.

Critical mistakes to avoid when writing a five-minute persuasive speech

Your audience will often mention the qualities that you must embrace and add to your personality, but none will guide you on how to write a persuasive speech. Below is a list of things you need to avoid when writing an effective persuasive speech in five minutes

1. Avoid using big words and complex sentence structures.

Words are the greatest strength when it comes to how to write a persuasive speech; hence you should use them wisely. Big words and
complex sentences
that the audience can’t easily understand discourages them from reading your speech.

2. Dont use styles that don’t come naturally to you

Every author has a unique personal style of writing. Deviating from your comfort zone can be disastrous and not earn you the applause you want from your audience.

3. Never overgeneralize

When you generalize, you make your speech less persuasive; therefore, you should be specific about your writing information. Over generalization may preach to too many people instead of the target audience.

4. Don’t use any slang

The use of slang is awkward and reflects poorly on your professionalism. Keeping language as basic as possible should be your priority. Connecting to the audience isn’t achieved by using slang but rhetorical questions.

5. Don’t tailor the message to yourself

As Benjamin once said, ‘talk to a man about himself, and he will listen for hours ‘. If you don’t speak to the audience about themselves in your persuasive speech, they most likely won’t listen. You should make sure you address their needs in your persuasive speech outline.

When you haven’t done your homework on how to write a persuasive speech, your content will be shallow, and your audience will know you lack the skills. The audience’s response will be disappointment, anger, frustration, and disengagement. Who are you without your fan base?

6. Data dumping

When you rely too much on logos as a persuasive speech technique, you are too wordy in your writing. Your audience disengages and undermines your innate ability to inspire, connect, and persuade them.

7. Failure to inspire

When writing a five-minute persuasive speech, you decide based on emotions first. You then embark on the journey of finding facts and figures to justify that emotion. Ironically your audience also does the same.

Seek your words, actions, and visuals to inspire emotion. Then, deliver the analysis to justify that emotion. A good persuasive speech should communicate facts and feelings to the head and heart.

8. Not crafting a powerful opening hook

The beginning of your persuasive speech is the most critical part. It determines whether your audience is hooked or disappointed. Don’t waste the opportunity to catch their interest by rambling pointlessly, apologizing needlessly, or stating half-baked statistics.

You and your audience deserve better. Bag them in by telling an engaging or relevant story, stating a startling statistic, or asking a thought-provoking question. If you can get their attention at the beginning of a persuasive speech, you get them to the end.

9. Using too much humour

Do you want your persuasive speech to be dry and monotonous? The answer to this question should be a big no but remember not to try too hard to be funny. In how to write a persuasive speech, it’s advisable to be yourself and infuse a bit of humour when necessary or appropriate.

10. Summarizing your speech with a question and answer

Your conclusion is your grand finale to emphasize your key points more. Emphasis on the key points ensures memorability of your message and motivates the audience to action. Don’t start strong and end weak; keep the strength until the curtains close.

Do you know how to write a persuasive speech example?

If you want to know how to write a persuasive speech example, follow the following guidelines

Select a topic

The topic should be controversial enough to spawn a heated debate regardless of your standpoint. The issue could be about anything and passionate to you. If the subject is too broad, choose a specific angle to focus on. Ensure you research extensively while focusing on the key facts and arguments.

Define your persuasive goal

After choosing the topic in preparation for how to write a persuasive speech, decide precisely why you want to persuade the audience. Knowing your compelling goal helps you make wise decisions about how to approach writing your persuasive essay.

Analyze your audience

When writing a persuasive speech, knowledge of your audience’s perspective is critical. Remember, you are not only writing to get their attention but also to move them to action.

Ensure you are aware of your audience’s

Age

Gender

Education level

Culture

Beliefs

Interests

Attitudes

Size

Egocentrism

Build an effective persuasive argument

If you want a compelling, persuasive argument, develop persuasive techniques to help you attain your goal. Persuading the audience is easy once you build on a good idea.

Outline your speech

You must have a speech outline example to organize your main points and structure your speech for maximum impact. When creating a speech outline, remember

Be strong by letting your audience know your theme, why it matters to you and your hope to have them persuaded towards change.

List your main points in an orderly sequence and build on each argument for your position, thus overcoming opposing perspectives.

Summarize by appealing to your audience to respond in a way that shows you have successfully persuaded them.

Write a winning speech

Your opinions are essential, but writing them when it comes down to how to write a persuasive speech is more important. A winning speech has standard and easy grammar, a good flow of ideas, a simple sentence structure, and is self-explanatory.

How to build on your persuasion skills

It’s pretty difficult to convince an individual without an altercation. If you have seen men argue over football and politics while women argue over fashion, you know how ugly it can get. Building on your persuasive speaking and writing skills is vital for peaceful coexistence.

Effective persuasion skills include

Excellent communication

Communication can be verbal or non-verbal, but it should impact your audience. When the audience engages with you, they are open to hearing you speak.

Active listening

Attentiveness shows that you respect the other person’s opinions. Listening to them talk makes them feel valued, hence establishing trust. It’s easier to build effective arguments to win their support if you understand their viewpoints on a particular subject.

Emotional intelligence

You can pick up on your audience’s emotions by watching their body language and mood, thus responding appropriately. Emotional intelligence helps you adjust your persuasion tactics, thus achieving your set goal.

Logic and reasoning

Do you need your audience to commit fully to your idea? First, help them understand why they should pursue that idea. Use logic, reasoning, and evidence to back that idea.

Establish credibility

The ability to maintain positive interactions and maintain meaningful relationships with your audience is the basis of better credibility. Work towards that and have your audience eating at the palm of your hands.

Summary

Writing a persuasive speech can be challenging because you need to hone your persuasion skills, writing skills, and diction. It’s tough teaching an old dog new tricks unless you can navigate its mind and conquer the old habits and beliefs. This article is meant to inspire you on how to write a persuasive speech and impact people.

Writing a healthcare research paper is exciting and challenging at the same time. Fortunately, the healthcare field provides tons of choices. You are not required to write about a specific treatment or illness as most healthcare students might think. But first.

How to Choose Health Research Paper Topics

The initial process of choosing a good healthcare research topic is a daunting task. You ought to choose a compelling healthcare research paper topic that will grab the reader’s attention by the eyeballs and display your mastery in a particular field, inspire future researchers and perhaps help you spur your healthcare career even further.

Fortunately, there are free crucial tips to help you maneuver the daunting task of selecting a healthcare research topic. Here are a few great tips to guide you:

1.      Choose a Captivating Topic

The gist is to identify a healthcare research topic that you find interesting and, at the same time, make sure it is neither too broad nor too narrow. The healthcare research paper topic should allow us to quickly delve deeper into research and also be able to identify the relevant research. The topic should allow you to flex your healthcare field capabilities.

2.      Trim Down Your Focus

After identifying potential healthcare research topics, go through recently published research relevant to your selected topic. Narrowing it down will help you stay updated on the developments, latest trends, and other pertinent medicine and healthcare issues. Use sources such as textbooks, published journals, etc.

If you come across something fascinating, boom, note it down as use it to narrow down even further.

3.      Identify the “Why,” “How,” and the “What”

The first question a reader will read in your research paper is why? So whether you are delving into mental healthcare research paper topics, trending healthcare research topics, or unique healthcare research paper topics, ask yourself why the topic is essential.

How will you improve the existing knowledge of the information? And what are you going to do to help improve the healthcare field? Asking yourself these crucial questions will help you nail your healthcare research paper.

4.      Retrospective/Prospective

As a healthcare student, a prospective study with an extended follow-up period might not be a viable choice for you. But if you believe that you can do a long-term study then all the best. On the other hand, a retrospective study entails reviewing available data, and this might be the right approach since a student’s time is always limited.

5.      Do Clinical Research

Although all kinds of research have had their unique preferred requirements in the healthcare field, don’t forget that you are a student, and therefore you should learn how to conduct high-quality research. A simple healthcare research project will give you tremendous experience instead of a meta-analysis that doesn’t benefit from exploring the area you are studying for?

6.      Focus on Research and Not Data Collection

The key reason for doing healthcare research is exposure. Although data collection is vital in conducting research, it should not be your core focus. Ensure that you gain exposure to other healthcare research papers that will ultimately shape and influence your final healthcare research topic.

To help you select your healthcare research topic, we have compiled ultimate examples of healthcare research topics in every healthcare field.

Common Healthcare Research Topics

Are you looking for the most common healthcare topics to research? If so, we have got you covered. Although the common nursing research topics change due to several changes. Here are the most common healthcare research paper topics

The results of abdominal massage more so in seriously sick people

How to treat the disorder of agitated legs

What are the ethics of Psychiatric patients

What are the proposals for creating an excellent nursing committee

Pediatric care behavior assessment

Mid-level healthcare providers in the emergency department

The role of telemedicine in reinventing healthcare management

Patient care and the ability to pay for healthcare

How to develop an efficient weight loss plan

How to train a nurse for primary healthcare

Do gender and race of patients play a role in ache management

Hospital records management and patient privacy

Practical guidelines for Antenatal disease

Causes and growth of Parkinson’s disease

Medical talent acquisition and retention

What is the proper treatment of Alzheimer’s disease

How to educate young girls about menopause management

Financial crises: challenges and opportunities

Best methods for enhancing preventative care measures

Hospital emergency management plan during an epidemic

Comparisons of public health nursing designs in different regions

The opioid crisis: policies and programs

What is the correlation between video games and teen aggression

Checklist for the delivery room activities

Mirror analysis for stroke patients, especially for those partially paralyzed

Frequent exercise for improving mental health

Examples of pre-term work threats

What are the universal ethics in Geriatrics

Why aged patients use alcohol in nursing homes

Urgent care and walk-in clinics

General problems faced by spouses with Dyslexia

Reasons why pregnant mothers are at high risk during childbirth

Family participation in healthcare

Top-rated Healthcare Research Paper Topics

Here are top-rated healthcare research paper topics for college students.

Is social media addictive, as people say?

Effects of abortion

Solar technology, how it helps, and how to make it more sustainable

The importance of hydration and healthy nutrition

How to withstand high levels of stress

Ways to prevent obesity in kids

How to deal with different types of eating disorders

Why seizures are frequent among adolescents

What makes phones more resistant to viruses compared to computers?

How to make safe and wise medical decisions

Why do smart electronic devices get slow after some time?

What factor is associated with menopause

How is wildlife affected by global warming?

Several ways to have control over high blood pressure while at home

Similarities and variations between catholic and orthodox Christians

Advantages of spiritual care and is it sensible.

Is children’s insurance a right or privilege?

How to protect kids from social media

Effective methods to treat insomnia

How to recover effectively from physical traumas

Daily operations to save the environment

How do the latest automobile industry changes help protect the environment?

Advantages of technology to medicine field

The main issues related to weight gain

In what ways do the government support healthcare projects

Why is the young generation less religious than the older ones?

How pop culture and social media results in bad habits and illness

How can religion help to change the general view of women in society?

Treatment prisoners- pros and cons

How do terrorist attacks affect religion across the world?

Effective ways to reduce body temperature while indoors

What schools do you take your kids to learn broadly about protecting the environment?

Ways to convert the old recording to a new format

How often can you take breaks in social media?

How social media helps us conquer loneliness

How to prevent pregnancy, especially for young girls

What are the leading causes of type two diabetes

Plastic ocean pollution and how it affects the environment

Why kid’s insurance cover is crucial

The reason why the healthcare system should be free around the world

Effective ways to treat and prevent breast cancer

Can you get jobs or further education on LinkedIn?

Teen vaccination and its importance

What is common in all regions?

The best treatment of Migraine

Advantages and withdrawals of telemedicine

What are the basic principles of sports medicine?

How to narrow the gap between male and female healthcare professionals

The primary reasons why people stopped believing in multiple gods

The story behind the internet and how it helps in daily life

What are the moral parts of Euthanasia

What are conventional cold medicines?

Healthcare Management Research Paper Topics

Here is a list of healthcare management research paper topics for college students.

Methods used to improve staff relations in the healthcare environment

What it takes to become a physician from an average registered nurse.

The role of human resources management in hospitals

The correlation between the quality of patient service and revenue

Third-party payers

Hospitals in the public and private sectors

Surgeons’ role in the medical environment

Persons accountable for surgical failures

4 functions of management in a healthcare setting

Principles of management for healthcare professionals

In healthcare institutions, accounting and financial reporting are critical.

Best Healthcare Research Paper Topics

A healthcare research paper can cover a wide array of topics. Humans face health challenges every day, and similarly, there are various ways to improve human health. Here are examples of healthcare research paper topics from diverse healthcare fields.

The health of newborns and infants. How shall their healthcare differ from the adult one?

Is health fashionable now? How can the trend for health benefits society?

Organ harvesting and transplantation. Can it be soon replaced with organ growth?

The world’s greatest epidemics. The rise of epidemiology. The prevention of spreading diseases

Is excessive weight the new bane of human civilization?

Plastic surgery: is it safe for health?

Chronic pain management: the quality of life

An experimental treatment: when and why do people agree to undergo it?

Palliative care: the decent rest of life

The beauty standards and their impact on overall health throughout the history of humanity

Ancient health practices that are still useful in modern life

Professional sports: the impact on health.
Professional traumas

The history of health. What was considered healthy in ancient times, and what is healthy now?

Menopause and the health issues during the process of climax

Psychological health. The importance of its maintenance in modern society

Going vegan: when, why, and how it can improve your health?

Chemotherapy: when the cure is doing harm

What are healthy lifestyles of different ages? How should it change?

Bodybuilding: when is it healthy?

Healthcare in prisons and asylums: does the government maintain its same quality?

Bioethics: what is this, and why did it emerge?

Depression and anxiety: shall they be treated as a real threat to health?

Puberty and health issues connected with it

Are all the pills we usually take really needed?

Euthanasia and assisted suicide: the moral aspects. Is it still healthcare?

The differences between public and private healthcare

What shall we consider while choosing healthy food?

History of surgery and its role in gathering the knowledge about human health

Healthcare in different countries: what is considered a minimal one?

Living with chronic diseases: how can the health of such people be improved?

Bodypositive: the ignorance of the body problem or the new standard of health?

Can a ban on tobacco and alcohol improve the overall health condition?

Sexual education is the way of preventing of spreading of STDs

The basics of healthcare: how to make people aware of them?

Alternative medicine: does it work?

Pregnancy and healthcare: do pregnant women need extra attention?

Vaccination: why have people started to be afraid of it again?

Reproductive health: why have people become so concerned about it in the last decade?

Homeopathy and Homeopathic medicine: why is it suspended in some countries?

The most dangerous illnesses of 21 century

Ethical Issues in Healthcare Research Topics

Like any other field, the healthcare field has its controversies. There are many controversies in the healthcare field revolving from religion, social responsibility, technology, etc. here are some of the ethical issues healthcare research paper topics

Is the cost of healthcare in the United States justified?

Gluten allergy

Implementing food standards

Assisted suicide for terminal patients

 Should medical mistakes be criminalized?

Mental health developmental stages in children from birth to 5 years of age

 Should surrogate pregnancy be used on-demand or only for health reasons?

Should children’s vaccination be mandatory?

Should there be an opt-in or opt-out donor system? Examine reliable sources on the subject.

Should scientists work to make computers displace doctors? What can be the potential benefits/drawbacks?

Is there a link between poverty and poor health? (How does poverty contribute to poor health?)

Can animals be used to test drugs?

If the research could provide a solution to one healthcare issue, what should it be? (a cure from cancer, AIDS, infertility, creation of organs from artificial materials/with the help of cloning, etc.)

Testing vaccines on animals – ethical concerns

Should cloning/genetic engineering research be allowed? Examine reliable sources on the subject.

Should a doctor provide medical care to a minor despite their parent’s wishes?

Should surrogate pregnancy be used on-demand or only for health reasons?

Moral responsibilities regarding cloning

Vegan diets – benefits and dangers

Should unconventional forms of medicine be part of national healthcare?

Should there be any limits to medical tests on humans?

Should the state provide free healthcare to homeless people?

Circumcision effects

Marijuana legalization for medical purposes

The beauty standards and their impact on overall health throughout the history of humanity

 Should doctors be allowed to promote particular medical products?

Should children’s vaccination be mandatory?

. Should euthanasia be illegal?

Is medical research capable of posing a threat? If so, how can it be mitigated?

What factors (such as marital status, number of children, accomplishments, and character traits) should the organ transplantation committee take into account when deciding who will receive an organ? An examination of reliable sources on the subject.

The beauty standards and their impact on overall health throughout the history of humanity

Should doctors care for a minor over their parent’s desires?

Should more funding be allocated to practical research projects that provide direct medical help to individuals, or does the National Institute of Health deal mostly with projects without immediate practical application?

Mental health developmental stages in children from birth to 5 years of age

Should people be encouraged to turn to homeopathy first?

Is euthanasia morally acceptable?

Should scientists scrutinize ways for humans to achieve immortality?

Should people be refused organ transplantation for leading an unhealthy lifestyle?

Should US hospitals provide a free translator to non-English speaking patients?

If the research could provide a solution to one healthcare issue, what should it be? (a cure from cancer, AIDS, infertility, creation of organs from artificial materials/with the help of cloning, etc.)

Should people be refused organ transplantation for leading an unhealthy lifestyle? Examine trustworthy sources on the subject.

Abortion – medical approaches

What drives the cost of healthcare in the United States? (Be informed that the state spends on healthcare much more than European countries but covers the smallest percentage of healthcare costs).

Increased life expectancy: a burden on the healthcare system?

Should uninsured people be provided with any medical care?

Interesting Healthcare Research Paper Topics

Who said the healthcare field is boring. Here are interesting healthcare research topics you should try out.

Advantages and disadvantages of water birth

Autism: a disease or a variant of the norm?

The medical research ethic: can the results of unethical experiments be used to save others?

The influence of age on mental health

Advantages and drawbacks of curative marijuana

Pregnant women’s treatment and its different versions

Do doctors make patients drugs addicts?

How do you detect elderly patients’ abuse?

What is the role of first-class leadership expertise in the nursing field?

Ways through which obesity affects our health

The typical health problems of puberty

Assisted suicide as a way of treating terminal diseases

Smoking, alcohol, and substances abuse and their effects on the human health

Medical treatment of mental diseases: successes and failures

What are the typical causes of headache

Approaches nurses use to boost emotional health

Epidemics and pandemics in human history

The reason why healthcare employees and nurses should work together

Preventive measures as a result of an infectious disease outbreak

Vaccinations background: advantages, risks, and prejudice

How nurses help the elderly patients eat

Effective treatment of bladder cancer across the globe

Professional diseases

Palliative treatment

Do nurses have permission to prescribe drugs?

Cancer treatment and research

Aging and changes in physical and mental health

What are the consequences of mother-to-baby skin contact?

What are the health risks for osteoporosis females

Effective ways to cure stroke disease

Virus infections and their treatment

Drugs, homeopathic medicines, and the placebo effect

Stem cells research

The role of paramedics in general healthcare

Sleep disorders

Is it possible to beat Alzheimer’s disease?

Chronic diseases and treatment of people with them

The position of a healthy diet and physical activity in a population’s overall health

Rabies treatment. The protocol of Milwaukee

Medical instruments: history and evolution

Biomechanics in medicine

The antibiotics and their role in the treatment of diseases

Effective end of life care intercessions

The main reasons why depression occur

Brain trauma and its repercussions

Extensive research on the most important fibrillation

Rare genetic diseases and their study

Cow milk- how healthy it is, especially for kids.

The ethical aspects of medical research on humans and animals

Battlefield medicine

The medicine in the third-world countries. Humanitarian missions

HIV/AIDS: what methods of treatment can modern medicine offer?

Alcohol addiction and how to avoid excessive drinking

What are newborn recovery activities

Alternative medicine

Eating disorders: anorexia and bulimia

The history of medicine. Medicine and religion

Artificial tissues and organs

Genetic engineering and cloning

How government policies help in the hiring of healthcare experts

Possible ways of medicine development in the future

How can a classic listed nurse become a physician

Artificial coma

Cardiovascular problems and how to treat them

The role of vaccines in kids- value or damage

Child healthcare and its differences from the adult ones

The modern lifestyle and its influence upon people’s health

What is the best and most active music therapy or lactation?

General Healthcare Research Topics

A good healthcare research paper topic should go above just research and equip students with new knowledge. You can also do a
research paper
that encompasses all aspects of the healthcare field. Here are general healthcare research topic ideas.

Racial and ethnic disparities in healthcare

Developments in family medicine

Dietary or behavioral interventions for obesity management

The various paths that a typical registered nurse can take to become a physician

The correlation between the quality of patient service and revenue

Public vs. private hospitals

Necessary equipment to improve the treatment of AIDS

Principles of healthcare management for professionals

Racial and ethnic preferences and perceptions in organ donations

Occupational/environmental health

Risk management in treating diseases

Causes and effects of heart attacks

Third-party payers

Health care in the United Kingdom should be nationalized or not?

healthcare issues in the third-world countries

Vaccines and immunization

How much does anorexia cost in terms of health care?

The importance of banning tobacco ads

Methods used to improve staff relations in the healthcare environment

Primary care delivery models

In healthcare institutions, accounting and financial reporting are critical.

Primary care for vulnerable/uninsured populations

The effect of smoking on the development and progression of cancer

Pharmacotherapy approaches

COVID 19: Lack of manpower

Religious beliefs in healthcare

Surgeons’ role in the medical environment

Coordination and administration of patients plus other nurse’s duties

People who are responsible for failures during the surgeries

Amniocentesis or prenatal congenital disability testing

Medical malpractice and going back to work

Euthanasia and physician-assisted suicide

Ethical issues across cultures

Oral contraception side effects

The efficiency of the ongoing breast cancer studies

Formal allergy testing

How primary care contributes to health systems

The role of human resources management in hospitals

Interpersonal continuity in care treatment

Ethical concerns of AI in healthcare

Clinical research on humans

Legal responsibility of the hospital administration

Mental Healthcare Research Paper Topics

Mental healthcare is an intricate and crucial component of healthcare. This is because mental healthcare is never as apparent as medical healthcare. Do you want to write a research paper on mental health?

Here are mental healthcare research paper topic ideas for you

The role of music therapy in rehabilitation of mental health patients

How and why does lack of sleep affect emotional mental health?

Mental traumas from physical injuries and how to help recover

Eating disorders and can music therapy help?

Obsessive-Compulsive Disorder – what causes it and how to manage it?

Depression

Bulimia versus anorexia

Dementia

Music-based interventions and the effects of music therapy

Friendships in men and how they contribute to mental health?

Can music therapy help with mental health during menopause?

Childhood trauma

ADHD — how to identify if someone has it?

Mental health public policies

Effective methods to boost brain health and emotional quotient as we age

Does music therapy facilitate enhanced healing?

Anti-depressants and their side effects.

Seasonal Affective Disorder

Music therapy and its role in PTSD

Indicators suggesting medication for depression can be stopped

Effect of exercise on a patient’s mental health

Mental health developmental stages in children from birth to 5 years of age

Posttraumatic Stress Disorder

Postpartum Depression

Music therapy a complementary approach to biomedicine

Resilience building – why is it important for children?

Effects of colors on mental health

The role of parenting in building good mental health in children

Why is play important for mental health in children

Sch Causes of anxiety disorders

Schizophrenia

What are normal emotional health and mental functioning?

Efficacy of music therapy for older adults

The Bottom Line

Choosing a healthcare research topic is just the beginning. Are you stuck on writing your healthcare research paper? We are here for you. We have seasoned
research paper writers
that will help you score your desired grade. You only need to contact us now, and we will get started working on your healthcare research paper.

NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

NURS – 6052 week 1 Discussion: Where in the World Is Evidence-Based Practice?

RE: Discussion – Week 1

        The healthcare organization website that I reviewed was the Agency for Healthcare Research and Quality (AHRQ). The AHRQ conducts research using evidence-based practice (EBP) to improve practice guidelines and healthcare organizations’ quality of care. The AHRQ uses EBP to develop credible reports that are publicly accessible. AHRQ’s mission is founded on using EBP to uphold it’s core competencies of  “health systems research, practice improvement, and data and analytics” (Agency for Healthcare Research and Quality, 2019). The AHRQ aims to provide EBP guidance to organizations to improve the quality and safety of the care provided. NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

       In the AHRQ website, there is an abundance of reliable articles backed up by EBP. I was able to find several articles listed under the research tab relating to medication error prevention, primary care, and chronic care research. A study that used the AHRQ guidelines under their research methods incorporated the SHARE Approach suggested by the AHRQ to improve shared decision-making (SDM) amongst healthcare providers and patients. The SHARE approach follows five SDM steps to guide decisions related to patients’ plan of care (Hargraves, I., Fournier, A., Monton, V., & Bierman, A., 2020). The study concluded that employing the SHARE approach positively impacted communication among patients and physicians.

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A second study used the AHRQ’s Health Literacy Universal Precautions Toolkit to perform a brown bag medication review to increase medication adherence. Patients were required to bring all their medications to their medical appointment and received teaching on each of their medications (Murtha, E., Elder, B., & Faragher, M., 2019). This study showed that using the AHRQ’s toolkit resulted in significant health outcomes and consistent adherence to medication regimens.

Since I was unaware of AHRQ’s existence, my perception of this organization did not change. Nevertheless, I will undoubtedly use AHRQ as a reliable source of information for future research. I also found it beneficial to have free access to hundreds of reports in the AHRQ website. NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice Overall, after reviewing the number of research studies conducted, I am impressed with the number of evidence-based findings produced, which can improve the quality of healthcare provided to patients in the U.S.A.

 

References

 

Agency for Healthcare Research and Quality (AHRQ) (2019). AHRQ’s Core Competencies. https://www.ahrq.gov/cpi/corecompetencies/index.html

 

Hargraves, I., Fournier, A., Monton, V., and Bierman, A. (2020). Generalized shared decision-making approaches and patient problems: Adapting AHRQ’s SHARE Approach for purposeful SDM. Patient education and counseling.https://doi.org/10.1016/j.pec.2020.06.022

Murtha, E., Elder, B., & Faragher, M. (2019). Brown bag medication review: Using AHRQ’s brown bag medication tool. Journal of Nursing Care Quality, 35(1), 58-62.DOI: 10.1097/NCQ.0000000000000399 NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1

COLLAPSE

Hi Alberto,

Your description of your experience in exploring a healthcare organization website (AHRQ) and learning about how EBP was utilized there was nicely stated. It is difficult to enculturate EBP at an organization. An article by Sanares-Carreon et al. (2015) offers an interesting perspective on how to fast track EBP at the bedside. Do you agree that this novel pathway would encourage enculturation of EBP?

Thanks,

 

Dr. Sullivan

Sanares-Carrion, D., Comeau, O.,  Heliker, D., Marshall, D., Machner, D., Bell, L., …Sandridge, J. (2015). An educational pathway to fast track evidence-based practice at the bedside. Journal of Nurses ProfessionalDevelopment 31(1), E1-6. doi: 10.1097/NND.0000000000000113

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1 year ago

Week 1(reply#1)

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Hi, Exciting post!

 

NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice  Agency for Health care Research and Quality (AHRQ) website is one of my favorite health care organization websites. You are right; it has got an incredible amount of evidence-based research data. Failure to adhere to medication is a serious problem that affects the patient and the health care system. Medication non-adherence in patients leads to substantial worsening of the disease, death, and increased health care costs. Research shows medication nonadherence is due to a lack of health literacy. AHRQ’s primary objective was to assess whether the use of this tool helped those practices improve the rate with which patients bring all their medications to office visits for review. A second objective was to investigate the percentage of patients who had drug therapy problems identified during the reviews and whose medication regimens were modified due to reviews performed before and after implementing the tool. Evaluation before and after implementation revealed a 3-fold increase in the percentage of patients who brought all their prescription medications and a 6-fold increase in the number of prescription medications brought to office visits. The percentage of reviews in which drug therapy problems were identified doubled, as did the percentage of medication regimens revised (Weiss et al., 2016) NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

 

 

References

 

Conduct Brown Bag Medicine Reviews: Tool #8
. AHRQ. (2020, September). https://www.ahrq.gov/health-literacy/improve/precautions/tool8.html.

Weiss, B. D., Brega, A. G., LeBlanc, W. G., Mabachi, N. M., Barnard, J., Albright, K., … West, D. R. (2016). 
Improving the Effectiveness of Medication Review: Guidance from the Health Literacy Universal Precautions Toolkit
. Journal of the American Board of Family Medicine: JABFM. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5091803/#:~:text=The “brown bag medicine review, to their clinician for review. NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

 

 

 

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1 year ago

maame oppong 

Maame Response to Alberto Leyva

COLLAPSE

Alberto, your post was very informative in describing the Agency for Healthcare Research and Quality (AHRG). Evidence-based practice is beneficial in nursing because it can reduce costs and improve the outcomes of patients.  According to Rahmayanti et al., (2020), evidence-based practice is fundamental in nursing in improving patient care. Since, 1998 AHRG became the  parental company with the U.S. Preventive Services Task Force (USPSTF)  (U. S. Preventive Services Task Force, 2020). One of the goals of the USPSTF is the use of the evidence-based practice to prevent diseases and clinical recommendations and services (U. S. Preventive Service Task Force, 2020).

The USPSTF has similar goals as AHRG. Both have a purpose for health systems in providing evidence-practice about delivering safe, high-quality, high-value healthcare and for frontline clinicians to offer strategies to high-quality, safe, high-value healthcare (Agency for Healthcare Research and Quality, 2019). The USPSTF is also bounded to evidence-based practice and tries to secure the quality of recommendations and safety.

References

Agency for Healthcare Research and Quality. (2019). 
AHRQ’s Core Competencies
. Retrieved March 2, 2021 from 
https://www.ahrq.gov/cpi/corecompetencies/index.html

Rahmayanti, E. I., Kadar, K. S., & Saleh, A. (2020). Readiness, Barriers and Potential Strenght of Nursing in Implementing Evidence-Based Practice. 
International Journal of Caring Sciences, 13
(2), 1203–1211. Retrieved  March 3, 2021 from 
44_rahmayanti_original_13_2 (internationaljournalofcaringsciences.org)

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1 year ago

Bethany Baldwin 

Discussion Response 2 – Week 1

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1

COLLAPSE

Hi Everyone,

Welcome to the first week discussion board. For this week you are to reflect on the definition and goal of EBP. Then find a healthcare organization’s website and explore the site to determine the where and what extent EBP is evident.

It is always a good idea to use subheadings on the discussion board postings, for a couple of reasons. One it helps you to be sure you have addressed all of the expectations and two it keeps you focused. For this week your subheadings could be the following:

Healthcare Organization Website Review

EBP Utilization

Grounding of EBP

New Perception of Healthcare Organization

I look forward to reading your discussions.

Thanks

Dr. Sullivan

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1 year ago

maame oppong 

Main Post- Discussion 1- Maame Oppong

COLLAPSE

According
 to Melnyk et. al., (2014), evidence-based practice (EBP) has been widely adopted in the clinical setting because it improves healthcare safety, reliability, quality, and patients outcomes. EBP also reduces the overall cost of care. However, to effectively implement EBP, healthcare organizations and caregivers must cultivate the spirit of inquiry, ask clinical questions, search for quality evidence, assess the evidence, implement that evidence and evaluate the results or outcomes before sharing (Melnyk and Fineout-Overholt, 2018). This procedure is evident in the healthcare organization website reviewed in this discussion post.

Hence, the healthcare organization website I reviewed is known as the Center for Evidence and Practice Improvement (CEPI). CEPI is an organization to conducts and supports research work and synthesize evidence on care delivery and improvement. The organization’s mission is to generate evidence to make healthcare higher quality, safer, equitable, more accessible, and affordable (Center for Evidence and Practice Improvement, 2014).   The organization’s philosophy is centered on generating new knowledge, synthesizing evidence, translating research on what works in healthcare delivery, and encourages practice improvement across the clinical setting.  It is evident that EBP appears in the organization’s mission and core philosophy (Center for Evidence and Practice Improvement, 2014).

So, CEPI’s work is centered on five divisions. One of the categories is the “evidence-based practice center program,” which generates evidence synthesis by undertaking systematic evidence appraisals or reviews using rigorous and robust methodologies (Center for Evidence and Practice Improvement, 2014). The organization also advances evidence evaluation and synthesis approaches to ensure unbiased reviews and scientific rigor (Center for Evidence and Practice Improvement, 2014). The information I have found on the website has made me understand that EBP can only be a practical care delivery approach or model unless implemented appropriately (Crabtree et al., 2016). For example, healthcare organizations should focus on the value of data to produce knowledge from rigorously synthesized research NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

References

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. 
Worldviews on Evidence-Based Nursing, 13
(2), 172–175. Retrieved February 28, 2021 from doi:10.1111/win.12126.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based 
practice
 competencies for 
practicing
 registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. 
Worldviews on Evidence-Based Nursing
, 
11
(1), 5-15.  Retrieved 
February 28, 2021 from 
https://doi.org/10.1111/wvn.12021
.

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice
 (4th ed.). Philadelphia, PA: Wolters Kluwer.

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Main Post- Discussion 1- Maame Oppong

COLLAPSE

Hi Maame,

Thank you for such a nice description of your experience in exploring a healthcare organization website ( Center for Evidence and Practice Improvement ) and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list, Melnyk et al. (2010) does a nice job of summarizing the seven steps of EBP. We will follow this format in this class, did you find this article helpful in understanding the basic concepts of EBP?

Thanks,

Dr. Sullivan

 

http://download.lww.com/wolterskluwer_vitalstream_com/PermaLink/NCNJ/A/NCNJ_165_516_2010_08_23_DGSODKGNM_1651_SDC516.pdf
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2.

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1 year ago

maame oppong 

RE: Main Post- Discussion 1- Maame Oppong

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The article was very helpful in understanding evidence practice.  With thorough reading, I can learn about evidence-based that aids in pinpointing strategies to help my patients in my organization.  With the knowledge gained from this reading, I am confident about how much emphasis I will place on a study, report,  and clinical practice guidelines when making decisions about a patient’s care.

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1 year ago

maame oppong 

RE: Main Post- Discussion 1- Maame Oppong

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Dr. Sullivan

The article was very helpful in understanding evidence practice.  With thorough reading, I can learn about evidence-based that aids in pinpointing strategies to help my patients in my organization.  With the knowledge gained from this reading, I am confident about how much emphasis I will place on a study, report,  and clinical practice guidelines when making decisions about a patient’s care.

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1 year ago

Margareth Dolcin 

RE: Main Post- Discussion 1- Maame Oppong

COLLAPSE

Dear Maame,

I agree with your statement that evidence-based practice improves health care quality and reduces the cost associated with it. Health care decisions backed up with proof will reduce the associated errors, and thus, the quality of health care will upsurge (Li et al., 2019). Your choice of Center for Evidence and Practice Improvement is commendable since it is an organization whose primary purpose is to support evidence-based practice in the area of jurisdiction. The organization’s mission and philosophies connect an evidence-based approach, making them champion research work and improve healthcare quality. The organization produces evidence fusion by undertaking systematic evidence assessments by using strong and vigorous procedures which are essential in supporting evidence-based practice. I have enjoyed reading your work. Keep it up.

References

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. 
Medicine
, 
98
(39), e17209. 
https://doi.org/10.1097/md.0000000000017209

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1 year ago

Sherin George Cherian 

Discussion – Week 1(Main Post)

COLLAPSE

Evidence-based practice is a conscientious way of providing health care through a problem-solving approach to clinical practice that incorporates the best evidence from well-designed studies, patient values and preferences, and clinical expertise in patient care decision-making (Titler, 2008). Health care agencies, government agencies, and national professional organizations support evidence-based practice (EBP). Studies continue to show improved outcomes when the best evidence is used to deliver patient care.

Healthcare Organization website reviews

The healthcare organization that I chose is Advent Health Systems, Florida. The organization’s mission and promise are to help you feel whole through compassionate care and world-class expertise (Advent Health, 2021).

EBP Utilization

Evidence-based practice (EBP) is one such technique and is quickly gaining popularity due to its potential to handle clinical issues and provide better patient care effectively. The care plans are based on hard science, data, and the latest research at advent health. Advent health uses EBP in various day-to-day operations. They provide excellence in patient care through improvement projects and research data to compare the patient outcomes with other hospitals. EBP enables nurses to evaluate the research to understand the risks or effectiveness of a diagnostic test or treatments.

Grounding Of EBP

Advent health website says clinical trials are the mainstay of evidence-based care. The Advent Health team conducts hundreds of clinical trials each year; currently, more than 550 clinical trials underway at Advent Health, which gives access to exclusive recent treatment options to improve whole-person treatment. I work at CVICU always gets passionate about clinical trials based on cardiovascular research. It is essential that nurses follow evidence-based practice; recently, there was a clinical trial, oxygen requirement of COPD patients after cardiac surgery in my ICU. Many clinicians are concerned about worsening hypercarbia and respiratory failure when oxygen is administered to this group of patients. EBP shows that patients should receive the necessary amount of oxygen to maintain an oxygen saturation just above 90% (B. Ibanez et al., 1970).

Another evidence-based practice for patient safety is recommending a strict transfusion protocol for cardiac surgery patients with hemoglobin levels below 7 g/dL. Blood transfusions are reasonable and lifesaving if the patient exhibits hemodynamic instability. The study shows that blood transfusion in cardiac surgical patients can lead to increased short-and long-term mortality, organ injury, stroke, myocardial infarction, sepsis, surgical site infections, and increased use of health care resources with prolonged intensive care hospital stays (Patel & Murphy, 2017).

Perception of Healthcare Organization

By reviewing this website, goals and evidence-based practice have positively changed my perception of this organization. I like the CREATION life principles of this organization Choice, Rest, Environment, Activity, Trust, Interpersonal Relationships, Outlook, and Nutrition — designed to improve health and happiness by living a balanced life. Also, they are committed to providing the best and quality care for their patients based on evidence-based practice (Advent Health, 2021).

Conclusion

Clinicians can achieve tremendous outcomes in patients care through EBP. Still, they often fail to share their experiences with colleagues and their own or other health care organizations, which can lead to needless duplication of effort and perpetuates clinical approaches that are not evidence-based.

 

References

A Leader in Whole-Person Health Care
. AdventHealth. (2021). https://www.adventhealth.com/.

B. Ibanez, S. J., PT. O’Gara, F. G. K., WJ. Powers, A. A. R., A. Kobayashi, A. C., CM. Morkane, H. M. K., Meyhoff, C. S., … RAC. Siemieniuk, D. K. C. (1970, January 1). 
Oxygen administration for postoperative surgical patients: a narrative review
. Journal of Intensive Care. https://jintensivecare.biomedcentral.com/articles/10.1186/s40560-020-00498-5.

Patel, N. N., & Murphy, G. J. (2017, June 21). 
Evidence-Based Red Blood Cell Transfusion Practices in Cardiac Surgery
. Transfusion Medicine Reviews. https://www.sciencedirect.com/science/article/abs/pii/S0887796317300470.

Titler, M. G. (2008, April). 
The Evidence for Evidence-Based Practice Implementation
. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. https://www.ncbi.nlm.nih.gov/books/NBK2659/.

 

 

 

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1(Main Post)

COLLAPSE

Hi Sherin,

You did a nice job describing your experience in exploring a healthcare organization website ( Advent Health Systems, Florida.) and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list by Boller (2017) discuss the quadruple aim sweet spot. What do the authors mean by this this title?

Thanks,

Dr. Sullivan

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. 
Journal of Nursing Education, 56
(12), 707–708. doi:10.3928/01484834-20171120-01

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1 year ago

Sherin George Cherian 

Reply to Dr.Sullivan

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1 year ago

kristen konick 

RE: Discussion – Week 1(Main Post)

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1 year ago

Erin Ward 

RE: Discussion – Week 1

COLLAPSE

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1

COLLAPSE

Hi Erin,

You have presented a nice description of your experience in exploring a healthcare organization website (WHO) and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list, Melnyk et al. (2014) discuss  a “set of clear EBP competencies for both practicing registered nurses and APNs in clinical settings that can be used by healthcare institutions in their quest to achieve high performing systems that consistently implement and sustain EBP.”(p. 5) Do you think having these competencies is a good idea?

Thanks,

Dr. Sullivan

 

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs
. Worldviews on Evidence-Based Nursing, 11
(1), 5–15. doi:10.1111/wvn.12021. 
https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/wvn.12021

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1 year ago

Shannon McBrayer 

RE: Discussion – Week 1

COLLAPSE

Shannon McBrayer Response to Erin Ward

          Erin, the World Health Organization (WHO) has great potential to impact global health as the organization committed to overall global health matters. I perused the website to see just how much mention of evidence-based practice I could find. The first place I like to look is the section that talks about an organization. In About Us, I found the section on the WHOs values and DNA which describes professionals that are “guided by the best available science, evidence and technical expertise” (WHO, n.d., About Us tab). Part of what the WHO does is provide information in the form of nearly 200 fact sheets on health topics such as Autism, abortion, Hepatitis, Chikungunya, Poliomyelitis, mercury health, HIV/AIDS, and many more global health concerns (WHO, n.d., Fact sheets tab). Many of these fact sheets have WHO recommendations regarding the health issue and some specifically state they are evidence-based recommendations.
 

          I did find a section on WHO Academy to begin online in May this year, that was spoke to the challenge of getting the latest evidence and information disseminated to healthcare providers who can use it, noting it can take 10 years to implement new practices (WHO, n.d., About WHO tab). Melnyk & Fineout-Overholt (2018) note this problem stating that translating new evidence into practice can take many years or decades because clinicians lack the evidence-based practice skills to apply and use in their practices. The fact that the WHO has recognized this problem and is taking measures to address it is a true indicator of their commitment to a global movement toward evidence-based practice.
 

References

Melnyk, B., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice ( 4th ed.).
 Wolters Kluwer.

World Health Organizatio
n
. (n.d.). Retrieved March 6, 2021. https://www.who.int

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1 year ago

Margareth Dolcin 

RE: Discussion – Week 1

COLLAPSE

 

Evidence-Based Nursing

The evidence-based practice incorporates the greatest research proof with clinical knowledge and patient standards (Li et al., 2019). It implies that when health specialists make a treatment pronouncement with their client, they ground it on their medical knowledge, the client’s inclinations, and the best existing proof. EBP is significant due to its purpose to offer the most effective nursing care that is accessible, intending to enhance patient results. Patients presume to obtain the most nominal care grounded on the paramount accessible evidence (Lehane et al., 2018, p. 107).  The healthcare organization that I select to evaluate for evidence-based practice information is the American Academy of Medical-Surgical Nurses.

I noticed that evidence-based practice data is contained on the American Academy of Medical-Surgical Nurses’ website. American Academy of Medical-Surgical Nurses has a practice tab on the website and professional publications for a broad range of health-related matters that are made by applying evidence-based practice research information easily accessible (Academy of Medical-Surgical Nurses, 2021). The website also has data gathering tools that the American Academy of Medical-Surgical Nurses uses to gather and scrutinize data on modern subjects that influence the association (Gigli et al., 2020). American Academy of Medical-Surgical Nurses seems to be grounded in evidence-based practice by applying the technique to back up the information related to the health matters that are accessible on the website and publications.

American Academy of Medical-Surgical Nurses’ duties are focused on the various section. One of the section is the “practice,” which holds evidence fusion by making methodical evidence evaluations or assessments by applying difficult and vigorous practices. American Medical-Surgical Nursing uses too much research to base their investigations and back up their publication, which is very rich in knowledge (Academy of Medical-Surgical Nurses, 2021). Observing the American Academy of Medical-Surgical Nurses’ work and publication, I gain enough confidence as the work is dully validated.

 

References

Academy of Medical-Surgical Nurses. (2021). 
Practice | Academy of Medical-Surgical Nurses (AMSN)
. Www.Amsn.Org. https://amsn.org/practice

Gigli, K. H., Davis, B. S., Ervin, J., & Kahn, J. M. (2020). Factors Associated With Nurses’ Knowledge of and Perceived Value in Evidence-Based Practices. 
American Journal of Critical Care
, 
29
(1), e1–e8. https://doi.org/10.4037/ajcc2020866

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. 
BMJ Evidence-Based Medicine
, 
24
(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. 
Medicine
, 
98
(39), e17209. 
https://doi.org/10.1097/md.0000000000017209

 

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1

COLLAPSE

Hi Margareth,

You have offered a great description of your experience in exploring a healthcare organization website ( American Academy of Medical-Surgical Nurses) and learning about how EBP was utilized there was nicely stated. Kaplan et al. (2014) discuss the problem of how EBP is not widely adopted. Their study conducted a survey after an interviention of increase EBP confidence. Do you think their intervention has merit?

Thanks,

Dr. Sullivan

Kaplan, L., Zeller, E., Damitio, D., Culbert, S. & Bayley, B. (2014). Improving the culture of evidence-based practice at a Magnet hospital.  
Journal for nurses in professional development 30(
6), 274-280. https://www.nursingcenter.com/cearticle?an=01709760-201411000-00002&Journal_ID=54029&Issue_ID=2651313

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1 year ago

Bethany Baldwin 

Peer Response # 1 Week 1

COLLAPSE

Margareth,

Thanks for the information you shared regarding the American Academy of Med-Surg’s (AMSN) website.  When I visited

their website, one of the first things that I noticed was the Professional Development area. As nurses, we must be informed in the

evidence in order to base our practice it.  It is clear to me through all the resources offered by the AMSN (2021) like CEs, access

to medical journals, webinars and more, that they place education and growth as a top priority.  I agree that this organization is

grounded in evidence-based practice and encourages nurses towards achieving the quadruple aim. With continuing education

and professional education, we as nurses can improve population health, enhance the patient experience, decrease healthcare

costs and improve our own work-life (Laureate Education, 2018).

References
 

Academy of Medical-Surgical Nurses. (2021). Professional Development | Academy of Medical-Surgical Nurses (AMSN).

https://www.amsn.org/index.php/career-development/professional-development

Laureate Education (Producer). (2018). Evidence-based Practice and the Quadruple Aim [Video file]. Baltimore, MD: Author.

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1 year ago

Erin Ward 

RE: Discussion – Week 1

COLLAPSE

Week 1 Response Post to Margareth

Margareth,

I never knew about the Academy of Medical-Surgical Nurses. It’s good to see their web page. I found the information to be grounded in EBP research as well. I am not a member of the organization but If you are a member, they have access to research articles using the database CINAHL and MEDLINE Access (Academy of Medical-Surgical Nurses, 2021). That is the database I enjoy searching on the Walden library as well. This database is full of rich EBP research and nursing practice. I enjoyed reading over the article by Crabtree et al. (2016), as they discuss how to process of EBP works by identifying the issue and then finding a solution so that the patient has the best experience possible. I agree with you, the work in this website is credible and validated.

Resources

Academy of Medical-Surgical Nurses. (2021). Practice. 
Academy of Medical-Surgical Nurses (AMSN).
 https://amsn.org/practice

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. 
Worldviews on Evidence-Based Nursing, 13(2),
 172-175. doi:10.1111/wvn.12126

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1 year ago

Tracy Ann Williams 

RE: Discussion – Week 1

COLLAPSE

Main Posting

 

American Association of Critical-Care Nurses

 

 

 

American Association of Critical-Care Nurses website review

 

The American Association of Critical-Care Nurses (AACN) is a not-for-profit health care organization established in 1969. The directors are critical and acute care nurses who provide professional and personal support to the patients and communities (“About American Association of critical-care nurses – AACN,” n.d.). AACN has evolved over the years. In the 1970s, they changed the organization’s name from
 
the American Association of Cardiovascular Nurses (AACN) to the American Association of Critical-Care Nurses. The change was an effort to acknowledge a broader diversity in critical illnesses. As they continued their growth, they obtained credentialing approvals for certification and certification renewals for critical care registered nurses (CCRN) in the United States (“Complete history of American Association of critical-care nurses – AACN,” n.d.).

 

In the 1980s, they started the Critical Care Nurse Clinical Practice Journal to provide current, evidence-based information on acutely and critically ill patients’ bedside care. Subsequently, they initiated the Clinical nurse specialist (CNS) specialty certification for CNS educated at the master’s level to improve care delivery for all age groups (“Complete history of American Association of critical-care nurses – AACN,” n.d.). In the twenty-first century, the AACN released the Standards of Professional Performance for the Critical Care Clinical Nurse Specialists. Essentials of Critical Care Orientation (ECCO), Progressive Care Certified Nurse (PCCN) specialty certification, and Basic ECG Interpretation are learning resources implemented in that era (“Complete history of American Association of critical-care nurses – AACN,” n.d.).

 

EBP utilization

The American Association of Critical-Care Nurses has proven to employ evidence-based practice (EBP) in its operations. Primarily through the educational programs provided. The information is visible on the website, as most of their programs, webinars, and journals are accessible online. The standard of conduct, mission statement, privacy, and policy statements are other locations on their website promoting EBP. They also dedicate a section with a list of evidence-based practices under the Clinical resources menu on their website (“AACN levels of evidence,” n.d.).

 

 

The AACN firmly promotes EBP.

The AACN promotes EBP and guides nursing care in a safe work environment. I believe they firmly practice under EBP because they are an accredited nurse organization. Moreover, they posted the levels of evidence on their website outlining their methodologies for ascertaining research base resources (“AACN levels of evidence,” n.d.).

 

My perceptions of the AACN

I have been a member of the AACC since 2017. from time to time, I purchase courses that are relevant to my career development. Therefore, I knew that that the organization is credible and displays examples of professional ethics. My perception of this organization has been positive for over three years. They are a model and a guide to the nursing profession and healthcare industry. Over the years, acute and critical care professional nurses look towards AACN for expert knowledge, recommendations, and motivation to deliver quality care (“About American Association of critical-care nurses – AACN,” n.d.).

 

 

 

 

 

References

AACN levels of evidence
. (n.d.). 
https://www.aacn.org/clinical-resources/practice-alerts/aacn-levels-of-evidence

About American Association of critical-care nurses – AACN
. (n.d.). 
https://www.aacn.org/about-aacn

Complete history of American Association of critical-care nurses – AACN
. (n.d.). 
https://www.aacn.org/about-aacn/complete-history-aacn

 

 

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1 year ago

Kelly Wells 

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Discussion Week 1

Definition and Goal of Evidence-Based Practice

Evidence-based practice is a paradigm and lifelong problem-solving approach to clinical decision making that involves the conscientious use of the best available evidence with one’s own clinical expertise and patient’s values and preferences to improve outcomes for individuals, groups, communities, and systems (Melnyk, B. M., & Fineout-Overholt, E., 2018). The goals of evidence-based practice are to enhance healthcare quality, improve patient outcomes, reduce costs, and empower clinicians. These goals are known as the quadruple aim in healthcare (Melnyk, B. M., & Fineout-Overholt, E., 2018).

Healthcare Organization Website Review

The professional healthcare website I chose to review was the Association of Women’s Health, Obstetric and Neonatal Nurses (AWHONN). The AWHONN is devoted to making a difference in the lives of women and newborns. They are committed to the health of women and newborns. Evidence-based practice is demonstrated in the mission statement “Empower and support nurses caring for women, newborns, and their families through research, education, and advocacy (AWHONN, 2020).” The goals of this organization are to promote diversity and inclusion in our organization and profession, advocate for critical issues that impact nursing care to women and newborns while developing collaborations with other communities and organizations, maximize the member experiences, advance AWHONN as the trusted leader in research, education, and evidence-based practice, and invest in people, technology, and facilities to advance the mission of the organization (AWHONN, 2020). These goals demonstrate evidence-based practice.

EBP Utilization

This organization uses EBP in every aspect of its work. They are constantly collaborating with researchers and professionals in women’s care and newborn care to provide the best evidence-based practices and recommendations for care. An example of this would be the “Go the Full 40” campaign (AWHONN, 2020). Many women think of their pregnancy as only 9 months, however, a full pregnancy is completed at the end of the 40th week or the 10
th
 month. Many providers feel like this is the appropriate amount of time for mother and child. The AWHONN website includes a tool that can be shared with expecting mothers. The goals of the initiative are met when all women who are expecting are informed and supported in their pregnancy.  The program ensures all women receive care that facilitates the physiologic processes of labor and birth. Another example would be the publication of the Healthy Mom, Healthy Baby magazine (AWHONN, 2020). This gives expecting mothers and new mothers information that they may not be able to obtain from other sources. These goals and initiatives are dedicated to sharing information learned from research and are used to collaborate with other initiatives.

Grounding of EBP

This organization is grounded in EBP. Many professionals associated with AWHONN are well respected in the women and newborn care community and are healthcare experts in the field. The information and research associated with AWHONN are considered as one of the best information websites available. The information is held in such high regard that policies and procedures in healthcare facilities are based on the research and recommendations that the organization releases.

New Perception of Healthcare Organization

I had always held the AWHONN to high standards. After reading more on the website, it became clear to me that this was an exceptional website for information and education. This website is an evidence-based practice. For example, the learning material to the magazine subscription. I cannot begin to name everything included but look for yourself. It is an eye-opener. As nurses and providers in healthcare, we must stay informed of what is happening in our areas of practice, and we must stay informed of what is happening within the organizations in which we are members (Laureate Education, 2018). This website covers it all.

References

AWHONN (2020). Association of Women’s Health, Obstetric and Neonatal Nurses.https://www.awhonn.org

Laureate Education (Producer). (2018). 
Introduction to Evidence-Based Practice and Research
[Video file]. Baltimore, MD: Author.

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing &healthcare: A guide to best practice
 (4th ed.).                          Philadelphia, PA: Wolters Kluwer.

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Debra Sullivan 
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Sherin George Cherian 

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1 year ago

Melissa Clementi 

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Healthcare Organization Website Review & Evidence-Based Practice Utilization

Evidence-based practice helps the quality of healthcare, reduces costs, empowers clinicians, and improves patient outcomes (Melnyk & Fineout-Overholt, 2018).  The Healthcare Organization that I have reviewed is the Florida Health Department in Polk County.  The evidenced-based practice (EBP) is shown on the initial About Us tab on the home screen.  Within this screen, it tells you their mission, vision, values, and has a link that takes you to their strategic plan and goals for the year 2019-2022 (Florida Health Department of Polk County, 2019).  Their mission is “to protect, promote, and improve the health of all people in Florida through integrated state, county, and community efforts” (Florida Health Department of Polk County, 2019).  Their Vision statement is “to be the healthiest state in the nation” (Florida Health Department of Polk County, 2019).  They use the ICARE acronym which stands for innovation, collaboration, accountability, responsiveness, and excellence” (Florida Health Department of Polk County, 2019).

Grounding of Evidence-Based Practice

            
The Florida Health Department in Polk County is grounded when it comes to evidenced-based practice.  They use Mobilizing for Action through Planning and Partnership (MAPP) using four different assessment themes to support and form their EBP; these themes are the forces of change, community theme and strengths, local public health system assessment, and community health status (Florida Health Department of Polk County, 2012).  MAPP was created by the National Association of County and City Health Officials (NACCHO) in support of the Centers for Disease Control and Prevention (CDC) and performed every three to five years (Florida Health Department of Polk County, 2012).

New Perception of Healthcare Organization

            
This website gives more information and links than I had expected.  All of this information would be extremely helpful to educate patients and the community to utilize this EBP to improve health within themselves, the community, and much more.  I know as a Nurse I am supposed to be very resourceful but I can honestly say I continue to be amazed on the new information and resources I have obtained in less than a week of starting this class.  One example of being amazed is I did not know that Polk County has a strategic plan that they layout with goals every four years, they find out the needs of the community and what they need to work on have it displayed in lay terms for the public to read; this is a WOW, did not know this (Florida Health Department of Polk County, 2019).

 

 

References

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice
 (4
th
 ed.). Philadelphia, PA:  Wolters Kluwer.

Florida Health Department of Polk County.  (2019).  About Us.  Retrieved from 
http://polk.floridahealth.gov/about-us/index.html

Florida Health Department of Polk County. (2012).  Mobilizing for Action through Planning & Partnerships.  Retrieved from 
http://www.floridahealth.gov/provider-and-partner-resources/community-partnerships/floridamapp/state-and-community-reports/polk-county/_documents/polk-cha.pdf

 

Florida Health Department of Polk County.  (2019)  Strategic Plan 2019-2022.  Retrieved from 
http://polk.floridahealth.gov/about-us/_documents/Polk_StrategicPlan.pdf

 

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Melissa Clementi 

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Olivia Rivera 

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Melissa Clementi 

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1 year ago

Kelly Wells 

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Melissa,

Great discussion post this week! I’m a big fan of the state of Florida and I found this website, Florida Health Department of Polk County very

interesting. Thank you for the great information.  It is great that a county or state strives to be the healthiest state in the nation according to their vision

statement (Florida Health Department of Polk County, 2019).

I live in Virginia. I researched the Virginia Department of Health and found their vision statement was the exact same as Florida, “become the healthiest state in the nation (Virginia Department of Health, 2021).” I feel like with Evidence-based practice this will become the vision for many health departments around the world if it is not already true.

Florida Health Department of Polk County.  (2019).  About Us. 
http://polk.floridahealth.gov/about-us/index.html

Virginia Department of Health. (2021).  
VDH Strategic Plan – Commissioner (virginia.gov)

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Thank you, Kelly.  I find it interesting that Florida and Virginia’s Department of Health’s vision is the same.  After researching most states’ visions are the same.

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Sheena Brown 

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Grounding of EBP

EBP is defined as the conscientious use of current best evidence concluded from a systematic search for and critical appraisal of the most relevant and best research (Melnyk & Fineout- Overholt 2018). Supporting evidence can be implemented in clinical practice through rigorous research (external), or through quality improvement projects or outcome management (internal). In my opinion, healthcare institutions should adhere to EBP clinical practice guidelines when caring for all patients across the lifespan.

In the year 2000, the Institute of Medicine released a report that 100.000 patients die a year due to medication errors (Boller 2017). In an effort to provide safer and more effective care a subsequent report was released by IOM that focused on five core competencies: patient centered care, interprofessional collaboration, EBP, quality improvement and informatics (Boller 2017). Incorporating EBP has reinvented how we care for patients, and like any new concept has created barriers. Nurses, physicians, and healthcare professionals contribute barriers to EBP due to lack of knowledge or skill, cultures steeped in tradition, lack of belief, and overwhelming patient loads to name a few (Melnyk & Fineout- Overholt 2018). To overcome barriers, it is essential for healthcare organizations to establish and incorporate an organizational culture and system- wide readiness to implement EBP (Melnyk & Fineout- Overholt 2018.

 

EBP Utilization

EBP is the fundamental goal standard of nursing. Adopting and implementing EBP is essential to ensure optimal patient outcomes and quality of care (Kim, et al 2016). According to an article release on Worldviews of Evidence- Based Nursing, higher levels of education and advanced practice nurses had stronger EBP beliefs and greater EBP implementation (Kim, et al 2016). As we prepare to advance our careers in nursing leadership it is most important as healthcare professionals that we develop a way to incorporate current EBP similarly to the commitment of lifelong learning to promote high quality care and improve patient outcomes.

 

Healthcare Organization Website Review and Perception

 

The Joint Commission (TJC) is a non-profit organization that accredits and certifies more than 21,000 health care organizations in the Unites States. TJC provides a standard to healthcare organizations to achieve high-quality cost-effective care and reduce harm to patients. I believe the work and contributions of TJC is supported by EBP through Targeted Solutions Tools (TSTs), workshops, and online programs led by experts to highlight performance barriers to improve the safety of patients.  National patient safety goals are recognized by stakeholders and experts and assessed yearly for quality and safety improvement to be sure that care is updated and relevant to current health care issues. TJC also releases reports that are accessible on the website to remain current with expectations that are accompanied with rationale and references. My perception of TJC has not changed I consider their contributions the gold standard for healthcare organizations and nursing to improve patient care and outcomes.

 

References

 

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. 
Journal of Nursing Education, 56
(12), 707–708. doi:10.3928/01484834-20171120-01

 

 

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. 
Worldviews on Evidence-Based Nursing, 13
(5), 340–348. doi:10.1111/wvn.12171

 

 

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice
 (4th ed.). Philadelphia, PA: Wolters Kluwer.

 

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Debra Sullivan 
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Hi Sheena,

You have offered a nice description of your experience in exploring a healthcare organization website ( Joint Commission) and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list, Sikka et al. (2015) discus the triple aim. Did you see any mention of the triple aim in the organization’s website?

Thanks,

Dr. Sullivan

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160. 
https://qualitysafety.bmj.com/content/qhc/24/10/608.full.pdf

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As mentioned by Sikka et al (2015) Triple Aim focuses on redesigning healthcare systems in an approach to delivery high value care in the United States. Triple Aim initiatives include improving individual experiences of care, improving health population, and reducing costs (Sika, et al 2015). The Joint Commission addresses Triple Aim as their mission to continuously improve health care for the public, in collaboration with other stakeholders, by evaluating health care organizations and inspiring them to excel in providing safe and effective care of the highest quality and value. Reduction in healthcare costs is not mentioned in any of the mission and vision statements. However, improving   care to adhere to evidence base practice guidelines will decrease hospital length of stay, risk of nosocomial infections, and decrease risk of falls overall reducing healthcare costs.

 

 

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work.
 BMJ Quality & Safety, 24
, 608–610. doi:10.1136/bmjqs-2015-004160

 

For Consumers. (n.d.). Joint Commission Resources. https:// www.jointcommission.org/resources/for-consumers/

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Teresa Reynolds 

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JOHNCY ABRAHAM 

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1 year ago

Basirat Shomuyiwa 

RE: Discussion – Week 1

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Week 1 Discussion

The selected organization is the American Nurses Association (ANA). ANA is an organization that was established to lead as well as shape the future of nursing and healthcare in America. The organization provides nurses with ethics that inform their practice. The assessment of the information contained in the website of ANA shows it to support evidence-based practice. Evidence-based practice is seen in its certifications, articles, books, and courses. The certification that ANA offers supports evidence-based practice in nursing (ANA, n.d.-c). For example, the certification in general nursing seeks to ensure that the nurses have adept knowledge and skills in applying best evidence into the decisions made in caring diverse populations. The courses that ANA offers also supports evidence-based practice. For example, courses such as osteoarthritis management, epilepsy care, and nasogastric tube management that the organization offers advocates the use of evidence-based data. Lastly, the organization publishes articles that relate to evidence-based practice (ANA, n.d.-a). An example can be seen in its article that focuses on the use of cardiac resynchronization therapy to reduce readmissions among patients with heart failure.

The assessment of the website of the organization shows that its work is grounded on evidence-based practice. The organization utilizes evidence-based practice interventions to accredit its nurses. The organization also advocates the use of evidence-based practices in nursing practice. The ANA provides opportunities for continued professional development for nurses that are evidence-based (ANA, n.d.-b). Based on the above, it can be argued that the work of ANA is grounded on EBP. The information that I discovered from the organization’s website has changed my perception of the health organization. The information has made me understand the critical role that ANA plays in ensuring professionalism in nursing. The information has also made me understand the organization’s role in advocating for evidence-based practice.

 

References

ANA. (n.d.-a). 
American Nurses Association
. ANA. Retrieved February 26, 2021, from https://www.nursingworld.org/ana/

ANA. (n.d.-b). 
ANA Continuing Education
. ANA. Retrieved February 26, 2021, from https://www.nursingworld.org/education-events/ana-continuing-education/

ANA. (n.d.-c). 
Nursing certifications: Our Certifications | ANCC
. ANA. Retrieved February 26, 2021, from https://www.nursingworld.org/our-certifications/

 

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Hi Basirat,

Thank you for such a nice description of your experience in exploring a healthcare organization website ( American Nurses Association) and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list, Melnyk et al. (2010) does a nice job of summarizing the seven steps of EBP. We will follow this format in this class, do you agree that EBP culture should be the first step?

Thanks,

Dr. Sullivan

 

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. 
American Journal of Nursing, 110
(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2. 
http://download.lww.com/wolterskluwer_vitalstream_com/PermaLink/NCNJ/A/NCNJ_165_516_2010_08_23_DGSODKGNM_1651_SDC516.pdf

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Veronica Singh 

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Basirat, thanks for sharing important information about the American Nursing Association (ANA).  Besides utilizing EBP in their philosophy and scope of practice guidelines, the ANA is perhaps the largest collective voice for the nursing profession.  The ANA incorporates evidence-based information from Agency for Healthcare Research and Quality (AHRQ) into a toolkit that ANA members are able to access and utilize in both practicum and academic research (
Agency for Healthcare Research and Quality: a Profile
, 2014).  The other important component is that the ANA is known to encourage safe and ethical work environments, health and wellness for nursing staff, and advocate for issues that affect nurses and the nursing profession both at the local and national level (ANA, n.d.).  This is a great platform for nursing voices to be heard in hopes of bringing about change in a positive way to our sacred profession. While I was browsing through the website, I realized that the ANA had 3 companies under its umbrella to include the all-important American Nurses Credentialing Center (ANCC).  I had no idea that this agency was part of ANA.  Thanks for sharing everyone!

References

Agency for Healthcare Research and Quality: a Profile
. (2014, March). Retrieved on March 5, 2021, from https://www.ahrq.gov/cpi/about/profile/index.html

ANA (n.d
.) American Nurses Association
. ANA. Retrieved March 5, 2021, from https://www.nursingworld.org/ana

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Teresa Reynolds 

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Definition and Goal Of Evidence-Based Practice

 

       
Evidence base practice is useful in the clinical decision making process and is described as looking for patterns

and problem solving approaches with the best available evidence. Couple these clinical decisions with your own

clinical knowledge plus the patients ideas and values results in better outcomes for patients and communities. Goals

for evidence-based practice can be described as the quadruple aim in health care. These goals include elevating

health care quality, enhancing patient outcomes, cost reduction and effectiveness of services, and give clinicians a

clearer picture of what to treat and how dependent on patient preference and best outcomes (Melnyk & Overholt,

2019). Barriers to evidence-base practice include resistance to change, previous practice habits, limited education

on evidence-base practice , and limited support from administrative personnel (University of Texas, 2017). Boiler,

2017, describes the ability of nurses to bring health care disciplines together to promote patient safety, quality,

population health which is affordable. Development of efforts to make a more cohesive health care system could and

should be developed when patients are the center of care.

Health Care Organization Review 

The Patient-Centered Outcomes Research Institute (PCORI), is a non-profit institute created in 2010 through the

Affordable Care Act.  The PCORI was created to improve relevance and quality of evidence for all stakeholders,

patients, clinicians, employers, insurance and policy makers to make informed decisions (PCORI, 2021).

EBP Utilization 

The PCORI funds research on patient outcomes rather than comparison of patients. The outcomes of health

decisions consider what is important to the patient and providers to promote use of evidence-base practice. PCORI

funds studies to compare health care options to attempt to see which intervention is most effective. Increasing

quantity and quality , useful information for making the best health decisions. The PCORI wants to increase the use

of patient centered outcomes and influence other research to become patient centered. The vision for PCORI is

providing patients and the general public with information to make informed decisions about health outcomes. The

mission for PCORI is the provision of high quality, evidence base practice information which includes patients,

caregivers , and health care providers . The philosophy of PCORI is the incorporation of all stakeholders involved

within the health care system which will lead to improved clinical decision making and improved outcomes.  A

strategic plan is in place which includes the engagement of all stakeholders in the the research process. development

and promotion of patient-focused research, funding of patient-centered research, disseminate findings and support

implementation, and development of an infrastructure for conducting research. Core values include usefulness,

transparency, patient centered, inclusiveness, and evidence-base outcomes (PCORI, 2021).

This is a new institute to me. The goals and mission of this institute sound patient and goal centered. The research

performed is based on patient outcomes with the hope for others to look for EBP during research to include

patients and not just be research subjects.

References 

Boiler, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. 
Journal of Nursing Education. 

       56 
(12), 707-708. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.3928/01484834-20171120-01

Melnyk, B. & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing and healthcare: A guide to best practice.

       
(4th ed.). Philadelphia, PA : Wolters Kluwer

The Patient-Centered Outcomes Research Institute, PCORI . (2021)https:// www.pcori.org

University of Texas, (2017). Evidence-Based Practice (EBP) : The Problem-Solving Approach, 2017.

http://academicpartnerships.uta.edu/articles

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Sheena Brown 

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Teresa,

 

Thank you for highlighting the goals of the Patient- Centered Outcomes Research Institute (PCORI).  PCORI’s mission to help people make better-informed healthcare decisions by producing and promoting evidence-based research guided by patients and other stakeholders would have a significant impact on how our patients view healthcare and the recovery process. As reported by Melnyk and Fineout- Overholt (2018) EBP leads to the highest quality of care and best patient outcome, without current EBP care becomes outdated which can be detrimental to the patent. Healthcare organizations, such as PCORI, familiarizes the nurse to incorporate EBP when caring for all patients thus educating the community on healthcare options that are beneficial to the patient.

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice
 (4th ed.). Philadelphia, PA: Wolters Kluwer.

Evaluation and Analysis. (n.d.) Patient- Centered Outcomes Research Institute. https:// www.pcori.org/about-us/our-programs/evaluation-and-analysis

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Pamela Nisen 

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Peer Response 2

Teresa,

I agree that evidence-based practice (EBP) is an essential clinical decision-making approach because it uses research evidence to solve patients’ medical problems. It involves integrating collected research findings in clinical practices to improve patient’s outcomes by providing them with individualized patient care. Wu et al. (2018) states that EBP enhances medical procedures by enabling nurses and caregivers to stay updated on current and advanced medical practices that facilitate efficient patient care.

Furthermore, through EBP, health care workers could use documented and previously successful interventions that relate to a patient’s medical condition, thus increasing the chances for the patient’s recovery. Ideally, it enables nurses to determine the most effective and safest ways to address a patient’s medical condition.

EBP is useful in research, as depicted in its utilization by the Patient-Centered Outcomes Research Institute (PCORI). According to Fleurence et al. (2015), this organization facilitates research on patient-centered outcomes, which works in conjunction with evidence-based practice. A patient-centered outcome approach aims to study the patients’ experience by actively involving them to determine a medical intervention’s effectiveness. As such, the patient’s examination is the evidence of the research, which would be useful in providing a customized medication for various patients.

With the mentioned barriers posing a considerable drawback to the full realization of evidence-based practice in all healthcare systems, PCORI is based on a detailed study to address those delimiting concerns. The organization can use its documented patient’s examination outcome to prove to those who have reservations on the practicability of EBP that it is a viable process (Kim et al., 2016). Therefore, it would convince the skeptical individuals that the approach would make their work more comfortable and efficient, thus helping resolve the barriers to implementing the evidence-based practice approach.

References

Fleurence, R., Whicher, D., Dunham, K., Gerson, J., Newhouse, R., & Luce, B. (2015). The patient-centered outcomes research institute’s role in advancing methods for patient-centered outcomes research. 
Medical Care
, 
53
(1), 2-8. 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4336314/

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. 
Worldviews on Evidence-Based Nursing
, 
13
(5), 340–348. 
https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=2&sid=560b8646-a181-49b0-937e-4026d53e80a0%40sdc-v-sessmgr03&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=000388307700002&db=edswsc

Wu, Y., Brettle, A., Zhou, C., Ou, J., Wang, Y., & Wang, S. (2018). Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review. 
Nurse Education Today
, 
70
, 109-114. 
https://www-sciencedirect-com.ezp.waldenulibrary.org/science/article/pii/S0260691718304738?via%3Dihub

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Jeannie Manahan 

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Hi Jenny,

It was interesting reading about your experience in exploring a healthcare organization website (Georgia Department of Human Services) and learning about how EBP was utilized there. Many organizations will state that EBP is part of their mission statement. Did you feel that the organization you referenced had a culture of EBP?

Thanks,

Dr. Sullivan

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1 year ago

DAVID ROBINSON 

RE: Discussion – Week 1

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Main Discussion Post #1

When you think of a healthcare organization that promotes patient safety and quality evidence-based care, what is the first organization that comes to mind? For me, many healthcare organizations like the Joint Commission (TJC), Agency for Healthcare Research and Quality (AHRQ), and Centers for Medicare and Medicaid Services (CMS) come to mind. These organizations are central to utilizing evidence-based practice (EBP) to achieve a high-quality patient outcome. This discussion thread will review the Joint Commission’s impact on quality evidence-based practice (EBP) care and my perception of the benefit of using TJC.

Healthcare Organization Website Review

This discussion thread’s chosen organization website review is TJC, an organization that accredits hospitals for their high-quality and safe care. TJC has a long-standing claim of helping hospitals like my workplace transform into high-reliability organizations where zero harm is the norm (TJC, n.d.). BY achieving TJC’s accreditation, hospitals can further improve outcomes for their patients through certification programs. TJC provides standardized core performance measure sets for hospital operations for improving healthcare quality.

Through TJC’s accreditation process, my workplace learns state-of-the-art performance-improvement strategies in delivering safe and efficient care. TJC also provides invaluable education through online education services and interactive web-based tools that TJC provides us. My workplace also provides an entire online education section on the hospital’s intranet dedicated to TJC’s standard measures.

Utilization and Grounding of EBP

My workplace is a good ambassador for the use of EBP. Like many experts like Melnyk et al. (2019, p. 328), the nursing leaders at my workplace identified quality values of applying EBP to improve patient outcomes. The nursing managers ensure that EBP measures are aligned to our care to enhance an effective, safe, and efficient care delivery. At my workplace, the nursing managers cultivate a culture where nurses can safely implement EBP measures. The hospital makes sure that resources like safety databases and enough computers and space are available for nurses to review the care they provide. Our nursing leader empowers us by allowing the nurses to review, question, and apply EBP measures within their scope.

New Perception of Healthcare Organization

My perception of TJC remained the same from day one when the organization was known as the Joint Commission and Accreditation of Healthcare Organization (JCAHO). Their mission continues to improve health care and ensuring that hospitals excel in providing safe and effective care of the highest quality. Even with the name change, the mission remains the same! TJC has long-standing quality measures that hold hospitals like my workplace accountable for health-related outcomes. They do so by offering an unbiased assessment of the hospital’s patient care and safety.

 

References

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. 
Worldviews on Evidence-Based Nursing
, 13(2), 172–175. doi:10.1111/wvn.12126

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. 
American Journal of Nursing
, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2

The Joint Commission. (n.d.). Who we are. Retrieved from https://www.centerfortransforminghealthcare.org/?_ga=2.74874452.719431498.1614739573-1477116417.1613390888

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1

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H David,

Thank you for such a nice description of your experience in exploring a healthcare organization website (AHRQ)  and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list, Melnyk et al. (2010) does a nice job of summarizing the seven steps of EBP. We will follow this format in this class, do you agree that EBP culture should be the first step?

Thanks,

Dr. Sullivan

 

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. 
American Journal of Nursing, 110
(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2. 
http://download.lww.com/wolterskluwer_vitalstream_com/PermaLink/NCNJ/A/NCNJ_165_516_2010_08_23_DGSODKGNM_1651_SDC516.pdf

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1 year ago

DAVID ROBINSON 

RE: Discussion – Week 1

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1 year ago

maame oppong 

Maame Oppong Response to David Robinson

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David, thank you for your post. Evidence-based practice(EBP) involves using the application of numerous sources of knowledge, such as using clinical expertise and research (Horntvedt et. al., 2018). As nurses, our primary goal is to demonstrate and educate our staff and new patients on how EBP is essential for patient outcomes. Some nurses perform a particular task because it has been done that way for so long. When we voice out to patients and family that practices done on EBP can result in excellent patient care outcomes. Healthcare providers share a common goal throughout the world: providing safe and high-quality care to our patients. The Joint Commission’s goal is to boost the public’s healthcare by joining forces with other team members (The Joint Commission, 2021).

References

The Joint Commission. (2021). Evolving with care. Retrieved March 4, 2021 from 
https://www.jointcommission.org/about-us/evolving-with-care/

Horntvedt, ME, T., Nordsteien, A., Ferman, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18, 172. Retrieved March 4, 2021 from 
https://doi.org/10.1186/s12909-018-1278-z

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1 year ago

Taylor Sikes 

RE: Discussion – Week 1

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Introduction

 

In healthcare, we strive to provide top-tier service to our patients. Using evidence-based practice is the standard practice within healthcare in order to protect and promote our patients’ health. Evidence-based practice is used as we, as healthcare professionals, make leaping medical advances through research and studies. By keeping up with the most recent evidence-based practice, we are able to give our patients the best possible care NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

 

Healthcare Organization Review

 

The website I chose to review is the Centers for Disease Control (CDC). The CDC website provides us with the most up-to-date information regarding various diseases such as the most recent Coronavirus. The CDC is known as the nation’s health protection agency – keeping the country in the loop regarding emerging diseases and outbreaks. According to the website, “[the] CDC saves lives and protects people from health threats” (CDC, 2021).

 

EBP Utilization

 

NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice The CDC website is a reputable source for current news and updated information regarding various diseases. It states that this organization “is the nation’s leading science-based, date-driven, service organization,” which is exactly what evidence-based practice is. The CDC has many prevention programs guided by evidence-based practice such as the Advisory Committee on Immunization Practices (ACIP), which is run by medical and public health experts that together develop recommendations on how to use vaccines and control diseases in the United States. They have most recently updated the recommended vaccines for both children and adults as of October 2020 (CDC, 2021).

 

Conclusion

 

When looking for reputable resources regarding healthcare, the CDC website is always a safe bet. The goal of the CDC is to promote health and prevent outbreaks in the United States. Therefore, the use of evidence-based practice is a must; to stay current in research and inform the surrounding population of potential health threats. Finding that this website uses EBP did not change my view, as I know that they are the standard for updated information for the US.

 

Centers for Disease Control and Prevention (2021, January). 
CDC Organization
. https://www.cdc.gov/about/organization/cio.htm

 

Centers for Disease Control and Prevention (2021, March). 
Advisory Committee on Immunization Practices (ACIP). 
https://www.cdc.gov/vaccines/acip/index.html

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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1

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Hi Taylor,

You did a nice job describing your experience in exploring a healthcare organization website (CDC) and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list by Kim et al. (2016) discuss how a fellowship program improved job satisfaction, EBP implementation, and group cohesion. Can you explain how the program improved EBP implementation? NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

Thanks,

 

Dr. Sullivan

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants
. Worldviews on Evidence-Based Nursing, 13
(5), 340–348. doi:10.1111/wvn.12171

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1 year ago

Alberto Leyva 

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         Taylor Sikes, the website you selected for your analysis, has become extremely relevant in recent times. The Center for Disease Control (CDC) is an evidence-based organization that has been at the forefront of the battle against COVID-19. The CDC’s mission is centered around population health and promoting public safety in our nation and abroad. NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice To save people from significant health threats, the CDC continuously conducts evidence-based scientific research concerning potential health threats and provides resources to guide the appropriate response when these arise (Centers for Disease Control and Prevention, 2020). One of the necessary components of gaining public trust is consistently producing reliable guidelines generated from evidence-based practice.

According to Melnyk et al. (2014), evidence-based practice research strives to provide highly reliable data, enhance healthcare quality, and improve the standards of care. Interestingly enough, the CDC also provides resources to us on topics other than the usual COVID19 recommendations. According to the Journal of Environmental Health (2020), these topics range from “preventing environmental causes of foodborne illnesses and outbreaks” to “addressing threats to health from recreational water and drinking water.” As you mentioned, the CDC is always a “safe bet” when you need reliable information associated with health.

 

 

 

References

 

Centers for Disease Control and Prevention. (2020, March). Data and Research. U.S. Department of Health and Human Services. https://www.cdc.gov/publichealthgateway/data-research/index.html

 

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

 

Use Resources From the Centers for Disease Control and Prevention to Strengthen Environmental Health Programs. (2020). 
Journal of Environmental Health
, 
83
(5), 24–26.

 

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1 year ago

Pamela Nisen 

RE: Discussion – Week 1

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Main Post

Healthcare professionals adopt evidence-based practice (EBP) to achieve quality and safe care (Horntvedt et al., 2018). EBP approach helps health organizations search for information that can enhance patient satisfaction and safety and empower nurses and clinicians to improve health outcomes. Nurses and doctors use this evidence-based information to make clinical decisions to improve patient outcomes (Melnyk & Fineout-Overholt, 2018). In this discussion, I have focused on the National Institutes of Health’s (NIH) website to explore if it uses EBP data NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

NIH is a federal agency in the United States focusing on biomedical research, supporting, and saving patients’ lives (National Institute of Health, 2017). The healthcare organization’s website utilizes clinical trials to answer scientific questions regarding diagnosis, prevention, and treatment of different diseases. Much of the NIH’s website information is evidence-based, as they are found on the research and training section on the website. Also, NIH has twenty-seven centers and institutions, which coordinate and conduct biomedical clinical trials on its behalf.

National Institutes of Health uses clinical trials to study illnesses, evaluate interventions, and medical interaction on health outcomes. As NIH uses clinical trials, different stakeholders, such as the government, policymakers, and researchers, must revisit procedures and policies to protect patients for effective healthcare outcomes (Vardeny et al., 2019). Therefore, the healthcare organization’s data is grounded in EBP based on its evidence on clinical trials’ information.

The healthcare organization’s website summarizes research evidence and links to actual research articles. The summary provides healthcare providers with effective information when they need to make clinical choices without reading entire articles (Boller, 2017). For example, I retrieved an article with information about schizophrenia. By clicking the link on the article, I was directed to a summary of the article with information on schizophrenia, such as its causes and how it can be prevented.

Currently, I am a Registered Nurse (RN) at an all-male prison, a mental health camp. As an RN working at a mental health camp, I extensively used NIH’s website to learn about mental illnesses. I have also used the information to educate my patients. Therefore, the healthcare organization’s website provides useful information, which healthcare professionals can use to guide their patients and family members on different treatment options.

Overall, the information I discovered from NIH’s website has changed my perception of the healthcare organization, especially on how healthcare practitioners use current evidence-based data and healthcare technology to advance patient outcomes.NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice For example, when a patient with a mental health problem presents with vague signs and symptoms, a healthcare practitioner can utilize advanced diagnostic tools to search for the causes of the disease and offer effective treatment using EBP. Furthermore, the information on NIH’s website is free; patients and their family members can obtain evidence-based articles and current clinical trials, such as those for COVID-19, to stay updated with current healthcare evidence. With this information available, patients with chronic illnesses can find and discuss their medical history with their healthcare providers to receive better treatment options.

In summary, the National Institutes of Health’s website showed that NIH work is grounded on evidence-based practice. This institution uses clinical trials to conduct several biomedical researches for improving patient outcomes and saving lives. Therefore, I recommend that healthcare professionals use NIH’s website to enhance health outcomes by using EBP NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

References

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. 
Journal of Nursing Education
, 
56
(12), 707–708. 
https://www-proquest-com.ezp.waldenulibrary.org/docview/1972281107?accountid=14872

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. 
BMC Medical Education
, 
18
(1), 1-11. 
https://link.springer.com/article/10.1186/s12909-018-1278-z

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice
(4th ed.). Philadelphia, PA: Wolters Kluwer NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

National Institute of Health (2017). Mission and goals. 
National Institute of health, turning discovery into health
. 
https://www.nih.gov/about-nih/what-we-do/mission-goals

Vardeny, O., Hernandez, A. F., Cohen, L. W., Franklin, A., Baqai, M., Palmer, S., Bierer, B. E., & Cobb, N. (2019). Transitioning to the National Institutes of Health single institutional review board model: Piloting the use of the Streamlined, Multi-site, Accelerated Resources for Trials IRB Reliance. 
Clinical Trials
, 
16
(3), 290–296. 
https://doi-org.ezp.waldenulibrary.org/10.1177/1740774519832911

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1 year ago

Shannon McBrayer 

Main Post Discussion Shannon McBrayer

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1 year ago

Sheena Brown 

RE: Main Post Discussion Shannon McBrayer

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Shannon,

 

NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice Thank you for providing insight on the ENA framework used to care for patients in the Emergency Room. Its apparent that the ENA has focused on redesigning care in the ED that focuses on Triple Aim initiatives’ which include improving individual experiences of care, improving health population, and reducing costs (Sikka, et al 2015). As a critical care nurse, I am aware of the hard work and heroic efforts portrayed by the ED team to diagnose and stabilize the patients in so little time. It is essential to utilize those initial moments for patients seeking care to ensure the first couple hours of care are being used effectively, such as TBI’s, sepsis and STEMI’s. I am elated that there is an entire organization geared toward providing current researched based solutions to improve the clinical outcome of our patients. EBP leads to the highest quality of care and best patient outcome, without current EBP care becomes outdated which can be detrimental to the patent (Melnyk & Fineout- Overholt 2018).

 

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work.
 BMJ Quality & Safety, 24
, 608–610. doi:10.1136/bmjqs-2015-004160

 

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice
(4th ed.). Philadelphia, PA: Wolters Kluwer NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

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1 year ago

Shannon Waddell 

First response: To Shannon McBrayer

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Excellent post Shannon. The healthcare organization you reviewed, Emergency Nurses Association (ENA), has so many interesting things going on. A simple search for EBP on the website reveals links to many projects completed by nurses; impact of POC influenza testing to how to be a first responder for a colleague to name a few. I agree with you, there is an underlying commitment to EBP across the ENA website and embedded throughout much of their research. There is even a message of the importance of EBP in the ENA mission, “Emergency care evolves through 
lifelong learning and a culture of inquiry
 
for the discovery and integration of evidence-based research into emergency nursing practice” (ENA, n.d.). I cannot envision any other area of nursing where EBP would need to be utilized more than the emergency department. Understanding the EBP reduces costs, improves patient outcomes, and helps shape the quality of healthcare is seen repeatedly in the ED (Melnyk & Fineout-Overholt, 2018).

 

 

 

References

Emergency Nurses Association. (n.d.). 
About emergency nurses association: About ENA
.

https://www.ena.org/about

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing &

healthcare: A guide to best practice
 (4
th
 ed.). Philadelphia, PA: Wolters Kluwer.

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1 year ago

Jeannie Manahan 

RE: Reply #2 Discussion – Week 1

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Hello Shannon

I really liked that you choose the Emergency Nurses Association (ENA) as your choice of healthcare organization website to review. As a member of the ENA, I can relate to quantity and quality of evidenced-based information located there. “Research studies show that evidence-based practice (EBP) leads to higher quality care, improved patient outcomes, reduced costs, and greater nurse satisfaction than traditional approaches to care.”  (Grimshaw, et al, 2006).  The ENA does a great job of promoting positive change. Then by integrating the best evidence found from their website and from credible literature, nurses can take this information and utilize their expertise, patient preferences, and values and put it into action. (Melynk & Fineout-Overholt, 2018) NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

References:

Grimshaw J, Eccles M, Thomas R, MacLennan G, Ramsay C, Fraser C, Vale L. (2006). Toward evidence-based quality improvement. Evidence (and its limitations) of the effectiveness of guideline dissemination and implementation strategies 1966-1998. J Gen Intern Med. 2006 Feb;21 Suppl 2(Suppl 2):S14-20. doi: 10.1111/j.1525-1497.2006.00357.x. PMID: 16637955; PMCID: PMC2557130.

Melnyk, B., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice ( 4th ed.). Wolters Kluwer.

 

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1 year ago

Calista Okpara 

RE: Discussion – Week 1

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Week 1 – Main Discussion

In my company, it has become a norm for us to look for ways to enhance our customer service in terms of their satisfaction. The most important commitment is to become a High-Reliability Organization (HRO). Our hospital goal is to continue to advance and become the safest most reliable health care system in California. Its about doing right, every time with the goal of having zero defects and zero harm NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice. The adoption of a high-reliability mindset in the workplace involves teaching all individuals to critically think about their work and perform reliable behaviors that ensure all our processes are working as intended, consistently over time.

The EBP project we are currently working is the prevention and impact of hourly rounding on falls preventions, and reduction of pressure ulcers among the patients. One of the things I have discovered in my recent experiences with both academic and clinical education and an EBP project is that there are numerous and effective ways of learning, presenting, and communicating. Each method however, has on critical thing in common, it must be a two-way path and none are effective unless there is clear communicative understanding on the part of the recipient, patient, family members and colleagues.

In the hospital environment, falls are the common occurrence that may cause fatal injuries to older adults and older. Most hospitalized older patients are facing the risks of falls that can lead to unexpected injuries. Consequently, falls can lead to negative effects that include increase in hospital costs and longer hospital stay (Poit & Beck, 2017). In order to overcome the increasing rates of falls within the hospital settings, our organization devised strategies to prevent or decreased hospital acquired injuries. While these health practices are devised to enhance safety among patients and health practices to prevent falls.

An hourly rounding has been identified as an effective proactive health practice that can reduce falls, pressure ulcers, and improve patient’s satisfaction. Hourly rounding is defined as a proactive and systematic health intervention that healthcare organizations design to meet the need of in-patients in order to promote patient safety and satisfactions (Allatzas, 2018).  Pressure ulcer occurs among people who have nerve damage, such as paralysis or limited mobility.  A patient can suffer a pressure ulcer due to poor circulation in bony areas of the body due to prolonged compression of the site.  An effective hourly rounding is particularly effective for the management of pressure ulcer since the disease is one of the top causes of untimely death in the United States (Mitchell, 2017).  Repositioning is an appropriate strategy to manage a pressure ulcer and redistributes the body to enhance an effective blood circulation. Since patient satisfaction is very critical for health organizations, hourly rounding has been identified as an effective health strategy to improve patient’s satisfactions.

Conclusion

Patient’s satisfaction is very important part of a healthcare environment, most especially in my organization that the main focus is patient centered care. Typically, hourly rounding practice has been able to reduce patient’s falls, and the outcomes are the increase in patient’s safety and satisfactions.

References

Allatzas, R. (2018). 
The Effects of Hourly Rounding on Patient Safety and Satisfaction. ScholarWorks. 
Retrieved from 
https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ir00976a&AN=wldu.dissertations.6579&site=eds-live&scope=site

Mitchell, R, (2017). 
Hourly Rounding: A Fall Prevention Strategy in Long-Term Care
. ScholarWorks. Retrieved from 
https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ir00976a&AN=wldu.dissertations.4811&site=eds-live&scope=site

Poit, D. F., & Beck, C. T., (2017). 
Nursing Research: Generating and assessing evidence for nursing practice
 (10
th
 ed.). Philadelphia, PA: Wolters Kluwer. Chapter 1, 2, & 3.

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1 year ago

Stephanie Hollowich 

RE: Discussion – Week 1-initial post

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Evidenced Based Practice- Week 1 Initial Post

 

Healthcare Organization Website Review

 

In 2010, the Affordable Care act was signed, and medical standards of care were improved as a result of the increased focus on evidenced based practice (Laureate Educational Video, 2018). Evidenced based practice has been defined in many ways and differs slightly by organization but it involves gathering information and reviewing research to identify the best treatment options and outcomes (Dictionary, n.d.).

What is known as the quadruple aim; evidenced based-practice has had a positive impact on health care because of its correlation to lowered healthcare cost, improved quality of care, better patient outcomes and improved clinical environment for healthcare workers (Melnyk & Fineout-Overholt, 2018) NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

Network of the National Library of Medicine EBP Utilization

            
In doing my own research on national health organizations I was very please to discover the U.S. Network of the National Library of medicine (NNLM). NNLM is a national organization that is under the umbrella of the National Institute of Health. The focus of the NNLM is to improve access to health information through research and educational funding (NNLM n.d.).

The organization supports six health initiatives which include HIV/Aids information and substance use disorders, to name a few. When exploring site content, consumers can find links to health literacy or use one of the eight health libraries which make up the regional library data base. I live in Florida and the Southeastern Atlantic region would be used by Physicians in my area. A deeper dive into my region took me to a page entitled, “From Problem to Prevention: Evidence-Based Public Health.” This linked to a 1-hour class that teaches participants about Evidenced Based Public Health.

Statements about evidenced based practice can be found on the main page of the website and is a part of the organizational goals. As described in our current textbook, evidenced based practice empowers clinicians (Melnyk & Fineout-Overholt, 2018). The NNLM reiterates this as saying they improve health information, expand knowledge, support outreach, and increase the use of research and data (NNLM, n.d.).

Grounding of EBP

The acknowledgement that evidenced based practice is important to bettering healthcare is at the core of the NNLM. One of the services provided through the NNLM ensures that physicians understand and maintain continuing education about research design. The NNLP offers providers access to 12 learning modules which review the benefits of evidence-based practice, how to formulate a research question, and how to find, evaluate and apply evidenced based research in the clinical environment (NNLM, n.d.).

 

New Perception of Healthcare Organization

 

Prior to doing the research for this discussion I was unfamiliar with the NNLM so I did not have a preconceived opinion about them. What I have learned is that the programs and services provided by the NNLM are important to the continued belief that evidenced based practice is most comprehensive and leads to the best patient outcomes (Melnyk & Fineout-Overholt, 2018).

It is essential that medical providers continue to learn and grow and the NNLM provides knowledge to help physicians stay up to date and conduct proper data collection and reporting. EVP for medical research is important because it is the foundation upon which healthcare providers build treatment plans. As a consumer, one cannot assume that all physicians are equal in their effort for continued growth and development through research. Patients have a responsibility to learn how to self-advocate. Selecting a physician offers opportunity to ask questions and ensure that the physicians background and knowledge will coincide with one’s personal health goals and ideals.

 

 

References

 

Dictionary by Farlex (n.d.). Evidenced-Based Practice definition. Retrieved March. 1, 2021 from

Evidence-based practice | definition of evidence-based practice by Medical dictionary (thefreedictionary.com)

Laureate Education (Producer). (2018). Evidence-based Practice and the Quadruple Aim [Video file].

Baltimore, MD: Author.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

National Library of Medicine (n.d.). Retrieved March. 1, 2021 from

National Library of Medicine – National Institutes of Health (nih.gov)

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

REPLY
 
QUOTE
 
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1 year ago

Debra Sullivan 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 1-initial post

COLLAPSE

Hi Stephanie,

You did a nice job describing your experience in exploring a healthcare organization website, NNLM,  and learning about how EBP was utilized there was nicely stated. One of your articles in your week 1 resource list by Kim et al. (2016) discuss how a fellowship program improved job satisfaction, EBP implementation, and group cohesion. Can you explain how the program improved EBP implementation? NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

Thanks,

 

Dr. Sullivan

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants
. Worldviews on Evidence-Based Nursing, 13
(5), 340–348. doi:10.1111/wvn.12171

REPLY
 
QUOTE
 
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1 year ago

Stephanie Hollowich 

RE: Discussion – Week 1-Response to professor question

COLLAPSE

         Hi Dr.Sullivan,

I think the main reason that EVP implementation improved was because of the organizational culture change that occured. As the article pointed out, there is a big difference in educating staff about EBP and involving them in a way that they become the leader/teacher/mentor. Having the nurses create the EBP projects caused that change because now they are more invested. They in a sense become the spokesperson on the unit for a particular topic and take on the role of the educator. The less educated, less experienced nurses would not likely push back in an environment where best practice is the expectation. Overtime this ideal would spread within the organization.

BUY A CUSTOM-WRITTEN ORDER HERE

When I was in nursing school in Illinois, I applied to a paid externship program at Mary Washington Hospital in Fredericksburg Virginia. I spent the summer before my last semester of school in the program and it was great. I rotated through interventional radiology, PCU, Cath lab and endoscopy. This article reminded me of my experience there. They are a Magnet facility and I remember that they had posters posted up all over PCU that were created by nurses. Topics such as wound care and about various cardiac topics lined the walls of the unit. I remember my preceptor saying that the patient’s family members liked to read them. Perhaps they were putting this into practice?

In conclusion, the article stated that more educated nurses with higher levels of experience had stronger EBP beliefs. I was wondering if that is why magnet facilities require a high percentage of their nurses to be BSN prepared?

Thanks for the feedback.

Stephanie Hollowich

References

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice             implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on                  Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

REPLY
 
QUOTE
 
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1 year ago

JOHNCY ABRAHAM 

RE: Discussion – Week 1

COLLAPSE

 

1 year ago

Veronica Singh 

RE: Discussion – Week 1 Initial Post

COLLAPSE

 

1 year ago

Olivia Rivera 

RE: Discussion – Week 1

COLLAPSE

Hide 3 replies (3 unread)

 

1 year ago

Stephanie Hollowich 

RE: Discussion – Week 1-reply post 2

COLLAPSE

 

1 year ago

Nneamaka Anara 

RE: Discussion – Week 1

COLLAPSE

Hello Olivia,

Thanks for an insightful post. I never knew about Mental Health Cooperative (MCH) until now. I am pleased with the fact that they are a non-profit organization and still provide services for children and adults with clinics, care managers, providers, onsite pharmacy, and the list goes on. Their mission statement resonates with me and what I stand for. Reading through your post, I realized that this non-profit organization utilize the use of evidenced-base practice (EBP).

Evidenced-based practice is the integration of clinical expertise/expert opinion known as knowledge, judgement, and critical reasoning acquired through training and professional experiences, evidence (external and internal), together with client/patient/caregiver perspectives (Asha, n.d). I believe that the use of EBP will foster positive outcomes for their patients. When EBP is delivered in a context of caring and a culture as well as an ecosystem or environment that supports it, the best clinical decisions are made that yield positive patient outcomes (Meluyk et al., 2014). The use of evidenced-based practice can never be overemphasized as it prevents errors and deaths. Healthcare professionals adopt evidence-based practice (EBP) to achieve quality and safe care (Horntvedt et al., 2018) NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

 

References

American Speech-Language-Hearing Association (n.d.). Evidence-based practice (ebp). Retrieved March 05, 2021, from 
https://www.asha.org/research/ebp/

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for

teaching evidence-based practice in nursing education: a thematic literature review. 
BMC Medical Education
, 
18
(1), 1-             11. 
https://link.springer.com/article/10.1186/s12909-018-1278-z

Melnyk, Ford, Long, Overholt (2014, February). The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs. Retrieved March 05, 2021, from 
https://sigmapubs-onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1111/wvn.12021

 

REPLY
 
QUOTE
 
EMAIL AUTHOR

 

1 year ago

Shannon Waddell 

RE: Discussion – Week 1

COLLAPSE

 

1 year ago

Shannon Waddell 

Main Post- Discussion – Week 1- S. Waddell

COLLAPSE

            In my line of work, I see many postoperative patients who have just undergone fistula hemodialysis access surgery. DaVita Kidney Care is a healthcare organization treating over 200,000 dialysis patients across ten countries outside the United States (DaVita, n.d.). DaVita is dedicated to transforming kidney care, as the country’s largest kidney care provider, they provide comprehensive care and complex chronic condition management, to patients in early stages of kidney disease, transitioning to dialysis, those seeking kidney transplant and care to those on life-sustaining dialysis (DaVita, n.d.).

Within the physicians section on the DaVita website, DaVita describes their innovative evidence-based clinical approach as the method to meet the needs of patients and the clinicians who care for them (DaVita, n.d.). The work of this organization is embedded in evidence-based practice, from the beginning of the process- patients’ bloodwork revealing the need for dialysis, surgical intervention for port and/or fistula placement, and analyzing daily weights for dialysis treatments. DaVita’s constant evaluation and research is focused on patients’ assessments, patient data and outcome reporting. Melnyk et al. (2010), discussed how monitoring evidence-based practice can help clinician’s spot flaws in implementation processes and changes in outcomes.

The review of the DaVita website and it’s utilization of evidence-based practice certainly strengthens my beliefs that they are providing excellent and necessary care to the patients who need it. DaVita utilizes an integrated kidney care (IKC) approach, which has proven to reduce total cost of care, an estimated 17% of addressable savings over five years (DaVita, n.d.). In the growing world of increasing healthcare expenditures, savings are of upmost importance. I do wish that some of those savings would befall the staff who work in the DaVita facilities, as they seem to work shorthanded, dealing with large census. Return of savings as an investment into the staff, would certainly help with employee burn-out (Sikka, Morath, Leape, 2015). Review of the DaVita website, shows a great amount of active research, which I find to be of upmost importance. NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

 

 

References

DaVita.com. (n.d.). 
About: Overview
. https://www.davita.com/about

DaVita.com. (n.d.). 
Physicians: Clinical approach.
 https://www.davita.com/physicians/clinical/

clinical-approach

Melnyk, B.M., Fineout-Overholt, E., Stillwell, S., & Williamson, K. (2010). Evidence-based

practice: Step by step: The seven steps of evidence-based practice. 
American Journal of Nursing, 110
(1), p. 51-53. doi: 10.1097/01.NAJ.0000366056.06605.d2

Sikka, R., Morath, J.M., & Leape, L. (2015). The quadruple aim: Care, health, cost and meaning

in work. 
BMJ Quality & Safety, 
24,
 608-610. doi:10.1136/bmjqs-2015-004160

REPLY
 
QUOTE
 
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1 year ago

Nneamaka Anara 

RE: Main Post- Discussion – Week 1- S. Waddell

COLLAPSE

Hello Shannon,

Thanks for all you do as a dialysis nurse. I work as a float/travel nurse and I have cared for dialysis/renal patients. I have witnessed the meticulous and rigorous process of ensuring that these patients get the right care at the right time especially those with end stage renal disease. The use of evidenced practice on these patients can never be overemphasized due to them having invasive lines such as ports, fistula, and PICCs.

Evidenced-based practice is the integration of clinical expertise/expert opinion known as knowledge, judgement, and critical reasoning acquired through training and professional experiences, evidence (external and internal), together with client/patient/caregiver perspectives (Asha, n.d). This definition of EBP truly resonates with what I see and do every day at the hospital where I work. I currently work at Piedmont hospital where a whole unit in the hospital is dedicated to Da Vita Kidney Care and all patients on dialysis are sent there. Before any patient is sent to them, the dialysis nurse would call first to get a full report about the patient from the primary nurse. So much evidenced based practice goes into their care which given me the so many learning opportunities. When EBP is delivered in a context of caring and a culture as well as an ecosystem or environment that supports it, the best clinical decisions are made that yield positive patient outcomes (Meluyk et al., 2014) NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

 

References

American Speech-Language-Hearing Association (n.d.). Evidence-based practice (ebp). Retrieved March 05, 2021, from 
https://www.asha.org/research/ebp/

Melnyk, Ford, Long, Overholt (2014, February). The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs. Retrieved March 05, 2021, from 
https://sigmapubs-onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1111/wvn.12021

 

 

 

REPLY
 
QUOTE
 
EMAIL AUTHOR

 

1 year ago

Olivia Rivera 

RE: Main Post- Discussion – Week 1- S. Waddell

COLLAPSE

Shannon,

Thank you for sharing your research on the DaVita website. I think your suggestion of using the money saved to help compensate the employees is a great way to boost morale and escape the too familiar burn out. At my job we are going through a pretty awful shortage of staff, not just with nurses but throughout the interdisciplinary teams which makes it very hard to avoid burnout. I, along with other nurses, have suggested getting paid the addition of an hourly nurse rate to compensate for the staffing but to no avail. The DaVita website is very well laid out with services, providers, and of course the mission and values. It’s incredible that they have additional businesses for the consumers (DaVita, n.d.). The definition of EBP was broadened in 2000 to include critical appraisal, external evidence, internal evidence, outcomes management, or evidenced-based quality improvement projects, and patient and family preferences and values (Melnyk, et al., 2018). When looking at the website for DaVita it appears that they do a very good job in tackling most, if not all, of the listed qualities of EBP.

 

Mazurek Melnyk, B., & Fineout-Overholt, E. (2018). Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry. In Evidence-Based Practice in Nursing and Healthcare (4th ed., p. 8). Philadelphia : Wolters Kluwer Health.

 

About. (n.d.). DaVita. Retrieved March 6, 2021, from
 https://davita.com/about

 

REPLY
 
QUOTE
 
EMAIL AUTHOR

 

1 year ago

Nneamaka Anara 

RE: Discussion – Week 1

COLLAPSE

Main Post

 

Evidenced-based practice has been a welcome development in the last decades or more. Evidence-based practice has reduced and prevent medical errors in healthcare and improved patients’ outcome. According to Boller, with 10 years Quality and Safety education for nurses (QSEN) project, and 9 years after triple aim was lunched, improvements in some health outcomes have been reported in the United States as infant mortality rate has reduced by 15% compared with 2005 (Boller, 2017) NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice. Evidenced-based practice has contributed to the practice of nursing with patient centered care.

Evidenced-based practice is the integration of clinical expertise/expert opinion known as knowledge, judgement, and critical reasoning acquired through training and professional experiences, evidence (external and internal), together with client/patient/caregiver perspectives (Asha, n.d). This definition of EBP truly resonates with what I see and do every day at the hospital where I work.

My hospital policies and procedures are aligned with that of the Joint Commission (JC). The JC body for EBP in nursing carries out yearly visits to my hospital to ensure that patient care is not compromised but carried out based on research and findings. When I visited the Joint commission website, I was amazed to see the amount of research being carried out in order to prevent errors and deaths and to hold hospitals to high standards. For example, I work at piedmont hospital in Atlanta as a surgical nurse and the use of Chlorhexidine to prep patients before surgery has great significant outcome in preventing infections. Piedmont’s mission statement entails a healthcare marked by compassion and sustainable excellence in a progressive environment, guided by physicians, delivered by exceptional professional and inspired by the communities they serve. This 643 beds hospital has been certified by the American heart association and named top acute-care community hospital in metro Atlanta 
https://www.piedmont.org/locations/piedmont-atlanta/pah-home
 . Piedmont hospital is also accredited and certified by the Joint Commission.

When EBP is delivered in a context of caring and a culture as well as an ecosystem or environment that supports it, the best clinical decisions are made that yield positive patient outcomes (Mazurek et al., 2014). In order for hospitals not to lose their accreditation and certification, they must maintain standards of practice by the Joint Commission.

 

 

 

References

American Speech-Language-Hearing Association (n.d.). Evidence-based practice (ebp). Retrieved March 05, 2021, from 
https://www.asha.org/research/ebp/

Boller J.(2017). Nurse Educators: Leading Health Care to the Quadruple Aim Sweet Spot. 
J Nurs Educ.
 56(12) 707-708. doi: 10.3928/01484834-20171120-01

 

Melnyk, Ford, Long, Overholt (2014, February). The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs. Retrieved March 05, 2021, from 
https://sigmapubs-onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1111/wvn.12021

Piedmont Healthcare Atlanta, 
https://www.piedmont.org/locations/piedmont-atlanta/pah-home

 

Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1)

Laureate Education (Producer). (2018). 
Evidence-based Practice and the Quadruple Aim
 [Video file]. Baltimore, MD: Author.

Accessible player
 
–Downloads–
Download Video w/CC
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Due By

Assignment

Week 1, Days 1-2

Read the Learning Resources.

Compose your initial Discussion post.

Week 1, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 1, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 1, Day 6

Post two peer Discussion responses.

Week 1, Day 7

Wrap up Discussion.

Deadline to submit your Assignment.

 

Learning Objectives

Students will:

Evaluate healthcare organizations for evidence-based practices

Analyze the relationship between evidence-based practice and the Quadruple Aim in healthcare organizations

Learning Resources

Note:
 To access this module’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018).
Evidence-based practice in nursing & healthcare: A guide to best practice
(4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot.
Journal of Nursing Education, 56
(12), 707–708. doi:10.3928/01484834-20171120-01

Note:
You will access this article from the Walden Library databases.

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice.
Worldviews on Evidence-Based Nursing, 13
(2), 172–175. doi:10.1111/wvn.12126 NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

Note:
You will access this article from the Walden Library databases.

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants.
Worldviews on Evidence-Based Nursing, 13
(5), 340–348. doi:10.1111/wvn.12171

Note:
You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice.
American Journal of Nursing, 110
(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2

Note:
You will access this article from the Walden Library databases.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs.
Worldviews on Evidence-Based Nursing, 11
(1), 5–15. doi:10.1111/wvn.12021

Note:
You will access this article from the Walden Library databases.

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work.
BMJ Quality & Safety, 24
, 608–610. doi:10.1136/bmjqs-2015-004160

Note:
You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a).
Databases A-Z: Nursing.
Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Required Media

Laureate Education (Producer). (2018).
Introduction to Evidence-Based Practice and Research
[Video file]. Baltimore, MD: Author.

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Discussion: Where in the World Is Evidence-Based Practice?

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

To Prepare:

Review the Resources and reflect on the definition and goal of EBP.

Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).

Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post
 a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues
 on two different days
 by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

Assignment: Evidence-Based Practice and the Quadruple Aim

Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

To Prepare:

Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.

Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

Patient experience

Population health

Costs

Work life of healthcare providers

By Day 7 of Week 1

Submit
 your anaylsis.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 1 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 1 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment Draft for Authenticity

Submit your Week 1 Assignment Draft and review the originality report

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment

Next Module

Module 2: An Introduction to Clinical Inquiry and Research Methodologies (Weeks 2-3)

Laureate Education (Producer). (2018). 
Research Methodologies
 [Video file]. Baltimore, MD: Author.

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

 

Due By

Assignment

Week 2, Days 1-4

Read the Learning Resources.

Begin to check your knowledge with the Quiz.

Week 2, Days 5-6

Continue to check your knowledge with the Quiz.

Week 2, Day 7

Final day to complete Quiz.

Begin to compose your Assignment.

Week 3, Days 1-6

Continue to compose your Assignment.

Week 3, Day 7

Deadline to submit your Assignment.

 

Learning Objectives

Students will:

Differentiate between quantitative, qualitative, and mixed-method research methodologies

Analyze the relationship between peer-reviewed articles and clinical issues

Analyze research ethics related to clinical issues and peer-reviewed research

Analyze the aims of research studies presented in peer-reviewed articles

Analyze research methodologies described in peer-reviewed articles

Analyze strengths, reliability, and validity of research methodologies in peer-reviewed research

NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

Learning Resources

Note:
 To access this module’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018).
Evidence-based practice in nursing & healthcare: A guide to best practice
(4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)

Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research” (pp. 607–653)

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies.
Health Information and Libraries Journal, 26
, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

Note:
You will access this article from the Walden Library databases.

Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2.
Nursing Standard, 27
(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

Note:
You will access this article from the Walden Library databases.

Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1.
Nursing Standard, 27
(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

Note:
You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a).
Databases A-Z: Nursing
. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-b).
Evaluating resources: Primary & secondary sources
. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/evaluating/sources

Walden University Library. (n.d.-f).
Keyword searching: Finding articles on your topic: Boolean terms.
Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g).
Keyword searching: Finding articles on your topic: Introduction to keyword searching.
Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics

Walden University Library. (n.d.-i).
Quick Answers: What are filtered and unfiltered resources in nursing?
Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/73299

Document
: Matrix Worksheet Template (Word Document)

Required Media

Centers for Research Quality. (2015a, August 13).
Overview of qualitative research methods
[Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13).
Overview of quantitative research methods
[Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Laureate Education (Producer). (2018).
Review of research: Anatomy of a research study
[Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6).
Types of reviews
[Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Quiz: Is It Quantitative, Qualitative, or Mixed Methods?

An effective understanding and application of research requires an understanding of the underlying methodologies employed. This quiz will assess your understanding of the quantitative, qualitative, and mixed-method research methodologies NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

To Prepare:

Review the research methodology terms and concepts presented to you this week.

By Day 7 of Week 2

Submit your Quiz.

Note:
 You may submit your Quiz as many times as you like until Day 7 of Week 2.

Submission Information

Submit Your Quiz by Day 7 of Week 2

To submit your Quiz

Week 2 Quiz

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

The full citation of each peer-reviewed article in APA format.

A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

By Day 7 of Week 3

Submit
 your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

Grading Criteria

To access your rubric:

Week 3 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment Draft for Authenticity

Submit your Week 3 Assignment Draft and review the originality report

Submit Your Assignment by Day 7 of Week 3

To submit your Assignment:

Week 3 Assignment

Next Module

To go to the next module:

Module 3: Advanced Clinical Inquiry and PICO(T) Questions (Weeks 4-5)

Laureate Education (Producer). (2018). 
The Value of Clinical Inquiry
 [Video file]. Baltimore, MD: Author.

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

 

Due By

Assignment

Week 4, Days 1-2

Read the Learning Resources.

Compose your initial Discussion post.

Week 4, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 4, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 4, Day 6

Post two peer Discussion responses.

Continue to compose your Assignment.

Week 4, Day 7

Wrap up Discussion.

Week 5, Days 1-6

Continue to compose your Assignment.

Week 5, Day 7

Deadline to submit your Assignment.

 

Learning Objectives

Students will:

Create an answerable research question using the PICO(T) question format

Apply effective search strategies to identify relevant peer-reviewed and systematic reviewed research

Analyze strategies to increase rigor and effectiveness of database searches for PICO(T) questions

Analyze levels of evidence in peer-reviewed research

Learning Resources

Note:
 To access this module’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)

Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals.
Evidence Based Library and Information Practice, 6
(2), 75–80. https://doi.org/10.18438/B8WS5N

Note:
You will access this article from the Walden Library databases.

Library of Congress. (n.d.).
Search/browse help – Boolean operators and nesting.
Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice.
American Journal of Nursing, 110
(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79

Note:
You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry.
American Journal of Nursing, 109
(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58

Note:
You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence.
American Journal of Nursing, 110
(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e

Note:
You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a).
Databases A-Z: Nursing.
Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-c).
Evidence-based practice research: CINAHL search help.
Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp

Walden University Library. (n.d.-d).
Evidence-based practice research: Joanna Briggs Institute search help
. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp

Walden University Library. (n.d.-e).
Evidence-based practice research: MEDLINE search help
. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp

Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics

Walden University Library. (n.d.-h).
Quick Answers: How do I find a systematic review article related to health, medicine, or nursing?
Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670

Walden University Library. (n.d.-i).
Systematic review.
Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654

Required Media

Laureate Education (Producer). (2018).
Searching the Evidence
[Video file]. Baltimore, MD: Author.

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Discussion: Searching Databases

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.

The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.

Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least two different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

Review the Resources for guidance and develop a PICO(T) question of interest to you for further study. It is suggested that an Intervention-type PICOT question be developed as these seem to work best for this course.

By Day 3 of Week 4

Post a brief description of your clinical issue of interest. This clinical issue will remain the same for the entire course and will be the basis for the development of your PICOT question. Describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples.

By Day 6 of Week 4

Respond
 to at least 
two
 of your colleagues 
on two different days
 and provide further suggestions on how their database search might be improved.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 4

To participate in this Discussion:

Week 4 Discussion

Assignment: Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment
 (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

Identify and briefly describe your chosen clinical issue of interest.

Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

By Day 7 of Week 5

Submit
 Part 2 of your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 5 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 5 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 5 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment Draft for Authenticity

Submit your Week 5 Assignment Draft and review the originality report

Submit Your Assignment by Day 7 of Week 5

To participate in this Assignment:

Week 5 Assignment NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

NRNP-6565 week 5 quiz answers

Question 1

Joan is a 39 y/o female who presents to the clinic with a chief complaint of: 3-day history of fever (101 F degrees), chills, n & v, and flank pain. During the physical exam, the NP notices that Joan has CVA tenderness. In a urine check, the NP notes that she has many leukocytes, hematuria, WBC casts, and mild proteinuria. NRNP-6565 week 5 quiz answers Patients with Joan’s diagnosis would be referred to a nephrologist under these conditions if they were:

Pregnant women

Children

Diabetic

All of the above

 

Question 2

Pityriasis rosea is described as having a Christmas tree–like pattern.

True

False

 

PLACE YOUR ORDER HERE

 

Question 3

Judy, a 28 y/o, presents to the clinic with a fever, vaginal discharge, and pain in the lower abdomen, pelvis, and lower back NRNP-6565 week 5 quiz answers. These symptoms are accompanied by chills, nausea, and vomiting. Treatment for Judy’s condition would include all the following drugs
except
:

Cefotan

Amoxicillin

Ceftriaxone

Metronidazole

 

 

Question 4

Martin is a 73 y/o male who has a 50 pack/year history of smoking and comes to the clinic for his annual physical. As you are leading him back to the exam room you note that he has dyspnea with minimal cough, a barrel chest, and appears to have lost weight since his last visit. Your physical exam confirms a 20 lb. weight loss and more noticeable pursed lip breathing. Your diagnosis is:

Chronic bronchitis

Emphysema

COPD

 

Question 5

An S3 heart sound can be a normal finding in all the following 
except
:

Young athletes

Pregnant women

Children

 

Question 6

Diagnostic studies for Type II diabetes mellitus would include which of the following?

HbA1C (>6.5%)

Fasting plasma glucose (= to or >126 mg/dL)

Random plasma glucose (>200 mg/dL)

All of the above

None of the above

 

Question 7

Marty is an 18y/o outdoorsman who loves hiking in the woods. Marty notes that he was hiking about 10 days ago and now he has a red rash with a central clearing that looks like a target. The rash is rough and hot to the touch. He now has flu-like symptoms. Treatment for Marty’s condition would include all the following drugs, except:

Doxycycline

Amoxicillin

Cefuroxime

Azithromycin

 

Question 8

Randy is a 29 y/o African American male who has a body mass index (BMI) of 30, does not exercise, and has evidence of metabolic syndrome. His most likely diagnosis is:

DM type 1

DM type 2

None of the above

 

Question 9

Mike is a 56 y/o male who lives in an abandoned building with about 40 other people who are homeless. He comes to the clinic with a social worker who describes his symptoms as: a cough, dyspnea, pleuritic chest pain, fever and tachypnea. In your physical exam, you learn that he has some consolidation in the lower lobes with an audible friction rub. To treat Mike’s problem, the most appropriate pharmacological agent would be:

Levofloxacin

Macrolide

Cefoxitin

Moxifloxacin

 

Question 10

All of the following are in the LUQ of the abdomen 
except

Stomach

Sigmoid colon

Pancreas

Kidney (left)

 

Question 11

Oral contraceptives can be started anytime in the menstrual cycle.

True

False

A

Question 12

Judy, a 28 y/o, presents to the clinic with a fever, vaginal discharge, and pain in the lower abdomen, pelvis, and lower back. These symptoms are accompanied by chills, nausea, and vomiting. This presentation is most typical of:

Pelvic inflammatory disease (PID)

Vulvovaginitis

Dysmenorrhea

Amenorrhea

 

Question 13

Deep palpation of the left lower quadrant of the abdomen causes referred pain to the RLQ. This is a positive for:

Rovsing’s sign

Psoas sign

McBurney’s point

Murphy’s maneuver

 

Question 14

An S3 heart sound is considered abnormal if it occurs after the age of 35–40 years of age.

True

False

 

Question 15

Mike is a 56 y/o male who lives in an abandoned building with about 40 other people who are homeless. He comes to the clinic with a social worker who describes his symptoms as: a cough, dyspnea, pleuritic chest pain, fever and tachypnea. In your physical exam, you learn that he has some consolidation in the lower lobes with an audible friction rub. Given Mike’s diagnosis, the most likely causative agent is:

Strep pneumonia

Pneumococcal pneumonia

Mycoplasma pneumonia

Moraxella catarrhalis

 

Question 16

Martin is a 41 y/o male who comes to the clinic with the following symptoms: fever, chills, and malaise. On physical exam, the NP notes that he has a new murmur that was not present at his last visit and is aware that he has a prosthetic valve. He also has splinter hemorrhages on his nails, and petechiae on his palate. Treatment for Martin would include which of the following:

IV antibiotics

Debridement of prosthetic valve

Dental evaluation and treatment

All of the above

A & B only

 

Question 17

Martin is a 41 y/o male who comes to the clinic with the following symptoms: fever, chills, and malaise. On physical exam, the NP notes that he has a new murmur that was not present at his last visit and is aware that he has a prosthetic valve. He also has splinter hemorrhages on his nails, and petechiae on his palate. Additional diagnostic criteria for Martin’s presumed diagnosis would include which of the following:

Blood cultures

Echocardiography

Transesophageal echocardiography

All of the above

A & B only

 

Question 18

Jane is a 57 y/o female whose husband of 35 years just passed away in the past 6 months. Jane comes to the clinic and says: “I cry all the time. I can’t sleep, I have no energy, I have lost 20 pounds in the past 2 months, and I get easily agitated. What’s wrong with me?”

Anxiety

Minor depression

Major depression

None of the above

NRNP-6565 week 5 quiz answers

 

Question 19

Marty is an 18 y/o outdoorsman who loves hiking in the woods. Marty notes that he was hiking about 10 days ago, and now he has a red rash with a central clearing that looks like a target. The rash is rough and hot to the touch. He now has flu-like symptoms. The NP diagnoses this rash as:

Eczema

Brown recluse spider bite

Lyme disease

Actinic keratosis

 

Question 20

Diabetes mellitus causes both microvascular and macrovascular damage. All of the following are indications of microvascular damage except:

Retinopathy

Nephropathy

Neuropathy

Atherosclerosis

 

Question 21

Risk factors for Alcohol Use Disorder include which of the following?

Family history

Stressful life events

Low socioeconomic status

All of the above

A & B only

 

Question 22

NRNP-6565 week 5 quiz answers The definition of a UTI is >100,000 CFU/mL of one organism.

True

False

 

Question 23

Mike is a 56 y/o male who lives in an abandoned building with about 40 other people who are homeless. He comes to the clinic with a social worker who describes his symptoms as: a cough, dyspnea, pleuritic chest pain, fever, and tachypnea. In your physical exam, you learn that he has some consolidation in the lower lobes with an audible friction rub. The most likely diagnosis for this man would be:

COPD

Asthma

Community acquired pneumonia (CAP)

Bronchitis

 

Question 24

Jon, a 63 y/o male, comes to the clinic with the following presentation. He reports a sudden eruption of multiple vesicular lesions on his scalp, forehead, and sides and tips of his nose. After performing a physical exam, the NP diagnoses his condition as: NRNP-6565 week 5 quiz answers

Mollusca contagiosum

Shingles

Impetigo

Meningococcemia

 

Question 25

Artie, a 36 y/o male, comes to the clinic with chief complaint of: intermittent flank one side flank pain. The pain is an 8 on a scale of 1–10, with 10 being the worst pain he has ever felt. He states the pain lasts from 20–60 minutes and that he must either stand or walk when the pain hits. He also notes that he has blood in his urine. All of the following could be risk factors for Artie except:

Family history of identical condition

Low fluid intake

Gout

Arthritis

A & B only

D

Question 26

Differential diagnoses for patients with alcohol use disorder would include all the following except:

Depression

Pulmonary disease

Peptic ulcer disease

Essential hypertension

 

Question 27

Judy, a 28 y/o, presents to the clinic with a fever, vaginal discharge, and pain in the lower abdomen, pelvis, and lower back. These symptoms are accompanied by chills, nausea, and vomiting. Differential diagnoses for Judy’s diagnosis would include which of the following:

Ectopic pregnancy

Ovarian cyst

Acute appendicitis

All of the above

A & B only

 

Question 28

Zollinger-Ellison syndrome causes high levels of acid production in the stomach.

True

False

 

Question 29

Artie, a 36 y/o male, comes to the clinic with chief complaint of: intermittent flank one side flank pain. The pain is an 8 on a scale of 1–10, with 10 being the worst pain he has ever felt. He states the pain lasts from 20–60 minutes and that he must either stand or walk when the pain hits. He also notes that he has blood in his urine. His most likely diagnosis is:

Acute pyelonephritis

Nephrolithiasis (kidney stone)

Bladder cancer

None of the above

 

Question 30

Bonnie is a 76 y/o female patient who resides in a nursing home. She is currently on a 10-day course of Clindamycin for a recurrent bacterial vaginal infection. She has started having 10–15 watery stools per day NRNP-6565 week 5 quiz answers. The best way to treat Bonnie’s diarrhea is:

Put her on an antidiarrheal medication

Replace lost fluids with an IV

Discontinue her Clindamycin

Give her an antacid

NRNP-6565 week 5 quiz answers

DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

Preconference Evaluation: Individual Success Plan (ISP)

Assessment Description

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.

BUY A PLAGIARISM-FREE PAPER HERE

A preconference meeting is required for DNP-815A, 840A, 830A, 955A, 960A, 965A. A preconference meeting is intended for the learner and preceptor/mentor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor during this practice immersion experience. All faculty and preceptor/mentor information will be given to each party by the learner. Any course or program information requested by the preceptor/mentor will be provided by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time DNP-801 Preconference Evaluation: Individual Success Plan (ISP). The faculty will also send an introductory email to the preceptor/mentor.

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course.

Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline documents in the DNP PI Workspace.

Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones.

Determine what practice immersion experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

Use the ISP to develop a personal plan for completing your practice immersion hours and how competencies will be met. Show all of the major milestones and deliverables in the timeline.

Within the ISP, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course goals and documented practice immersion hours; and DPI Project milestones DNP-801 Preconference Evaluation: Individual Success Plan (ISP).

While an ISP is required, unless you have a mentor, a mentor signature is not required for DNP-801A, 805A or DNP-810A. A preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory for all learners enrolled in all DNP courses (from DNP-815A on). Conferences may be conducted face-to-face or via technology. A copy of the wet-ink or digitally (digital identifier) signed document must be uploaded into the classroom no later than the end of Topic 1.

Overall course- and learner-specific objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program.

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to the beginning to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

Identify the specific deliverables you will complete throughout this course from those defined above with your faculty. Update your faculty/chair with any revisions or changes to the ISP.

List the challenges you expect to encounter as you continue the practice immersion hour and competency requirements throughout this course. DNP-801 Preconference Evaluation: Individual Success Plan (ISP) How might you overcome these challenges?

Complete the Contact Information table at the beginning of the ISP resource, and type in your signature (learner only) and the date on which you completed the table. Read the information in the ISP document, including the following: Learner Expectations, Derivation of the ISP, and Instructions for Completing the ISP.

Follow the instructions and complete the ISP.

 

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ 801A PRACTICE!! -No submission 801A

Target Practice Hours 0
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.) DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

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Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

Instructions

Use this form to develop your Individual Success Plan (ISP)
Individual Success Plan Student Document A Courses (1)
for each course, starting in DNP-805A through graduation. An individual success plan maps out what you, the DNP Learner, needs to accomplish in order to be successful in your current course and overall program of study. You will also share this document with your mentor, preceptor, or content expert (CE) at the beginning of week one (like a pre-conference) and by the end of week eight of each course (like a post-conference except DNP-955A, 960A, and 965A it is due week 16). * Mentors are REQUIRED by DNP-815A. If you do not have a mentor in DNP 805A or DNP-810A you will still turn in your ISP’s week one and week eight and for the mentor signature you type
“I do not have a mentor.”
  You cannot take courses after DNP-810A without a mentor.

In addition to the ISP, all DNP learners in DNP-815A, DNP-830A, DNP- 840A, DNP-955A, DNP-960A, DNP-965A, and extension courses will schedule a
mid-conference
between the faculty/Chair, mentor (preceptor), and learner before week five for 815A, 840A, and 830A. Week 8 will be the due date for 900 level courses as they are 16 weeks in length.  This mid-conference document is located at the end of the ISP and will be uploaded into the week five dropbox Learners will type their names, and the mentor, preceptor, or CE will need to electronically sign with software that uses a displayed digital identifier or written signature.

Application-based learning assignments are listed in the specific course syllabus. Use the syllabus as a reminder for you to complete a weekly corresponding Case Log in Typhon or into Lopes tracker.
It is the learner’s responsibility to enter the hours into Typhon/Lopestracker and ensure all hours are signed off before completion of the course.  Faculty are not responsible to go back and approve hours later entered
. Any independent study assignments in this course will require your collaboration with the course faculty and mentor, preceptor, or CE early on to establish a plan for successful completion of mutually identified and agreed upon deliverables and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Private Forum if no dropbox is available DNP-801 Preconference Evaluation: Individual Success Plan (ISP).

For you to successfully complete and graduate from the DNP Program you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project including signature by the Dean. DNP Learners who are deficient in hours or have a final manuscript deemed “not ready” for Dean’s review at the end of the program may require additional extension courses to meet programmatic requirements prior to Dean’s approval.

The syllabus will list the immersion hours for each course and may be different based on the curriculum.  For example, DNP-815 may state 50 hours, while DNP-815A is 100 hours broken down into “Direct” or “Indirect” immersion” hours.  Direct hours are completed at the project site with the mentor. DNP-801 Preconference Evaluation: Individual Success Plan (ISP) Indirect hours are used towards assignments, as the syllabus indicates. 
All actual hours are recorded into Typhon or Lopestracker substantively
. Note that required practice hours vary from learner to learner and are determined by your MSN transcripts. Please contact your SSC for the number of practice immersion hours required to complete your DNP program.
It is your responsibility to obtain this information and create a plan for your individual success
.

ISP Table Requirements

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

Review the DNP Program Milestones document in the DC Network – Doctoral Program – DNP Program Materials – Folder – DPI Milestones.
Please see the DNP Program Timeline in the DC Network for a quick overview.

Determine what practice experiences you plan to seek in order to address each course objective. Include the estimated number of associated practice immersion hours.
Learners will apply objectives and concepts from each of their courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

Use the ISP to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all the major milestones (if applicable) and deliverables.
ISPs do not earn practice hours, nor does telephone conference time, or time spent with the mentor (unless there is National Emergency).
Add your pre-, mid-, and post-conference dates and times to this document to ensure you have scheduled the time properly
.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

 

 

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix) DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960AA.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Mentor-Faculty-Student Conference and Evaluation Information

A pre- and post-conference or evaluation between students and their mentors (preceptors) are
mandatory
for students enrolled in all DNP courses 805A-965A including extension courses.
  This will be considered completed using the
Individual Success Plan
. Conferences may be conducted face-to-face or via technology. A
signature
(Electronic with a digital identifier or wet signature) is required from the mentor (preceptor) during the pre- and post-conference periods. The ISP is to be uploaded into the appropriate drop boxes by the due date.
* DNP- 801A learners should practice filling this form out but they will not be required to submit the document.

BUY A PLAGIARISM-FREE PAPER HERE

A pre, mid, and post-conference or evaluation between students, faculty, and preceptors are
mandatory
for students enrolled in all DNP project courses (
DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses
).
Conferences may be conducted face-to-face or via technology. A copy of this signed document will be uploaded into the course shell no later than the end of week five in the project courses.

 

Overall Course and Student Specific Objectives
:
These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for the program.

A
pre-conference
: This meeting is intended for the student and mentor (preceptor) to review course and student-specific learning objectives: the roles, responsibilities, and expectations of student and mentor (preceptor) during this immersion experience.   All faculty and mentor (preceptor) information will be given to each party per the student.  Any course or program information requested by the mentor (preceptor) will be provided by the student. During this meeting, the student and mentor (preceptor) will discuss the course and immersion goals, including any projects that are to take place. The faculty will review the submitted document and need to approve proposed projects at this time. The faculty will also send an introductory email to the mentor (preceptor).

 

A
mid-term conference
 is mandatory and will occur no later than week five of all project courses DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses. This meeting is intended for the student, faculty, and mentor (preceptor) to discuss student progress toward meeting the course goals.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation (virtually). The mentor (preceptor) will meet with the student to review the evaluation form (in person or virtually). If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

 

A
post-conference,
is mandatory and will occur at the end of each course beginning in DNP-805A through graduation using the ISP Form. This is intended for the student and mentor (preceptor) to review and evaluate the completion of the ISP.  The faculty will validate that all areas are at “meets expectations” on the mentor evaluation form located in Typhon or Lopestracker prior to progression. The learner will upload the ISP and Mentor evaluation, and proof of entered and approved immersion hours into the course drop boxes by week eight with the other required deliverables. Faculty will review this before filling out the Faculty evaluation of the learner in Typhon, which the learner will also upload in week eight. The course faculty completes a separate evaluation of the learner’s performance in the classroom. The faculty is responsible for any course grading, final course grade, and validation of the students’ completed practicum hours.

 

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __805A_______

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Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours as shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature. Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __810A________

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Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __815A________

Target Practice Hours______
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

P

R

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T

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M

M

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S

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Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

REQUIRED FROM HERE TO GRADUATION!

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature
: ________________________________________              Date: _______________

 

 

Student Signature
: ________________________________________              Date: _______________

 

 

Please upload to the week five dropbox as indicated in the syllabus

 

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __820A_______

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __825A________

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __835A________

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             ______ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __840A________

Target Practice Hours______
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature
: ________________________________________              Date: _______________

 

 

Student Signature
: ________________________________________              Date: _______________

 

 

Please upload to the week five dropbox as indicated in the syllabus

 

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __830A________

Target Practice Hours______
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

Summary of Past Feedback DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
DNP-801 Preconference Evaluation: Individual Success Plan (ISP) By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

BUY A PLAGIARISM-FREE PAPER NOW

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature
: ________________________________________              Date: _______________

 

 

Student Signature
: ________________________________________              Date: _______________

 

 

Please upload to the week five dropbox as indicated in the syllabus

 

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __955A________

Target Practice Hours______
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours DNP-801 Preconference Evaluation: Individual Success Plan (ISP).)

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum DNP-801 Preconference Evaluation: Individual Success Plan (ISP). As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.* DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature
: ________________________________________              Date: _______________

 

 

Student Signature
: ________________________________________              Date: _______________

 

 

Please upload to the week eight dropbox as indicated in the syllabus

 

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __960A________

Target Practice Hours______
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.) DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. DNP-801 Preconference Evaluation: Individual Success Plan (ISP) Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             ______ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature
: ________________________________________              Date: _______________

 

 

Student Signature
: ________________________________________              Date: _______________

 

 

Please upload to the week eight dropbox as indicated in the syllabus

ORDER A PLAGIARISM-FREE PAPER HERE

Individual Success Plan (including Pre and Post Conference documentation)

Course #­­­­ __965A________

Target Practice Hours______
(Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours DNP-801 Preconference Evaluation: Individual Success Plan (ISP).)

P

R

A

C

T

I

C

E

I

M

M

E

R

S

I

O

N

Complete Contact Information

Learner Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty/Chair  Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Mentor/Content Expert/Preceptor  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Updates and Modifications to this Individual Success Plan
:  Always check the DC Network for updated versions of this plan for each course.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits

Challenges
(list under assignment)

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

 Review Course Objectives and GCU DNP Domains & Competencies.

Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Programmatic Planning for DPI project

See DNP Program Milestones document in the DC Network

Number of Planned Immersion Hours Associated with each Assignment/Project Site

Date

Due

Summary of Past Feedback

Self-Assessed GCU DNP Domains & Competencies (see appendix)

Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)

Date Complete

 

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project. DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

Intended Site for DPI (Make sure this is approved through OFE)

GCU

Site Name:

 

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

 

 

Contact Information:

 

 

PICOT Question

Department Feedback

Name:

 

E-mail:

 

Date:

Phone Number:

 

 

Mentor, Preceptor, or Content Expert  Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By
typing
in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or
content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

 

Date:

 

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16]

Name:

 

Date:

 

Digital signatures with identifiers are accepted or wet ink.

For the Mentor (Preceptor):
By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

 

_____ Copy of or link to Graduate Field Experience Manual                       _____ I understand I must complete the course specific evaluations

 

_____ Copy of or link to the University Policy Handbook                             _____ Instructions for GCU Practicum/Clinical Tracking System

 

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature
: ________________________________________              Date: _______________

 

 

Student Signature
: ________________________________________              Date: _______________

 

 

Please upload to the week eight dropbox as indicated in the syllabus

Direct and Indirect Hours

DNP-Course

No Transfer Hours

Indirect Immersion
Hours

Course Assignments

 

No Transfer Hours

Direct Immersion Hours

At the project site with mentor developing, implementing, and evaluating the project

Direct Immersion Hours

Mentor/Learner Acceptable Course Activities

815A

50

Indirect hours split between writing assignments

50

 

Scientific Underpinnings

1.1

1.3

1.4

 

 

Speak with the immersion sites Quality Review Department.  What is their purpose, what projects are they working on?  Could they help you gather data?

 

Speak to nursing educators; what is there role in implementing EBP change? How are new practices developed and evaluated at the immersion site using nursing or borrowed theories?

 

Construct/refine PICOT question or Clinical Question using data and resources at the clinical site

 

Develop the problem and purpose statements and clinical questions. Ensure alignment.

 

Meet with a Nursing Scientist to discuss how they integrate nursing science and knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice.

 

Work with the mentor and possibly a Nursing Scientist at the immersion site to discuss their process for Quality Improvement Projects and Internal Review Board Determinations.

 

Present your PICOT, problem, purpose, clinical; question at the immersion site.

 

Attend conference/workshop in person or virtually related to EBP or focus of the DPI project.

 

Watch IRB video in DC Network on the “feasibility of projects.”

 

Review/evaluate EBP material (e.g., web, print), determine what the project could use.

 

Research the method of obtaining written approval for EBP tools, educational materials, scales.

 

Construct, appraise, and refine a literature search.

 

Outline DPI themes and sub-themes and subthemes with references on the Ten Strategic Points.

 

Synthesize the literature review, summarize the themes (subthemes).

 

Research theories that are appropriate to project and define the seminal works of the theorist.

 

Ensure the theory chosen aligns with the population, problem, and outcome of the DPI.

 

Download the Prospectus from the DC Network and review components with the mentor (preceptor) to align the Ten Strategic Points components.

 

Research out a conceptual framework and change models that are appropriate to use for the DPI.

 

Research and read literature on using Caring From a Christian Worldview DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

 

1.4 Spend time at the clinical site with mentor learning site processes, how and EBP is conducted start to finish at the organization, how practice gaps are identified. How are outcomes measured?

 

Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.

840A

50

Indirect hours split between writing assignments

50

 

Leadership and transformational change

2.1

2.2

2.4

Systems management

3.3

3.4

Population management

4.1

Analytical Foundations for Practice

5.2

5.3

Students  should attend a quality improvement meeting at the immersion site

 

Present the proposed DPI project including the problem, purpose, clinical question at the immersion site at a quality meeting, at the unit, clinic, floor of implementation (DO NOT RECRUIT PARTICIPANTS) and elicit feedback

 

Meet with the mentor and discuss how nursing leaders learn to:

Conduct an assessment of the practice setting. Determine how to design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.

Develop a business plan

Identify the need for, the implementation, evaluation, and dissemination of a rapid cycle improvement project, explore the purpose of this quality improvement method

Develop and review a budget

Discuss what a SWOT analysis is, are they used at the immersion site, why or why not?

 

Meet with a mentor or other senior leaders who can help identify stakeholders for your DPI, determine why this is important in any project implemented in healthcare

 

Assess the cultural diversity at the immersion site.

 

Determine the need to develop, implement, and/or disseminate a cultural or diversity intervention or awareness intervention at the site or in regard to the DPI

 

2.1 Discuss the principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.

Outline as it pertains to micro, meso, and macrosystem levels

 

2.2 Research, discuss and outline how leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy occurs.

 

2.4 Explore the methods used to provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems and/or immersion site

 

3.3 Work with mentor, nursing informatics staff, and/or the information technology department to determine how to analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.

 

4.1 Schedule to meet with the mentor or appropriate immersion site leader who can discuss how Advance Practice Nurses analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health

 

5.2 Determine how they may design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.

Participate in data analysis at immersion site

Attend an immersion site or meet with another Internal Review Board to discuss aggregate data, vulnerable populations.

Consult with a statistician regarding the project and how to set up your data collection sheets

 

5.3 Schedule a meeting with an APRN at the site, or interview an APRN/Nurse Leader to discuss the methods of designing, directing, and evaluating quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

 

Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.

830A

50

Indirect hours split between writing assignments

75

 

Scientific Underpinnings for Practice

 

1.1

1.4

 

Domain 3: Systems Management

 

3.1

3.2

3.3

3.4

 

Analytic Foundations for Practice

 

5.1

5.4

5.5

1.1 Meet with a Nursing Scientist to discuss how they integrate nursing science and knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice.

 

Research theories that are appropriate to project and define the seminal works of the theorist.

 

Ensure the theory chosen aligns with the population, problem, and outcome of the DPI

 

1.4 Spend time at the clinical site with mentor learning site processes, how and EBP is conducted start to finish at the organization, how practice gaps are identified. How are outcomes measured?

 

3.1 Schedule a meeting with a Nurse Leader, mentor, or Quality to discuss the concepts and skills needed to develop the skills and knowledge to execute an evaluation plan involving data extraction from practice information systems and databases.

 

3.2 Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness

·       Consult with content experts: in person, by phone or by email

 

3.3 Work with mentor, nursing informatics staff, and/or the information technology department to determine how to analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.

 

3.4 Determine how to design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.

 

5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.

·       Schedule meeting with a Nurse Researcher, librarian, or other people who regularly conducts literature reviews.

·       Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

 

5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes at the immersion site, conference, poster presentation, or scholarly writing.

 

5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.

·       Consult with the mentor, IT, Nursing Informaticist, quality, or a research department.

 

Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.

955A

100

Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0

125

 

Scientific Underpinnings for Practice

1.1

1.4

Leadership and Transformational Change

2.3

Population Management

4.3

1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational

sciences as the basis for the highest level of nursing practice.

 

1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.

 

2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems

 

4.3: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.

 

Develop tools for project sustainability AFTER the DPI

(e.g., toolkits, PowerPoints, audit tools, etc.)

 

Determine and obtain the EBP educational components, tools, and related permissions required to use.

 

960A

100

Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0

125

Analytic Foundations for Practice

5.1

5.2

5.3

5.4

5.5

5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.

·       Schedule meeting with a Nurse Researcher (DNP/PhD.), librarian, or other people who regularly conducts literature reviews.

·       Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria

·       Implement the DPI project

 

Meet with the immersion sites IRB or research what an IRB is and requirements for QI vs. IRB.

 

Review the DC Networks IRB page, watch videos and take notes on submission process and requirements

 

Attend an IRB class meeting.

 

Develop tools for project sustainability AFTER the DPI

(e.g., toolkits, PowerPoints, audit tools, etc.)

 

Determine and obtain the EBP educational components, tools, and related permissions required to use.

 

• Disseminate DNP project findings internally or externally

 

5.2 Determine how they may design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.

Participate in data analysis at immersion site

Attend an immersion site or meet with another Internal Review Board to discuss aggregate data, vulnerable populations.

Consult with a statistician regarding the project and how to set up your data collection sheets

 

5.3 Schedule a meeting with an APRN at the site or interview an APRN/Nurse Leader to discuss the methods of designing, directing, and evaluating quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

 

5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes at the immersion site, conference, poster presentation, or scholarly writing.

 

5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.

·       Consult with the mentor, IT, Nursing Informaticist, quality, or a research department.

 

Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.

965A

100

Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0

125

Population Management

4.1

4.5

Analytic Foundations for Practice

5.1

5.4

5.5

4.1 Schedule to meet with the mentor or appropriate immersion site leader who can discuss how Advance Practice Nurses analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health

·       Participate in an interprofessional team in a member, leader, or consultant role.

4.5 Advocate for social justice, equity, and ethical policies within all healthcare arenas.

·       Assess clients, populations or organizations in practice settings to determine needs

·       Identify gaps in care for individuals, communities, and populations and determine programs needed for promotion/disease prevention interventions

·       Implement the DPI

·       Disseminate knowledge to other healthcare providers

·       Consultation with experts regarding nursing practice

·       Mentor other healthcare providers (not to include precepting nursing students or hours teaching a class for nursing students)*cannot  be in the same program.

 

5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.

·       Schedule meeting with a Nurse Researcher (DNP/PhD.), librarian, or another person who regularly conducts literature reviews.

·       Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria

·       Collect and analyze data sets from the project to determine clinical and statistical significance.

 

Meet with the immersion sites IRB or research what an IRB is and requirements for QI vs. IRB.

 

Review the DC Networks IRB page, watch videos and take notes on submission process and requirements

 

Attend an IRB class meeting.

 

Develop tools for project sustainability AFTER the DPI

(e.g., toolkits, PowerPoints, audit tools, etc.)

 

Determine and obtain the EBP educational components, tools, and related permissions required to use.

 

5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes at the immersion site, conference, poster presentation, or scholarly writing. DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

 

5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.

Consult with the mentor, IT, Nursing Informaticist, quality, or a research department.

 

Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.

APPENDIX A:

GCU DNP Domains & Competencies

University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1:

Effective Communication:
  Courses require students to engage in active discussion and expression of scholarly ideas in a variety of formats. Emphasis is placed on the dissemination of findings that impact health outcomes.

MC2: Critical Thinking: 
Courses require students to utilize and refine critical thinking skills by analyzing, synthesizing, integrating, and evaluating scientific evidence
.
Furthermore, students are expected to apply scientific evidence to practice improvement.

MC3: Responsible Leadership: 
Courses require students to develop and refine leadership skills. Students must demonstrate accountability to self and others.  Courses require collaboration, health care advocacy, and systems thinking.

MC4: Global Citizenship:
Global citizenship is incorporated into all courses when preparing responsible nursing leaders to appreciate the cultural, social, economic, and political trends affecting care delivery for disenfranchised or vulnerable populations. The focus is on reducing health disparities and fostering an environment of equitable health for all populations.

MC5: Christian Worldview: 
A Christian Worldview is expressed through weaving together values and ethics throughout the program. Students are encouraged to engage with populations from the foundation of a Christian worldview and to understand the effect of various worldviews and cultures on current healthcare systems.

 

Domains and Competencies

How does this Individual Success Plan support the DNP Domains and Competencies?

Domain 1 – Scientific Underpinnings for Practice:
Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

 

Competencies:

1.1:  Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational

sciences as the basis for the highest level of nursing practice.

1.2:  Apply science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena.

1.3:  Employ science-based theories and concepts to describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate.

1.4:  Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.

Domain 2 – Leadership and Transformational Change:
Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to: DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

Competencies
:

2.1:  Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.

2.2:  Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy.

2.3:  Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems.

2.4:  Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.

Domain 3 – Systems Management:
Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies
:

3.1:  Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases.

3.2:   Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness.

3.3:  Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.

3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.

Domain 4 – Population Management:
Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.

4.2:  Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.

4.3:  Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders.

4.4:  Advocate for social justice, equity, and ethical policies within all healthcare arenas.

4.5:  Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.

Domain 5 – Analytic Foundations for Practice:
Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.

5.2:  Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.

5.3:  Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

5.4:  Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes.

5.5:  Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.

 

Direct Practice Improvement Project Groups and Associated Milestones

A Course Direct Practice Improvement Project Groups and Associated Milestones-Update as courses are built (2)

**All 0.01 point drop boxes are required to be completed regardless of point allocation in order to receive a letter grade**

 

 
Milestones Group One (Pre-DPI Courses)

Courses:

Document/ Requirements:

Completion Date:

 

Individual Success Plan (ISP)

DNP- 801A

Pre/Post ISP Template (document) found in DC Network (PRACTICE)

 

 

 

Area of Scholarly Project Defined (PICOT-D)

DNP-801A

Evidence-Based PICOT-D Question, template found in DC Network.

 

 

Development of a Comprehensive Compare and Contrast Matrix Identifying Gaps in the Literature (Literature Review)

 

Initial PICOT-D Submission

DNP-801A

1.      Empirical Research Checklist

2.      Annotated Bibliography

3.      Evaluation of Research

 

4.      PICOT-D Question Submission

 

 

Individual Success Plan (ISP)

DNP- 805A

 Pre/Post ISP Template (document) found in DC Network.

 

 

 

Individual Success Plan (ISP)

DNP-810A

Pre/Post ISP Template (document) found in DC Network.

 

 

 

Development, refinement, and alignment of an Outline and an initial Working Draft of the 10 Strategic Points and Literature Review with the Direct Practice Improvement (DPI) Project Topic (based on the Draft Literature Review)

DNP-815A

10 Strategic Point (document) found in DC Network.

 

 

 

 

 

 

DNP-815A

PICOT-D Submission for Approval – if not approved significant loss of points

 

 

Individual Success Plan (ISP)

 

 

 

Mid-conference

DNP-815A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

Mid-conference- Required. Mentor, student, faculty

 

 

 

 

Development of a Draft of the 10 Strategic Points Literature review

DNP- 820A

1.      10 Strategic Points Template (document).

2.      Expanded Comparison Matrix (document) found in DC      Network

 

 

 

Individual Success Plan (ISP)

DNP- 820A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

 

 

Clinical Site QI-IRB Report (Assignment)

 

DNP-825A

 

 

 

Individual Success Plan (ISP)

DNP-825A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

 

 

Individual Success Plan (ISP)

 

 

 

Mid-Conference

DNP-835A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

Mid-conference- Required. Mentor, student, faculty

 

 

Virtual Nurse Residency

DNP-835A

Dates available from SSC’s. Offered twice in eight weeks. REQUIRED to get into project courses.

 

 

Programmatic Comprehensive Assessment (Part 1)

DNP-840A

Comprehensive Assessment (Part1)

 

 

 

 

 

Programmatic Comprehensive Assessment

DNP-840A

Comparison of Leadership Models & Styles Assignment

 

 

 

Programmatic Comprehensive Assessment (Part 2)

***Benchmark assignment

DNP-840A

Benchmark
– Comprehensive Assessment (Part 2)

 

 

 

Individual Success Plan (ISP)

 

 

 

Mid-Conference

DNP-840A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

Mid-conference- Required. Mentor, student, faculty

 

 

Development of a DPI Project Draft Prospectus

DNP-830A

Prospectus & 10 Strategic Points Prospectus and 10 Strategic Points (documents)

 

 

 

CITI Training – Complete or provide proof of completion

DNP-830A

Complete or provide proof of completion.

 

 

 

Individual Success Plan (ISP)

 

 

 

Mid-Conference

DNP-830A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

Mid-conference- Required. Mentor, student, faculty

 

 

 

 

Milestones Group Two:  DPI Course 1

 

Courses:

Document/ Requirements:

Completion Date:

 

1. Direct Practice Improvement Project (DPI) Content Expert identified.

2.  DPI Committee formally established (Content Expert and Chairperson/Course Faculty).

3. Learner obtains preliminary verbal agreement for site authorization to conduct the project (with the sample population in the targeted organization, if applicable).

DNP-955

 

 

 

 

 

 

 

 

Level 1 Review:  Chapter Reviews

Courses:

Document/Requirements:

Completion Date:

 

Individual Success Plan (ISP)

 

 

 

Mid-Conference

DNP-955A

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

Mid-conference- Required. Mentor, student, faculty

 

 

Learner completes the
DPI Project Proposal – Chapters
1,2 and 3 and
Appendix A
, which is composed of updates to prior program completed as follows:

 

1.      Learner updates, completes, and submits the DPI Project Proposal
Appendix A
content: 10 Strategic Points (Strategic Points Final Draft) content:

 

·      
DPI Chairperson review of updated
Appendix A
(iterative process with learner)

 

2.      Learner updates, completes, and submits the DPI Project Proposal
Chapter 2
content: Literature Review.

 

·      
DPI Review if updated
Chapter 2
(iterative process with learner DPI Chairperson & Content Expert).

 

3.      Leaner updates, completes, and submits the DPI Project Proposal
Chapter 3
content:  Methodology.

 

·      
DPI Committee review of updated
Chapter 3
(iterative process with learner, DPI Chairperson & Content Expert).

 

4.      Learner updates, completes, and submits the DPI Proposal
Chapter 1
content: Introduction to the Project.

 

·      
DPI Chairperson review of updated Appendix A (iterative process with learner).

 

5.      Learner submits the
Benchmark-DPI Project Proposal: Draft Proposal (Chapters 1-3 and Appendix A)
incorporating all feedback for component deliverables to-date.

 

DNP-955A

DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

 

 

Completion of the Initial Learner Self-Review of Proposal- Complete using the
Form and Format Reviewer Checklist DNP v.1

 

·      
Chairperson reviews and signs off on the checklist.

 

 

DNP-955

Forms and Format Reviewer Checklist DNP v.1 (completed by Learner and Chairperson)

Due:

 

 

Obtain documents required for submission to GCU IRB for final approval of DNP Project:

a). Obtain DNP site authorization

b). Obtain permission to use evidence measurement instruments and educational tools

c). Obtain site IRB determination

d). Summit for AQR 1

 

DNP-955

1.      Obtain clinical site authorization (document found on DC Network, under IRB, then forms and documents

Due
:  DNP 955, Week 8

2.      Obtain permission to use evidence measurement instruments and educational tools directly from the document developer/researcher.

Due
:  DNP 955, Week 8

3.      Obtain clinical site IRB determination

Due
:  DNP 955, Week

4.      Summit for AQR 1(GCU AQR), using Final DNP Manuscript (document found on DC Network, in program file)

Due
:  DNP. Week 8

 

 

 

Milestones Group Three:  DPI Course 2

 

Courses:

Document/Requirements:

Completion Date:

 

Level 2 Review: Proposal Review and Recommendations

 

 

 

 

 

Individual Success Plan (ISP)

 

 

 

 

Mid-conference

DNP-960

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

 

 

Mid-conference- Required. Mentor, student, faculty

 

 

 

 

 

Review of the
Benchmark-DPI Project Proposal: Draft Proposal (Chapters 1-3 and Appendix 1):

1.      DPI Chairperson

2.      DPI Committee (iterative process with learner DPI Chairperson & Content Expert.

DNP 960

Direct Practice Improvement Manuscript (found in DC Network, course folder.

 

 

 

 

Defense of Proposal:

1.     
Development of PowerPoint for
DPI Proposal Defense Conference Call

2.     
DPI Project Proposal Defense Conference Call
-Full DPI Committee review of Proposal

 

DNP-960

 

 

 

IRB iRIS Submission:

1.      Learner completes and submits
IRB forms
to DPI Chairperson/faculty via Loud Cloud.

2.      Learner creates account in iRIS.

3.     
DPI Chairperson uploads the following
to iRIS for IRB Review:

a). DPI Project Proposal (Chapter 1-3 and    Appendix A)

b). Forms and Format Reviewer Checklist DNP v.1.

c. IRB Application documents

  DNP-960

 

 

 

 

 

 

 

 

 

Level 3 Review: Proposal Review and Recommendation 1

 

 

 

 

Proposal Review and Recommendation for Advancement to Candidacy by DPI Chairperson and IRB, if applicable.

·      
Reviewer completes review of DPI Project Proposal, providing formative feedback to learner
.
 

DNP-960

 

 

 

IRB Application documents reviewed/approved with iterative revisions if necessary.

 

Recommendations for advancement 2 candidacy and Level 4 Proposal Review and Recommendations as appropriate is made by the College of Nursing and Health Care Professionals, Chairperson and IRB, if applicable.

 

DNP-960

Obtain GCU IRB “Final “approval

 

 

 

Implementation: Learner collects data

DNP-960

Data Collection Instruments and Complete data collection

 

 

 

Development of a separate working drafts of the
DPI project Chapter 4 and 5.

DNP-960

DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

 

 

 

 

 

 

 

Milestones Group Four:  DPI Course 3

 

Courses:

Document/requirements:

Completion Date:

 

Level 4 Review: Proposal Review and Recommendation 2

 

 

 

 

Individual Success Plan (ISP)

 

 

Mid-Conference

DNP-965

Pre/Post ISP Template (document) found in DC Network. Mentor signature required wet ink or electronic signature with digital identifier!

Mid-conference- Required. Mentor, student, faculty

 

 

 

DPI committee review of
DPI Project Draft Chapter 4 and 5

(
iterative process with DPI Chairperson, Committee and Learner)

DNP 965

Complete construction of Chapters 4

Due:

 

 

DPI Committee Review of
Benchmark- DPI Completed Project: DPI Full Committee Submission and Review
in preparation for the defense.

(
iterative process with DPI chairperson, committee, and Learner)
 

DNP 965

Direct Practice Improvement Project Manuscript (Chapters 1-5 and Appendix A)

Due:

 

 

Defense of Project:

1.     
Development of PowerPoint for
DPI Completed Project Defense Conference Call

2.     
DPI project proposal defense conference call-
Full DPI committee review of proposal

DNP 965

DPI Final Project PowerPoint Presentation

Due:

 

Submit to AQR 2

Due:

 

Submit to Department Review

Due:

 

 

 

 

 

 

ORDER PLAGIARISM-FREE PAPER

 

 

Level 5 Review: Form and Format Review and IRIS Closeout

 

 

 

 

Completion of
Final Learner Self-Review
of Project-Complete using the
Form and Format Reviewer Checklist DNP v.1. 

DNP 965

Form and Format Reviewer Checklist DNP v.1

 

 

 

 

 

 

 

 

 

DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

regulation for nursing practice staff development meeting PowerPoint presentation

Board of Nursing and a Professional Nurse Associations

Walden University

Introduction

Nursing profession is highly sensitive because it is focused at providing healthcare services.

Professional nursing organizations contributes significantly in overseeing professional nursing organizations.

Boards of nursing further contributes to the advocacy and regulation of nursing profession.

This presentation looks into the Boards of Nursing (BoN) and professional nursing associations.

Professional Nursing Associations vs
BoNs

Boards of Nursing (BoN) is an agency that are established in each of the 50 sates.

Boards of nursing are focused on determining the qualifications of nurse professionals before licensure.

It seeks to monitor the competency of licensed professional nurses so as to promote the safety of healthcare consumers. regulation for nursing practice staff development meeting PowerPoint presentation

Professional Nursing Associations vs
BoNs

Professional nurse associations are organizations that are focused on the development of specific features of interest.

Professional nursing organizations are considered to be advocates for the nursing profession.

It also oversees the code of conduct of member-professionals within the healthcare setting.

Professional nurse associations also provides disciplinary measures to individual nurses.

Membership to the Boards of Nursing

Each state have a Unique approach for determining specific measures within the healthcare organization.

Number of BoN members vary from one state to another.

There are 7 members of the BoN in Florida State regulation for nursing practice staff development meeting PowerPoint presentation .

Members comprises of;

3 nurse practitioners from Florida State

3 non-nursing professionals from Florida State

7 registered nurses from Florida state

Criteria for
BoN
members Selection in Florida

Governor appoints the BoN members in Florida based on the identified criterion.

List of appointees is presented to the Senate.

Senate tables the list for scrutiny and discussion before voting to either approve or reject the list of names.

After approval from the Senate, the members takes on the office roles as the members of the BoN.

Federal Regulation Impacting Nursing Practice

Affordable Care Act of 2010 was passed into law by president Barack Obama in 2010.

It seeks to promote the role of the nurse professionals in the advocacy for patients.

ACA also advocates for the implementation of the specific measures within the organization.

State Regulation Affecting Healthcare

House Bill 831 (2019) was signed and passed into law in 2019. regulation for nursing practice staff development meeting PowerPoint presentation .

It provides guidelines on nurse practitioner on electronic prescriptions to patients.

House Bill 831 is considered to improve the cost of developing suitable features of interest.

During the Covid-19 pandemic situation, electronic prescription is considered important in preventing the spread of COVID-19.

Impacts of Both Regulations on access and Cost of Healthcare

ACA

Changes on health insurance regulation has contributed towards the management of specific level of interest.

Cost of accessing healthcare has also been improved due to the employer mandate and the expansion of Medicare and Medicaid.

House Bill 831

Safety of the healthcare professionals is assured.

Remote access to prescription improves access to healthcare services.

Cost of accessing healthcare remotely is less than the cost of physical access.

References

Courtemanche, C., Marton, J., Ukert, B., Yelowitz, A., & Zapata, D. (2018). Effects of the Affordable Care Act on health care access and self-assessed health after 3 years. 
INQUIRY: The Journal of Health Care Organization, Provision, and Financing
, 
55
, 0046958018796361.

FL BoN, (2021) Electronic Prescribing Requirements. Retrieved from:
https://flboardofmedicine.gov/latest-news/electronic-prescribing-requirements/

Park, H., & Yu, S. (2018). Policy issues in simulation-based nursing education and technology development. 
Health Policy and Technology
, 
7
(3), 318-321.

 

Assignment: Regulation for Nursing Practice Staff Development Meeting

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.

Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing regulation for nursing practice staff development meeting PowerPoint presentation .

To Prepare:

Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.

Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

Describe the differences between a board of nursing and a professional nurse association.

Describe the board for your specific region/area.

Who is on the board?

How does one become a member of the board?

regulation for nursing practice staff development meeting PowerPoint presentation

Describe at least one state regulation related to general nurse scope of practice.

How does this regulation influence the nurse’s role?

How does this regulation influence delivery, cost, and access to healthcare?

Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).

How does this regulation influence the nurse’s role?

How does this regulation influence delivery, cost, and access to healthcare?

Include Speaker Notes on Each Slide (except on the title page and reference page)

NURS_6050_Module03_Week06_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Boards of Nursing vs. Professional Nurse Associations

Develop a 8- to 9-slide PowerPoint presentation that addresses the following:

·  Describe the differences between a board of nursing and a professional nurse association.

·  Describe the members of the board for your specific region/area.

·   Who is on the board?

·  How does one become a member of the board?

·  Speaker notes are included on every slide and are used to explain and elaborate the significant points on each slide.

23 
(23%)
 – 25 
(25%)

The response accurately and thoroughly describes the differences between a board of nursing and professional nurse associations.

Response provides a complete and accurate description of who is on a board of nursing.

The response provides a detailed and thorough explanation of how one becomes a member of the board of nursing.

Speaker notes are included on every slide and are used to explain and elaborate the significant points on each slide.

20 
(20%)
 – 22 
(22%)

The response accurately describes the differences between a board of nursing and professional nurse associations. regulation for nursing practice staff development meeting PowerPoint presentation

Responses provides an accurate description of who is on a board of nursing.

The response provides an accurate explanation how one becomes a member of the board of nursing.

Speaker notes are included on every slide and are used to explain the significant points on each slide.

18 
(18%)
 – 19 
(19%)

Description of the differences between a board of nursing and professional nurse associations is inaccurate or incomplete. Description of who is on a board of nursing is incomplete or inaccurate.

Explanation of how one becomes a member of the board of nursing is vague or inaccurate.

regulation for nursing practice staff development meeting PowerPoint presentation

Speaker notes are included on every slide.

0 
(0%)
 – 17 
(17%)

Description of the differences between a board of nursing and professional nurse associations is inaccurate and incomplete or is missing.

Description of who is on a board of nursing detailing academic credentials, practice positions, and licensure status is inaccurate and incomplete, or is missing.

Explanation of how one becomes a member of the board is vague and inaccurate or is missing.

No speaker notes.

The Impact of State Regulation on Nurse Practice

Describe at least one state regulation related to general nurse scope of practice.

·  How does this regulation influence the nurse’s role?

regulation for nursing practice staff development meeting PowerPoint presentation

·  How does this regulation influence delivery, cost, and access to healthcare?

·  Has there been any change to the regulation within the past 5 years? Explain.

·  Speaker notes are included on every slide and are used to explain and elaborate the significant points on each slide.

27 
(27%)
 – 30 
(30%)

Response includes a complete and accurate description that fully details how one or more state regulations are related to general nurse scope of practice.

Response clearly and accurately explains in detail how the regulation(s) influences the nurse’s role.

Response clearly and accurately explains in detail how the regulation(s) influences delivery, cost, and access to healthcare.

Presentation includes speaker notes that explain and elaborate the points of the presentation.

24 
(24%)
 – 26 
(26%)

Response includes an accurate description of how one state regulation is related to general nurse scope of practice.

Response accurately explains how the regulation influences the nurse’s role.

Response accurately explains how the regulation(s) influences delivery, cost, and access to healthcare.

Presentation includes speaker notes that explain the points of the presentation.

21 
(21%)
 – 23 
(23%)

Description of one or more state regulations that are related to general nurse scope of practice is incomplete or inaccurate. Explanation of how the regulation(s) influences the nurse’s role is vague or inaccurate.

Explanation of how the regulation(s) influences delivery, cost, and access to healthcare is vague or inaccurate.

Presentation includes speaker notes that are incomplete or lack appropriate explanation.

0 
(0%)
 – 20 
(20%)

Description of one or more state regulations related to general nurse scope of practice is vague and inaccurate, or is missing.

Explanation of how the regulation(s) influences the nurse’s role is vague and inaccurate, or is missing.

Explanation of how the regulation(s) influences delivery, cost, and access to healthcare is vague and inaccurate, or is missing.

Speaker notes are incomplete or missing altogether.

Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).

·  How does this regulation influence the nurse’s role?

·  How does this regulation influence delivery, cost, and access to healthcare?

·  Speaker notes are included on every slide and are used to explain and elaborate the significant points on each slide.

27 
(27%)
 – 30 
(30%)

Response includes a complete and accurate description that fully details how one or more state regulations are related to Advanced Practice Registered Nurses (APRNs).

Response clearly and accurately explains in detail how the regulation(s) influences the nurse’s role.

Response clearly and accurately explains in detail how the regulation(s) influences delivery, cost, and access to healthcare.

Presentation includes speaker notes that explain and elaborate the points of the presentation.

24 
(24%)
 – 26 
(26%)

Response includes an accurate description of how one state regulation is related to Advanced Practice Registered Nurses (APRNs).

Response accurately explains how the regulation influences the nurse’s role.

Response accurately explains how the regulation(s) influences delivery, cost, and access to healthcare.

Presentation includes speaker notes that explain the points of the presentation.

21 
(21%)
 – 23 
(23%)

Description of one or more state regulations that are related to Advanced Practice Registered Nurses (APRNs) is incomplete or inaccurate.

Explanation of how the regulation(s) influences the nurse’s role is vague or inaccurate.

Explanation of how the regulation(s) influences delivery, cost, and access to healthcare is vague or inaccurate.

Presentation includes speaker notes that are incomplete or lack appropriate explanation.

0 
(0%)
 – 20 
(20%)

Description of one or more state regulations related to Advanced Practice Registered Nurses (APRNs) is vague and inaccurate, or is missing.

Explanation of how the regulation(s) influences the nurse’s role is vague and inaccurate, or is missing. regulation for nursing practice staff development meeting PowerPoint presentation

Explanation of how the regulation(s) influences delivery, cost, and access to healthcare is vague and inaccurate, or is missing. Speaker notes are incomplete or missing altogether.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 
(5%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 
(4%)
 – 4 
(4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 
(3.5%)
 – 3.5 
(3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5  (5%)  – 5  (5%) Uses correct grammar, spelling, and punctuation with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5  (5%)  – 5  (5%) Uses correct APA format with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) APA format errors. regulation for nursing practice staff development meeting PowerPoint presentation 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) APA format errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6050_Module03_Week06_Assignment_Rubric