The John Hopkins Model & Other Discussion Questions

Module Reflective Discussion Guidelines and Rubric

PURPOSE

The purpose of this reflective discussion is to encourage student reflection upon concepts learned during the module and their contribution to professional growth. Students will reflect upon learning within each module and connect insights gained with course-specific outcomes. DUE DATE • • Reflection 1 is due by 11:59 p.m. MT Wednesday during Modules 1–8 of the session. Reflection 2 is due by 11:59 p.m. MT Sunday at the end of Modules 1–7 of the session and due 11:59 p.m. MT Saturday at the end of Module 8 of the session. TOTAL POINTS POSSIBLE: 15 POINTS REFLECTION OVERVIEW This course includes eight weekly modules of content. During each of the eight modules within this course session, please respond to the following reflective questions, beginning with Module 1 (the first week of the session) and continuing in consecutive order throughout the eight modules of the course session. For each module, consider the course concepts and topics addressed during the respective module, and respond to the following questions. Reflection 1: Review the course outcomes and consider the module objectives. What do you hope to learn during this module of study? Reflection 2: Based on your response to Reflection 1, state one insight that you gained regarding the concepts in this module. Connect learning achieved to a minimum of one course outcome addressed during this module. MSN-AT Reflection Guidelines and Rubric_January 2019 1 REFLECTION INSTRUCTIONS 1. Abide by the Chamberlain College of Nursing Academic Integrity Policy. 2. Read the two reflective questions and respond within the following timeframes noted above. 3. Follow the rules of grammar, spelling, word usage, punctuation, and sentence and paragraph structures. 4. The use of first person tense is acceptable in the reflective discussions. REFLECTION CRITERIA Category Points % Description Reflection 1 6 40% Reflective posting is submitted and describes what the student hopes to learn during this module. Reflection 2 6 40% Reflective posting is submitted and • describes one insight gained regarding the concepts in this module; and • connects learning achieved to a minimum of one course outcome addressed in this module. Timeliness of Postings 3 20% During Modules 1–8: Posting in response to Reflection 1 is made before Wednesday 11:59 p.m. MT. AND During Modules 1–7: Posting in response to Reflection 2 is made between Thursday 12:00 a.m. MT and Sunday 11:59 p.m. MT. OR During Module 8: Posting in response to Reflection 2 is made between Thursday 12:00 a.m. MT and Saturday 11:59 p.m. MT. Graduatelevel Writing Style It is an expectation that graduate-level writing style is used, evidenced by correct: • Grammar • Spelling • Word usage • Punctuation • Sentence structure • Paragraph structure If the above expectation is not met, 3 points shall be deducted. MSN-AT Reflection Guidelines and Rubric_January 2019 2 Total 15 100% A quality reflective discussion will meet or exceed all the above requirements. GRADING RUBRIC Reflection Criteria Met Not Met Reflection 1 6 Points 0 Points Reflective posting is submitted and describes what the student hopes to learn during this module. Reflective posting is submitted but fails to clearly describe what the student hopes to learn during this module. OR No posting is submitted in response to Reflection 1. Reflection 2 6 Points 0 Points Reflective posting is submitted and • describes one insight gained regarding the concepts in this module; and • connects learning achieved to a minimum of one course outcome addressed in this module. Reflective posting is submitted but fails to meet one or both of the following criteria. • Describes one insight gained regarding the concepts in this module. • Connects learning achieved to a minimum of one course outcome addressed in this module. OR No posting is submitted in response to Reflection 2. Timeliness of Postings 3 Points 0 Points The following expectations for timely postings are met: One or more of the following expectations for timely postings are not met: During Modules 1–8: Posting in response to Reflection 1 is made before Wednesday 11:59 p.m. MT. During Modules 1–8: Posting in response to Reflection 1 is made before Wednesday 11:59 p.m. MT. AND MSN-AT Reflection Guidelines and Rubric_January 2019 3 AND During Modules 1–7: Posting in response to Reflection 2 is made between Thursday 12:00 a.m. MT and Sunday 11:59 p.m. MT. During Modules 1–7: Posting in response to Reflection 2 is made between Thursday 12:00 a.m. MT and Sunday 11:59 p.m. MT. OR OR During Module 8: Posting in response to Reflection 2 is made between Thursday 12:00 a.m. MT and Saturday 11:59 p.m. MT. Graduatelevel Writing Style During Module 8: Posting in response to Reflection 2 is made between Thursday 12:00 a.m. MT and Saturday 11:59 p.m. MT. 0 Points Deducted Graduate-level writing style is used, evidenced by correct: • Grammar • Spelling • Word usage • Punctuation • Sentence structure • Paragraph structure MSN-AT Reflection Guidelines and Rubric_January 2019 3 Points Deducted One or more errors is present in any of the following areas. • • • • • • Grammar Spelling Word usage Punctuation Sentence structure Paragraph structure 4 NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING Module 3 Assignment: Project Model Guidelines and Rubric DUE 11/12/2022 PURPOSE As a master’s-prepared advance practice nurse you will have many opportunities to lead evidence-based change in practice. The deliverable at the end of this program is a completed evidence-based practice quality improvement project prepared for dissemination. In this assessment, students will explore the John Hopkins model to guide the evidence-based practice quality improvement project. COURSE LEARNING OUTCOMES Through this assignment, the student will address the following course learning outcomes: • • • CO 1: Apply leadership and management theories, concepts, and models as a foundation for planned change within healthcare delivery settings. (PO 4,5) CO 2: Determine the need for planned change that improves health and organizational outcomes based on a comprehensive needs assessment (PO 4,5) CO 3: Create a plan to lead and evaluate an evidence-informed change initiative in order to promote practice-related outcomes (PO 4,5) SUGGESTED DUE DATE This assignment has a suggested due date of Sunday 11:59 pm MT at the end of week 3. Final due date is Sunday 11:59 pm MT at the end of Week 7. TOTAL POINTS POSSIBLE: 150 POINTS ASSIGNMENT OVERVIEW In this assignment the student will be exploring and describing the John Hopkins model along with identifying how the model will guide, inform, and support the evidence-based practice quality improvement project. This paper is part of your MSN project. Reminder: When you save this NR528 6/8/19 NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING assignment in your document files save with the hashtag #MSNproject. This assignment can be placed in the MSN project template to complete Section IV of your final manuscript. ASSIGNMENT INSTRUCTIONS 1. 2. 3. 4. Describe area of interest and focus of the evidence-based practice quality improvement project Describe the Johns Hopkins Nursing Evidence Based Practice Model Describe each component of the model Restate the clinical/practice question developed in NR520 (Note clinical/practice question might need to be revised) 5. Identify how the model will guide, inform, and support the evidence-based practice quality improvement project. 6. Abide by the Chamberlain College of Nursing Academic Integrity Policy. 7. Sources older than five years may not be used without the permission of the class professor. 8. Title page, pagination, subheadings, body of paper, citation of sources, and reference page must follow APA guidelines as found in the current edition of the manual. 9. Rules of grammar, spelling, word usage, punctuation, sentence and paragraph structure are followed and consistent with formal, scholarly writing as noted in the APA Manual (current edition). 10. Please note: If you do not receive a proficient rating in any major content category, you can resubmit your assignment with revisions in those content categories to receive a better grade. You have one additional opportunity to revise after the initial submission in order to make improvements. The initial submission must be a complete paper, rough drafts will not be graded. All revisions must be submitted no later than Sunday of Week 7 at 11:59pm. (You cannot revise your APA for a higher grade in that category) ASSIGNMENT CRITERIA Assessment Criteria Points % Introduction 30 20% Introduction includes general statements on evidence-based models used as frameworks to guide practice improvement projects. Identify sections of the paper. Provides support from scholarly literature. Description of the Model 50 33% Introduce the Johns Hopkins Nursing Evidence Based Practice Model. Describe each component of the model. Scholarly literature is used. Clinical Practice Question 20 14% States PICO(T) and elements as well as clinical/practice question. NR528 6/8/19 Description NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING Practice Application 40 27% Provide two (2) examples on how the selected model will guide, inform, and support the evidence-based practice quality improvement project. Use scholarly literature to support each example. Graduate-level Writing Style 10 6% • • • • • Correct use of spelling, grammar, punctuation, sentence and paragraph structure Clarity, organization, and logical flow of ideas within writing Scholarly, professional writing tone with no use of first person Synthesis of information is present with no more than one short direct quote (15 words or less) Correct APA format for the following: o Page numbering o Font style and size o Margins and spacing o Headings; subheadings o Citation and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers) Quality of Literature Support It is an expectation that a minimum of 3 scholarly sources, current within five years, are integrated within the assignment. Assignment Length Criteria It is an expectation that the paper is a minimum of 2 pages in length, and a maximum of 3 pages (not including the title or reference pages). If the above expectation is not met, 10 points shall be deducted. If the above expectation is not met, 10 points shall be deducted. Total NR528 6/8/19 150 100% A quality assignment will meet or exceed the above requirements. NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING GRADING RUBRIC Assessment Criteria Introduction Distinguished Exceeds Proficient Needs Improvement (100%) (92%) (84%) (0) 30 Points 27 Points 25 Points 0 Points Distinguished presentation of information evidenced by all of the following content areas covered in a comprehensive and concise manner: • • • General statements on evidence-based models used as frameworks to guide practice improvement projects Identifies sections of the paper Sufficient integration of scholarly sources to support information presented. Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial: • • • General statements on evidence-based models used as frameworks to guide practice improvement projects Identifies sections of the paper Sufficient integration of scholarly sources to support information presented Proficient presentation of information evidenced by content covered in a limited or superficial manner in two or more of the content areas: • • • General statements on evidence-based models used as frameworks to guide practice improvement projects Identifies sections of the paper Sufficient integration of scholarly sources to support information presented Presentation of information needs improvement as evidenced by content that is missing or unsatisfactory in one or more of the content areas: • • • General statements on evidence-based models used as frameworks to guide practice improvement projects Identifies sections of the paper Sufficient integration of scholarly sources to support information presented 4 NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING Description of Model 50 Points 46 Points 42 Points 0 Points Distinguished presentation of information evidenced by all of the following content areas covered in a comprehensive and concise manner: • Introduces the Johns Hopkins Nursing Evidence Based Practice Model • Describes each component of the model Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial: • Introduces the Johns Hopkins Nursing Evidence Based Practice Model • Describes each component of the model Proficient presentation of information evidenced by content covered in a limited or superficial manner in two or more of the content areas: • Introduces the Johns Hopkins Nursing Evidence Based Practice Model • Describes each component of the model Presentation of information needs improvement as evidenced by content that is missing or unsatisfactory in one or more of the content areas: • Introduces the Johns Hopkins Nursing Evidence Based Practice Model • Describes each component of the model 20 Points 18 Points 16 Points 0 Points Distinguished presentation of information evidenced by all of the following content areas covered in a comprehensive and concise manner: Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial: • States PICO(T) and elements Proficient presentation of information evidenced by content covered in a limited or superficial manner in two or more of the content areas: Presentation of information needs improvement as evidenced by content that is missing or unsatisfactory in one or more of the content areas: • States PICO(T) and elements Clinical/Practice Question • States PICO(T) and elements • States PICO(T) and elements 5 NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING • Practice Application States clinical/practice question • • States clinical/practice question States clinical/practice question 40 Points 37 Points 33 Points 0 Points Distinguished presentation of information evidenced by all of the following content areas covered in a comprehensive and concise manner: Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial: Proficient presentation of information evidenced by content covered in a limited or superficial manner in two or more of the content areas: Presentation of information needs improvement as evidenced by content that is missing or unsatisfactory in one or more of the content areas: • • Graduate-level Writing Style • States clinical/practice question Provides two (2) examples on how the selected model will guide, inform, and support the evidence-based practice quality improvement project Uses scholarly literature to support each example 10 Points Distinguished graduate-level writing style is evidenced by • • Provides two (2) examples on how the selected model will guide, inform, and support the evidencebased practice quality improvement project Uses scholarly literature to support each example 9 Points Graduate-level writing style exceeds expectations as evidenced by meeting the • • Provides two (2) examples on how the selected model will guide, inform, and support the evidencebased practice quality improvement project Uses scholarly literature to support each example 8 Points Proficient graduate-level writing style is evidenced by meeting the following • • Provides two (2) examples on how the selected model will guide, inform, and support the evidencebased practice quality improvement project Uses scholarly literature to support each example 0 Points Graduate-level writing style needs improvement as evidenced by meeting the 6 NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING meeting all of the following criteria with 0-1 errors total: • Correct use of spelling, grammar, punctuation, sentence and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Scholarly, professional writing tone with no use of first person • Synthesis of information is present with no more than one short direct quote (15 words or less) • Correct APA format for the following: o Page numbering o Font style and size o Margins and spacing o Headings; subheadings o Citation and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers) following criteria with 2-4 errors total: • Correct use of spelling, grammar, punctuation, sentence and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Scholarly, professional writing tone with no use of first person • Synthesis of information is present with no more than one short direct quote (15 words or less) • Correct APA format for the following: o Page numbering o Font style and size o Margins and spacing o Headings; subheadings o Citation and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers) criteria with 5-7 errors, total: • Correct use of spelling, grammar, punctuation, sentence and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Scholarly, professional writing tone with no use of first person • Synthesis of information is present with no more than one short direct quote (15 words or less) • Correct APA format for the following: o Page numbering o Font style and size o Margins and spacing o Headings; subheadings o Citation and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers) following criteria with 8 or more errors, total: • Correct use of spelling, grammar, punctuation, sentence and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Scholarly, professional writing tone with no use of first person • Synthesis of information is present with no more than one short direct quote (15 words or less) • Correct APA format for the following: o Page numbering o Font style and size o Margins and spacing o Headings; subheadings o Citation and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers) 7 NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING Quality of Literature Support Assignment Length Expectations 0 Points Deducted 10 Points Deducted A minimum of 3 peerreviewed scholarly sources, current within five years, are integrated within the assignment. The assignment fails to meet the requirement noted for quality of literature support. 0 Points Deducted 10 Points Deducted The length of the assignment meets the criteria: The assignment fails to meet the requirement for length. Minimum of 2-3 pages in length; Maximum of 2-3 pages in length. (Not including title or reference pages) 8 NR 520 Professional Practice Issue Week 3 Assignment Overview CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. Purpose of the Assignment – The master’s-prepared advanced practice nurse is expected to analyze gaps in knowledge or evidence, formulate research questions, and implement solutions for improving practice in one’s specialty area (National League for Nursing, 2010) – In the first (Part I), students will consider an area of interest, identify a practice issue or problem related to the area of interest, and develop a clinical/practice question to guide an evidence-based practice process improvement project using the professional practice issue form. – In Part 2, students will identify a qualitative and quantitative article relating to the practice issue and answer the questions on the form. CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 2 Course Outcomes Addressed • CO 1: Integrate theory, quality science, and evidencebased findings to support advanced nursing practice. • CO 2: Propose strategies to advance interprofessional practice and promote healthcare outcomes. CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 3 Week 3 Assignment: Fast Facts ✓ Type of assignment: Form/template provided ✓ There are two parts to the form. ✓ Deep dive on professional practice issue including PICOT question development ✓ Qualitative and quantitative research discussion questions ✓ You will want to use the topic for your practicum project for this assignment. However, if you do not have a plan for your practicum project, the assignment can still be completed using a topic of your choosing. ✓ Format type: Form/template ✓ Length of assignment: Form/template is 2-3 pages ✓ Requirements for scholarly sources or other specifications: 2 sources (one quantitative and one qualitative) from the last 5 years ✓ 160 points= 16% of total grade CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 4 Common Pitfalls • A few pitfalls students find themselves in with this assignment include: • Not providing a clear intervention or measurable outcome when developing the PICOT question • Choosing an article(s) that is not qualitative or quantitative in design. CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 5 Steps to Complete the Assignment • Identify a practice issue or problem. It is a good idea to discuss potential topics with your practicum mentor. • Complete part one of the template, clearly responding to each question. • Select one qualitative and one quantitative article which supports your project intervention. • Complete part two of the template, clear responding to each question with references to the articles chosen. • In a summary, use the template and follow the rubric for success. CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 6 Overview of Rubric Criteria Refer to the guideline/rubric for full grading criteria Part One Professional Practice Issue CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 7 Overview of Rubric Criteria (continued) Part Two Qualitative and Quantitative Research Discussion Questions CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 8 Overview of Rubric Criteria (continued) Graduate-level writing style CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 9 CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 10 CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 11 Wrap Up – Follow rubric expectations as a checklist – Reach out to your course professor with questions – Thank you and good luck! CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved. 12 1 1 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING LaWanda McCree Professor Raines APPLIED THEORETICAL FOUNDATIONS SCIENTIFIC INQUIRY AND DECISION-MAKING September 15, 2022 NR520 Module 7 Assessment_04.20.2017 1 2 2 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING Module 3 Assessment: Project Area of Interest Form Professional Practice Issue Consider you practicum work setting and environment. Complete the following: (1) What issues or problems are you working on or want to work on for your MSN evidencebased practice quality improvement project? (This is brainstorming.) Answer The issue that I am working on is patient falls. Patient falls have been on rise because of various reasons like being physically unfit and lack of education regarding preventing falls, among others. A nurse’s responsibility is to offer adequate education and data to prevent falls. (2) Thinking about these issues or problems, what internal organization data is currently available, tracked, or reviewed? (What is it that indicated to you that this was an issue or problem? Do not drill down to the details; keep it broad. Do you see patterns developing? Such as, between 2-4 am most patients between the ages of 65-85 fall.) Answer From the National Institute of Health and Care Excellence, patients aged 65 years and above and patients between 50-64 years who have been hospitalized with underlying conditions experience the most significant falls. NR520 Module 7 Assessment_04.20.2017 2 3 3 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING (3) Based on the available data, what is done with it? (Are process improvement plans generated? Are there groups of people that work on this? Such as a Root Cause Analysis group? Clinical nurse specialists? Nurse managers?) Answer From the data above, various prevention strategies and programs have been developed. To minimize falls, the hospitals offer to educate the patients on the need to stay active, test the patient hearing and seeing capability and various rails and guides. Patients are advised to understand the side effects of medicine on their bodies. Through this, the patients will be able to adhere to the instructions offered to minimize falls. The clinical nurse specialists are the ones taking the privilege of educating the patients and ensuring the best instructions on the side effects of the medication offered. (4) When this issue or problem is improved / positive change occurs, how will you know you have been successful? (What measures? Can it be patient-centered, financial, or clinicalbased?) Answer The measures that will be applied to understand that the patient’s falls have been controlled include patient-centered and clinical-based care. The patient-centered care will help reveal the decreased number of injuries or complications because of NR520 Module 7 Assessment_04.20.2017 3 4 4 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING falls. In the clinically based measure, the patient’s condition will improve drastically with minimal falls while at the healthcare facility. (5) Identify why this issue or problem is essential to nursing and healthcare. (You should include at least 2 scholarly sources here which include 1 quantitative and 1 qualitative design) Answer Patient falls are vital to nursing and healthcare because it helps ensure that they identify the cause and the solutions to the falls encountered by the patients. DiGerolamo, K., Frankenberger, W., & Birnbaum, S. (2022). Children’s falls inside the inpatient setting: A qualitative study of parent perceptions and the implications for falls prevention messaging. Journal Of Pediatric Nursing, 67, 102-106. https://doi.org/10.1016/j.pedn.2022.08.005 According to (DiGerolamo et al., 2022), it indicates that health traits and response to health advice among the parents have highly contributed to their mental perceptions on matters relating to health. Hence this has led to different children’s identities or normality, thus leading to some encountering falls. Fall prevention education in healthcare settings should be administered to parents and caregivers. NR520 Module 7 Assessment_04.20.2017 4 5 5 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING This will help them understand their children’s health and risks, preventing them from such dangers. This will help in overcoming falls among the children. Heng, H., Slade, S., Jazayeri, D., Jones, C., Hill, A., & Kiegaldie, D. et al. (2021). Patient Perspectives on Hospital Falls Prevention Education. Frontiers In Public Health, 9. https://doi.org/10.3389/fpubh.2021.592440 According to (Heng et al., 2021), patient falls are increasing in most healthcare facilities. Patient education will be an essential strategy to help in mitigating falls among the patients. The fall prevention education will help the patients understand some of the risks that lead to falls and also help them learn some of the prevention strategies to adopt to overcome falls. Some fall prevention tips the patients should be offered include wearing safe foot ware, utilizing the call bell when enquiring for help, using walls or frames after prescription, and avoiding multitasking. (6) What are the real or potential barriers to you implementing your intervention to the problem? (Identify at least (4) potential barriers.) Answer Lack of knowledge and education is the first barrier contributing to poor fall control. Patients and caregivers lack enough knowledge on the best way to prevent NR520 Module 7 Assessment_04.20.2017 5 6 6 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING falls on their patients. This has been due to a lack of engagement with fall prevention education and ignorance of taking advice regarding falls. Misconception about falls is the second barrier where some people perceive that cultural misfortune causes patient falls. Others perceive patient falls as witched and do not adhere to the education offered by the healthcare providers. Time-limited intervention periods are the other barrier affecting proper fall intervention because the time allocated for educating the patient is minimal. The nurses are occupied with the tight shift in caring for other patients’ needs. Hence this limits the time to educate and make follow-ups on patients experiencing falls. The widening gap between falls service interventions and community-run programs is the last barrier affecting proper fall intervention. This is because more emphasis is laid on the community-run programs leading to less time to cater for better implementation of fall service interventions. (7) Who (inside and outside) can you connect with to refine & develop this work? Answer Inside NR520 Module 7 Assessment_04.20.2017 Outside 6 7 7 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING Nurses and physicians will assist in Parents and caregivers can help refine and educating the patient on the best develop fall prevention work. This is because ways to prevent falls. they will ensure the knowledge and education offered regarding fall prevention has been adhered to effectively. (8) State your PICO(T) Elements Answer P – Fall inpatient aged 60-80 years I – Education programs C – Behavioral change interventions O – Enhance health T- Two months (9) From you PICOT elements, state your clinical practice or EBP question. Answers P – For adults aged 60 -80 years experiencing falls NR520 Module 7 Assessment_04.20.2017 7 8 8 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING I – will collaborative education programs C – compared to behavioral change interventions O – Improve their health status and help them become stronger T- Within two months (10) Quantitative Research Reflect upon the nursing professional practice issue of interest that you identified. In addition, consider the intervention that you proposed to improve the issue. Be sure to reference and cite the quantitative scholarly source you identified in item 5 from above. With both the issue and the intervention in mind, respond to the following: • What type of evidence produced through quantitative research would be helpful to better understand the selected practice issue? • How might quantitative research findings shape your efforts to improve the issue? • Describe an example (real or hypothetical) of a quantitative research design that would provide valuable evidence regarding this issue (may refer to source above related to question 5). NR520 Module 7 Assessment_04.20.2017 8 9 9 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING Answers The type of evidence offered from the quantitative research that will aid in a clear understanding of patient falls is that some patients and the community do not regard patient falls prevention education as vital to them. This has contributed to advocating for more education sessions to prevent falls. The quantitative research findings have helped shape my efforts to improve the issue by educating the patients on the risks contributed by falls. This has also helped enlighten them about some of the strategies they can adopt to prevent falls, including remaining active and utilizing the bed calls when in need, among others. An example of quantitative research design is that a survey conducted in Australian hospitals shows that older adults are at higher risk of falls, resulting in fractures. This is because of various factors like poor balance due to their medical condition and even changes in their mobility. (11) Qualitative Research NR520 Module 7 Assessment_04.20.2017 9 10 10 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING Reflect upon the nursing professional practice issue of interest that you identified. In addition, consider the intervention that you proposed to improve the issue. Be sure to reference and cite the qualitative scholarly source you identified in item 5 above. With both the issue and the proposed practice change in mind, respond to the following: • What type of evidence produced through qualitative research would be helpful to better understand the selected practice issue? • How might qualitative research findings shape your efforts to improve the issue? • Describe an example (real or hypothetical) of a qualitative research design that would provide valuable evidence regarding this issue (may refer to the source above related to question 5). Answers The type of evidence gathered from the qualitative research that would be helpful to aid in a better understanding of patient falls is that children experiences falls because of a lack of adherence to the routine practices by parents regarding falls prevention. The qualitative research findings will aid in shaping my efforts to improve the issue by offering parents individualized fall prevention education. This is because parents NR520 Module 7 Assessment_04.20.2017 10 11 11 NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING have different -now on falls and how to overcome them. This will help make them understand more about their children’s health and risks like falls. Hence, this will help offer them multiple strategies to overcome the falls. An example of a qualitative research design is that semi-structured interviews were utilized in exploring parent and caregiver descriptions of their children’s falls during hospitalization. Parents and caregivers perceive that the healthcare prevention strategies for falls are the primary cause of children’s falls. Hence they believe that control measures of falls may differ depending on the child’s age. NR520 Module 7 Assessment_04.20.2017 11 NR520 Module 3: Professional Practice Issue (graded) Due Sept 16, 2022 The master’s-prepared advanced practice nurse is expected to analyze gaps in knowledge or evidence, formulate research questions, and implement solutions for improving practice in one’s specialty area (National League for Nursing, 2010). There are two parts to this assessment. In the first (Part I), students will consider an area of interest, identify a practice issue or problem related to the area of interest, and develop a clinical/practice question to guide an evidence-based practice process improvement project using the Professional Practice Issue Form (Links to an external site.). A printed version of these assignment guidelines are available below. NR520 Module 3 Professional Practice Issue Assignment Guidelines and Rubric (Links to an external site.) NR520 Module 3 Professional Practice Issue Power Point Presentation (Links to an external site.) *PLEASE NOTE: According to the current edition of the APA manual, a running head is no longer an APA requirement. Please disregard the reference a running head requirement in the below video and transcript. ALL INFORMATION THAT’S HIGHLIGHTED IN BLUE IS SENT AS A SEPARATE ATTACHMENT. PLEASE LET ME KNOW IF YOU HAVE ANY QUESTIONS