Critical care nurse Performance improvement research paper

Critical care nurse Performance improvement research paper

Choose a problem or issue important to critical care nursing. Minimum of 5 recently published research articles (within the last five years) which address the selected problem or issue, at least 3 from nursing journals. Provide an introductory explanation of the literature review, identifying the focus of the review, explaining importance of topic, and summarizing the major findings in the literature cited. APA writing guidelines. 3-4 pages excluding title page and reference list. Must be in 3rd person.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

Long term care facility in Florida

Long term care facility in Florida

Long term care facility in Florida Contact the office manager and set up an appointment to interview either him/her or the physician. How long have you been in business? What degree(s) do you need to operate your business? What are the type(s) of clients you serve? What regulations/license(s) are you governed under? How do you ensure the completeness, timeliness, and accuracy of records? Are you bound by HIPAA rules/regulations? If not, how do you maintain security and confidentiality of the patient/client health record? Do you have an electronic health record? if yes- what is the name of system? If not, what type of filing system do you have for patient/client health records? What does the role of a health information management/medical record professional look like at the organization?

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

Assess The Development Of Societal Standards In Relation To Social Media

Assess The Development Of Societal Standards In Relation To Social Media

Instructions The prevalence of social media has had a huge impact on society in the area of how we tend to relate to each other and on what is considered to be normal in general. Taking a look at the ways in which social media changes attitudes and “norms” makes for an interesting study, and one that is applicable to understanding how society is slowly changing over time. For this assignment, you will first conduct your own research on the effects of social media on societal norms (Part 1), then you will examine what has been found through previous research conducted by others (Part 2). Part 1: Compare and contrast the attitudes of two cohorts of people; one that consists of five people that rarely use social media and one cohort of five people that uses social media 2 or more hours a day. Create a list of five people that you know that use social media at least 2 or more hours per day. This group of people will make up your first cohort. Then create a list of five people that you know that either do not use social media or use it very rarely. Take into account age when creating the cohorts, and try to keep the ages as similar as possible between the cohorts. Keeping a certain level of consistency in the two cohorts will help to negate the potential effects of generational differences. Provide a brief description of each of the ten people you are going to interview divided into their respective cohorts. In other words, list the five people in the social media at least 2 or more hours a day, and provide a brief description of each along with why you chose them. Then provide a list of the five people that rarely or never use social media, and provide a brief description of each along with why you chose them. Interview the participants to learn the similarities and differences between the two cohorts as it relates to attitudes, lifestyles, and relationships. Write a two-page paper comparing and contrasting what you learned about the two cohorts. Be sure to relate your findings to cultivation theory and socialization theory in the paper. Part 2: Now you will compare your research with research findings through previous research conducted by others. Look up at least 3 articles in the Rasmussen Library that relate to the topic of social media and its impact on society. You are not limited to articles that are strictly written on the specific topic of social media and norms. Articles that are covering social media and society are available from a wide number of angles. After studying these articles, write a two-page paper on what you learned on the topic of social media and its potential impact on societal attitudes, customs, and norms.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

MHA-FP5014 -Assessment1: Regulatory Environment – Executive Summary

MHA-FP5014 -Assessment1: Regulatory Environment – Executive Summary

ASSESSMENT 1: REGULATORY ENVIRONMENT – EXECUTIVE SUMMARY Overview Create a 3–4-page executive summary of tools and best practices for quality improvement, risk management, and learning guidelines. Include a summary table that describes the status of an organization’s compliance with regulatory requirements. Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence. The scope of the regulatory environment and its requirements are ever-changing. Health care leaders need to know where they can find information about the requirements (within the subsector of the industry) to respond appropriately to issues. In addition, health care leaders need to proactively set strategies in place to mitigate future risks to their patients and organizations. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization. Conduct a proactive assessment based on the existing regulations and requirements. Describe strategies to influence, impact, and monitor the needed changes for quality improvement. Develop a value proposition for change management that incorporates quality- and risk-management concepts. Create an executive summary of a risk-management issue that describes an organization’s compliance with a regulatory requirement. Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment. Integrate legal and ethical principles and also organizational mission, vision, and values into the decision-making process. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. Write clearly and concisely, with well-organized communication that is supported by relevant evidence. Use correct grammar, punctuation, and mechanics as expected of a graduate learner. Context It is an exciting time in health care as all of us experience the implementation of the Patient Protection and Affordable Care Act of 2010. The change will likely affect your current or future health care job. Leaders in our industry are rethinking how business is to be conducted. Understanding relevant terminology is an important step in addressing the topics of health care quality, risk management, and regulatory environment. Read further in the Assessment 1 Context [PDF] document, which contains important information related to the following topics within the regulatory environment: Quality of Services. Potential Risks. Regulatory Requirements. Regulatory Bodies. Benchmarking as a Condition of Participation. Questions to Consider As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment. The Regulatory Environment: Which regulatory bodies oversee the subsector of the health care industry in which you currently work or would like to work? How would you figure out which organizations oversee the subsector? How would you determine which laws apply to your setting and what type of data you need to collect and examine? What are the standards of care? How would you locate these standards? How would you know if your organization exceeded those standards and might be in a position to apply for accreditation? Establishing a Culture of Patient Safety: What is an example of a best practice for establishing a systems-based culture of patient safety? How will you know if your organization was identified as an example of success when best practices are used? Benchmarking: What types of processes exist for collecting and analyzing data to identify trends in the performance of your health care setting? Who are some of the health care industry’s best performers in terms of risk management? What types of benchmarking data are important to consider? What roles within your own organization need to be involved in a proactive risk-management program? What are some critical success factors for the establishment of a systems-based risk-management program? What types of considerations or cautions are important to keep in mind when interpreting internal and external benchmarking data? Required Resources The following resource is required to complete this assessment. Executive Summary Table [DOCX]. Suggested Resources The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MHA-FP5014 – Health Care Quality, Risk, and Regulatory Compliance Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Terminology Drag and Drop | Transcript. Accountable Care Organizations This article discusses how a health care facility transitioned into an Accountable Care Organization successfully. O’Connor, J. (2016). An ACO success story. McKnight’s Long-Term Care News, 37(1), 27. This article discusses how ACOs have achieved cost savings while improving care for their patients. Perez, K. (2014). ACOs and the quest to reduce costs. Healthcare Financial Management, 68(9), 118–122. Quality Improvement Strategies This article examines the revised nursing home quality measures endorsed by the National Quality Forum which could best represent the improving quality of care in nursing homes. Barr, P. (2011). Setting higher standards: Nursing home quality measures offer guide.Modern Healthcare, 41(18), 17–19. This article examines the various domains associated with quality improvement in healthcare organizations. Brandrud, A. S., Nyen, B., Hjortdahl, P., Sandvik, L., Haldorsen, G. S. H., Bergli, M., . . . Bretthauer, M. (2017). Domains associated with successful quality improvement in healthcare – a nationwide case study. BMC Health Services Research, 17. This article explains the key role that leadership plays in supporting and aligning staff for patient care using the Malcom Baldrige criteria as a path to quality excellence. Miller, R. P. (2007). Baldrige as a path to excellence. Modern Healthcare, 37, 23–24. This article explores how hospital managers perceive lean in the context of quality improvement. Savage, C., Parke, L., von Knorring, M., & Mazzocato, P. (2016). Does lean muddy the quality improvement waters? A qualitative study of how a hospital management team understands lean in the context of quality improvement. BMC Health Services Research, 16. This article discusses methods for auditing cost and quality tailored to a hospital’s specific population. Silber, J. H., Rosenbaum, P. R., Ross, R. N., Ludwig, J. M., Wang, W., Niknam, B. A., . . . Fleisher, L. A. (2014). A hospital–specific template for benchmarking its cost and quality.Health Services Research, 49(5), 1475–1497. This article focuses on the factors affecting the adoption of innovative assurance technologies in nursing care. Storey, J. (2013). Factors affecting the adoption of quality assurance technologies in healthcare. Journal of Health Organization and Management, 27(4), 498–519. Regulatory and Compliance This article discusses a new regulation establishing and new safety-reporting for drugs under the investigational new drug applications. Behrman Sherman, R., Woodcock, J., Norden, J., Grandinetti, C., & Temple, R. J. (2011). New FDA regulation to improve safety reporting in clinical trials. The New England Journal of Medicine, 365(1), 3–5. Additional Resources for Further Exploration You may use the following optional resources to further explore topics related to competencies. Process and Performance Improvement This is the home page of the American Productivity and Quality Center that provides best practices and benchmarking tools for designing effective methods for process and performance improvement. APQC. (n.d.). APQC’s glossary of benchmarking terms. Retrieved from https://www.apqc.org/knowledge-base/documents/apqc… Quality Improvement This is a blog page on how to improve care for patients with Medicare. Berwick, D. (2011). Improving care for people with Medicare [Blog post]. Retrieved from http://www.whitehouse.gov/blog/2011/03/31/improvin… This is the home page of Medicare that summarizes measures of quality shown on Hospital Compare. Medicare.gov. (n.d.). Hospital compare. Retrieved from https://www.medicare.gov/hospitalcompare/search.ht… This article discusses the Affordable Care Act funding for health providers to improve patient care. Infection Control Today. (2011). Up to Up to $500 million in Affordable Care Act funding will help health providers improve care.00 million in Affordable Care Act funding will help health providers improve care. Retrieved from http://www.infectioncontroltoday.com/news/2011/06/… Patient Safety This article discusses various principles for creating a culture of safety in hospitals. Teal, K. (2017). What infection preventionists can do to ensure a culture of safety.Retrieved from http://www.infectioncontroltoday.com/general-hais/… This is the home page of the National Quality Forum. It focusses on reducing preventable admission and readmissions, reducing adverse health care associated conditions, and reducing harm or unnecessary care. National Quality Forum. (n.d.). Retrieved from http://www.qualityforum.org/Home.aspx This is the home page of the Joint Commission on patient safety goals and standards. The Joint Commission. (n.d.). Retrieved from http://www.jointcommission.org Regulatory and Compliance This is the home page of the Healthcare Compliance Association for compliance professionals in the healthcare provider field. Healthcare Compliance Association. (n.d.). The Healthcare Compliance Association.Retrieved from https://www.hcca-info.org/ This is the home page of the OIG U.S. Department of Health and Human Services. It discusses legal issues regarding ACOs participation in Medicare. U.S. Department of Health & Human Services. (n.d.). Accountable care organizations.Retrieved from http://oig.hhs.gov/compliance/accountable-care-org… This is the home page of the U.S. Department of Health and Human Services laws and regulations. U.S. Department of Health & Human Services. (n.d.). Laws & regulations. Retrieved from http://www.hhs.gov/regulations/index.html Risk-Management Text Books Kavaler, F., & Alexander, R. S. (2014). Risk management in health care institutions: Limiting liability and enhancing care (3rd ed). Burlington, MA: Jones and Bartlett. Available from the bookstore. Chapter 4, “Communications to Reduce Risk,” read the section, “Grading and Ranking Health Care,” pages 111–114. Chapter 5, “Financing Risk,” pages 123–125. Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore. Chapter 1, “Risk Management and Patient Safety: The Synergy and the Tension,” pages 3–12. Chapter 2, “Integrating Risk Management, Quality Management and Patient Safety into the Organization,” pages 13–22. Chapter 3, “Benchmarking in Risk Management,” pages 23–30. Chapter 6, “Patient Safety: The Last Decade,” pages 63–68. Chapter 16, “Principles for Strategic Discovery,” pages 203–214. Chapter 17, “Full Disclosure as a Risk Management Imperative,” pages 215–224. Chapter 24, “Improving Risk Manager Performance and Promoting Patient Safety with High-Reliability Principles,” pages 343–350. Chapter 29, “The Impact of Fatigue on Error and Patient Safety,” pages 423–430.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

Assignment 2: Making Research Real and Relevant Paper

Assignment 2: Making Research Real and Relevant Paper

Assignment 2: Making Research Real and Relevant Paper (25%) The goal of this assignment is to give you an opportunity to connect with current research on a topic that interests you or to begin thinking about how research could be done to answer a research problem that you identify. The overall purpose of this assignment is to help make research relevant to you. The final product of this assignment is a 5-6 page paper, double- spaced in APA format. The page count excludes the title and reference pages. Submit using the links in the Assessment section on the course home page. Begin a Research Proposal – Start this project by thinking about the work you do everyday. Is there anything about the work you do everyday that confuses, puzzles, or causes you to question what you do or other do or how you do it? Can you think of a procedure or practice that could be changed or evaluated to potentially improve the quality of care you provide? Keep asking yourself these questions until a general “problem” becomes apparent. Once you have a workable research problem statement and research question, map out a draft proposal for a research study that might begin to address this “problem.” Please note – you do not conduct this research, rather you outline a proposal for one approach to conducting a study directed at finding answers to your research question. Please do not choose an integrative design for this proposal as a study of this nature is extremely complex and beyond the expectations of this assignment. Include the following components in your paper. 1. List your goals for the activity undertaken. 2. What is the problem and the problem statement? 3. What is the significance of addressing this problem? 4. What search terms would you include in a literature search for this proposal? 5. Provide a 1 paragraph summary of the findings of two research articles that you find appropriate to include in your literature review. 6. Is there evidence of gaps in the literature related to your research problem? Give 1 example of a gap in the existent knowledge about your topic that you determine after reviewing some of the relevant research literature. 7. What is your research question? 8. What research approach and design would you use? 9. If appropriate (based on your approach and design) provide a research hypothesis. 10. Will you investigate concepts or variables? Why? If you are using variable, what would the independent and dependent variable be? If you are using concepts what are they? 11. Identify your target population. 12. Identify your accessible populations. 13. What sampling procedure would you employ and why? 14. Discuss the researchability of your proposed study. Use the researchability article for further information. 15. Is this proposed study feasible? Why? Use the researchability article for further information. 16. Address what you have learned from this assignment about the research process and the challenges of conducting research. 17. Include a conclusion (labeled as such). It should begin “In this paper I discussed…” and refer back to the major topics included in the paper. See the marking guide for additional direction regarding the expectations for this assignment. Note – a title page in APA form that includes a running head, page numbers, an introduction that includes a brief overview of what will be covered in the paper, headings and subheadings, grammar, spelling, punctuation and appropriate referencing in APA format in the body of the paper and on a reference page are expected.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

Evidence-Based Capstone Project, Part 6: Disseminating Results

Evidence-Based Capstone Project, Part 6: Disseminating Results

Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course. Consider the best method of disseminating the results of your presentation to an audience. Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project. Be sure to incorporate any feedback or changes from your presentation submission in Module 5. Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

Assessment 2 Instructions: Ethical And Policy Factors In Care Coordination

Assessment 2 Instructions: Ethical And Policy Factors In Care Coordination

Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length. As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care. This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional. It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 4: Defend decisions based on the code of ethics for nursing. Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Competency 5: Explain how health care policies affect patient-centered care. Explain how governmental policies related to the health and/or safety of a community affect the coordination of care. Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Preparation Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours. Homeless shelters. Local religious groups. Nursing homes. Local community organizations (Rotary Club or Kiwanis Club). To prepare for this assessment, you may wish to: Research your selected community organization or support group. Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA. Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete. Allocate sufficient time to rehearse your presentation before recording the final version for submission. Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Recording Equipment Setup and Testing Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software. Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page. If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations. Instructions For this assessment: Choose the community organization or support group that you plan to address. Develop and record a presentation, with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required. Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes. Note: For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience but you certainly could if you chose to. Presentation Format and Length You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voiceover. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. You can also record your presentation using Kaltura or similar software. Be sure that your slide deck includes the following slides: Title slide. Presentation title. Your name. Date. Course number and title. References (at the end of your presentation). Your slide deck should consist of 10–12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes. Create a detailed narrative script for your presentation, approximately 4–5 pages in length. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script. Grading Requirements The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Explain how governmental policies related to the health and/or safety of the community affect the coordination of care. Provide examples of a specific policy affecting the organization or group. Refer to the assessment resources for help in locating relevant policies. Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA). Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. What are the implications and consequences of specific policy provisions? What evidence do you have to support your conclusions? Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Consider the factors that contribute to health, health disparities, and access to services. Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment. Provide evidence to support your conclusions. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Present a concise overview. Support your main points and conclusions with relevant and credible evidence. Additional Requirements Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation. Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

Assessment 1 Instructions: Preliminary Care Coordination Plan

Assessment 1 Instructions: Preliminary Care Coordination Plan

Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Write clearly and concisely in a logically coherent and appropriate form and style. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient’s three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care. To prepare for this assessment, you may wish to: Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Allow plenty of time to plan your patient clinical encounter. Be sure that you have a patient in mind that you can work with throughout the course. Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note: You are required to complete this assessment before Assessment 4. This assessment has two parts. Part 1: Develop the Preliminary Care Coordination Plan Complete the following: Identify a health concern as the focus of your care coordination plan. Possible health concerns may include, but are not limited to: Stroke. Heart disease (high blood pressure, stroke, or heart failure). Home safety. Pulmonary disease (COPD or fibrotic lung disease). Orthopedic concerns (hip replacement or knee replacement). Cognitive impairment (Alzheimer’s disease or dementia). Pain management. Mental health. Trauma. Identify available community resources for a safe and effective continuum of care. Part 2: Secure Individual Participation in the Activity Complete the following: Contact local individuals who may be open to an interview and a care coordination plan addressing their health concerns. The person you choose to work with may be a colleague, community member, friend, or family member. Meet with the individual to describe the care coordination plan session that you intend to provide. Collaborate with the participant in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to the plan. Establish a tentative date and time for the care coordination plan session. Document the name of the individual and a single point of contact, either an e-mail address or a phone number. Document Format and Length For your care coordination plan, you may use the Care Coordination Plan Template [DOCX], choose a format used in your own organization, or choose a format you are familiar with that adequately serves your needs for this assessment. Your preliminary plan should be 3–4 pages in length. In a separate section of the plan, identify the person you have chosen to work with, and be sure to include his or her contact information. Document the community resources you have identified using the Community Resources Template [DOCX]. Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Analyze your selected health concern and the associated best practices for health improvement. Cite supporting evidence for best practices. Consider underlying assumptions and points of uncertainty in your analysis. Establish mutually agreed-upon health goals for the care coordination plan, in collaboration with the selected individual. Identify available community resources for a safe and effective continuum of care. Write clearly and concisely in a logically coherent and appropriate form and style. Write with a specific purpose with your patient in mind. Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. CORE ELMS Important note: The time you spend securing individual participation in this activity and the time you spend presenting your final care coordination plan to the patient in Assessment 4 must total at least three hours. Be sure to log your time in the CORE ELMS system. The CORE ELMS link is located in the courseroom navigation menu. Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

NR 505 Advance Research Method: Evidence-based Practice Sample Assignment & Discussions

NR 505 Advance Research Method: Evidence-based Practice Sample Assignment & Discussions

Week 4 Assignment: Research Literature, Design Approach and Sampling Guidelines PURPOSE : This assignment provides the opportunity for the student to continue development of a MSN EBP scholarly project that started with the identification of a nursing issue and PICOT/PICo question. The focus of this assignment is to discuss the research literature support, identify an appropriate research design approach and sampling method. Students are to attach this completed assignment to their Assignment 1 (remove the conclusion from the first assignment) using the headings indicated below. Students are to have revised assignment one based on faculty feedback for this presentation. COURSE OUTCOME : This assignment enables the student to meet the following course outcome: CO #4 Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (PO 1, 2, 6, 9) D UE D ATE Sunday 11:59 PM MT at the end of Week Four TOTAL POINTS POSSIBLE : 145 POINTS REQUIREMENTS Description of the Assignment: This continues the development of a MSN EBP scholarly project by requiring the student to identify the research approach and sampling method. Criteria for Content 1. Using the Research Critique Table from Week 2 Assignment, students discuss the applicable elements of each research study article that directly support the PICOT/PICo question. This section of the proposal is to be presented as Research Literature Support and includes:  Discuss each research article presented in the Research Critique Table; one paragraph for each article  Include the article purpose, research design, sample, intervention, results, strengths, and limitations of the study.  Identified literature supports the PICOT/PICo question  Solution Description 2. Theoretical Framework and Change Model  Identify the Theoretical Framework and Change model that will be used in this project NR505_W4_Assignment_Research Lit_Design_Sampling_V2_June 2017_AR 1 Chamberlain College of Nursing NR505 Advanced Research Methods: Evidenced Based Practice  Discuss how using a framework and model will promote success and sustainability of the project intervention 3. Research Approach and Design:  Identification of the research approach as quantitative or qualitative or mixed methods; students are expected to identify the type of design focus under the larger research approach such as quasi-experimental for quantitative or phenomenology for qualitative  If quantitative, each element of PICOT is presented  If qualitative, each element of PICo is presented  Description of the design approach selected  Rationale for the design approach selected  Identifies one advantage of the design approach selected & rationale  Identifies one disadvantage of the design approach selected & rationale 4. Sampling Method:  Describe the target population.. Preventing Surgical Site Infections In the following text, we will be dissecting the clinical practice guidelines on preventing surgical site infections (SSI). I will be describing the scope and purpose, the stakeholder involvement, the rigor of development, apply the practice to clinical experience, and provide recommendations for further critique. Clinical practice guidelines(CPG) serve as educational information/guidelines based on evidence based practice. They contain recommendations that are based on systematic review of literature regarding clinical questions. Surgical site infections is a world- wide dilemma that all hospitals and health care facilities have to face and are constantly striving for improvements to reduce occurrence. Surgical site infections is one of the most prevalent health care associated infections. Over 500,000 surgical patients develop an SSI after a surgery each year. Not only are SSI’s detrimental to the patient, which can cause longer hospital stays, readmissions, along with increased mortality /morbidity rates, but also to the hospital. SSI can also affect the costs associated and portray poor quality in providers and health care facilities. Often, a SSI occurs due to errors that occur before or after surgical intervention, versus the surgery itself ( Cima, Dankbar, Lovely, & Pendlamari, 2014). Now, we will begin to dig deeper in this clinical practical guideline. Scope and Purpose of the Clinical Practice Guideline The purpose of this clinical practice guideline is to provide guidance and recommendations, and provide evidence based literature on proven measures to resolve/help decrease occurrence to clinical questions/issues- this specific one being prevention of surgical site infections. Clinical practice guidelines also serve to be a resource to health care providers in order to treat the clinical issue. Week 6 Mr. Lowell, the nursing executive at St. Louis Medical Center in Summerville, hears about your consultant work for the cities of Ironridge and Summerville and he asks you to help him evaluate the hospital’s evidence-based practice program and recommend an EBP model. He strengthened the staff education department a few years ago with a new MSN-prepared director who could use a consultant to get the evidence-based practice program off the ground. Threaded Discussion – EBP Models Read the box above about Mr. Lowell and his facility. As an advanced practice nurse, you will looking at various evidence based practice models and choosing two of them to compare and contrast here. After you compare and contrast them, discuss which one you would recommend to this facility and why? Remember to support your posts with scholarly research in APA 6th edition format. This future advanced practice nurse reviewed the articles by Loversidge (2016) and Rangamani, Coppens, Greenwald, & Keintz (2016) in an attempt to compare and contrast the two evidence based practice (EBP) models they discuss. Loversidge (2016) discusses the Evidence-Informed Health Policy Model and Rangamani et al. (2016) covers The Triad Model. As Loversidge (2016) explains in the article, EBP models help nurses to identify and tackle issues and increase effective and scientific care. The evidence-informed health policy (EIHP) is a combination of EBP, expertise and ethics in order to combine the best of all worlds to create the best policy for nursing care (Loversidge, 2016). The Triad Model is a method to combine academic faculty, clinical supervisors and students on the importance of EBP, in turn ensuring all three are on the same page (Rangamani et al., 2016). The EIHP and Triad Model are similar because they both stress the importance of EBP in the nursing profession and on decision making (Loversidge, 2016; Rangamani et al., 2016). While they both promote EBP, they do it differently. The Triad Model is focused on teaching and emphasizing EBP in a graduate program as opposed to solely in the classroom or the clinic (Rangamani et al., 2016). The EIHP is focused on the administrative side and policy making rather than academics (Loversidge, 2016). This author would recommend The Triad Model to Mr. Lowell. His needs are more academic in nature. He needs his staff and facility to understand the importance of EBP and needs to create a foundation. By adopting the Triad Model, Mr. Lowell can ensure his instructors, clinical faculty and student are all educated on the importance and ways to use EVP (Rangamani et al., 2016). Once all the individuals in all of the areas are familiar and knowledgeable, they will better be able to institute policies. When they have sufficient policy in place, moving to the EIHP model may make sense but until that time, they need to create a plan and educate. NR 505 week 4 _ initial posting The researchers take subject or participants into a laboratory to interview or observe them; the result is numbers ( Chamberlain College of Nursing, 2017) . The sample size is usually large. The advantage is that researchers can control over study conditions and variables are an advantage in quantitative research. It defines as a true experimental study by researchers because the researchers can manipulation of variables or treatments, random assignment to study group, then these control over study conditions. In contrast, the researchers identify the phenomena of interest in the qualitative research approach ( Chamberlain College of Nursing, 2017) . Since researchers interested in the overall phenomena of interest, there is seldom identifying variables, less control over study condition. The advantage is participants are to be natural, comfortable and willing to share in-depth information since there is less control. Refinement of a Nursing Concern REFINEMENT OF A NURSING CONCERN 2 Overview of selected Evidence-based Practice proposal project This research project will focus on patients with End Stage Renal Disease educating patients on important of fluid restriction and management to decrease hospital readmission for CHF related to intradialytic weight gains. Understanding the relationship between research and evidence-based practice is essential. Research is a systematic investigation into and study of materials and sources to establish facts to create new knowledge or to prove knowledge that already exists. In scientific research, researchers predict a hypothesis which is the relationship between two or more variables (Cherry, 2018). Analysis enables scientist to investigate new knowledge systemically by using scientific reasoning. Evidence-based practice is an interdisciplinary approach to clinical practice that is based on research and clinical expertise. The critical aspect of EBP is to identify each patient’s unique health state, diagnosis, individual risks and benefits of potential interventions, and client preferences and values. A significant intended effect of EBP is to standardize healthcare practices to science and best evidence and to reduce illogical variation in care, which is known to produce unpredictable health outcomes. Evidence- based practice provides accountability in safety and quality improvement in health care. Another contribution EBP has given the nursing profession is the development of (QSEN) competencies. QSEN stands for Quality and Safety Education in Nursing According to the American Nurse Association (ANA), QSEN formed in response to calls for improved quality and safety in nursing. QSEN competencies challenge future nurses with the knowledge, skills, and attitudes necessary to continuously improve the quality and safety of the healthcare systems. My specialty track is the Nurse Practitioner. Nurse Practitioners is a master’s prepared nurse, educated in one of the following patient populations: family practice, pediatrics (acute or REFINEMENT OF A NURSING CONCERN 3 primary care), neonatal, psychiatric/mental health, adult/gerontology (acute or primary care), and woman’s health (Cahill, Alexander, & Gross, 2014). Nurse Practitioner skills consists of taking health histories, perform physical exams to diagnose, treat and evaluate acute and chronic illness, manage medications and prescribes, promote healthy behavior by utilizing education and identify the needs of patients that require more specialized care by referring them to appropriate care provider (Cahill Alexander,& Gross, 2014). Nurse Practitioners work with physicians, office settings, clinic, hospitals, long-term care facilities and ambulatory care settings (Whitmire & Kindschuh, 2016). Nurse Practitioners can provide care independently and offer a wide range of initial, ongoing, comprehensive care to a wide range of patient population. In many states, NP’s Week 1: Identification of Area of Interest State your area of research or evidence-based practice (EBP) interest: The area of interest to me at this time is with gastric sleeve patients and weight loss/regain post- surgery. 2. State your MSN program specialty track and defend how your selected area of research or EBP interest is consistent with your selected MSN program track. The MSN program specialty track that I am pursuing is the Family Nurse Practitioner track. In Ironridge community, there are several safety issues such as: tire in the middle of the street, broken street light, several open fires, Homeless and what looks like a prostitute in an open area by the bus stop, a man standing on the corner with a tool with a stance, several trash bags on the street, a hazardous waste plant that is not properly secured, and finally an unusual amount of smoke throughout the community that is causing air pollution. In Summervile, there aren’t as many safety issues, but they are still very important. Some of the safety issues are: many loose dogs around the community, several rats in the streets, dumpsters not properly secures, several bikes laying behind cars and on the ground rather than in a bike rack, and lastly children riding bikes with no supervision and no helmets. Both communities are different is safety concerns but all of them require intervention in order to have a safe environment that will be beneficial to the civilians. ystemic Research Review A Systematic Research Review (SRR) is considered a highly trustworthy source that directs clinical practice. Its purpose is give a detailed summary of available primary research regarding a particular research question. This paper will critique a SRR in relation to evaluate efficacy of neuraminidase inhibitors (i.e. Tamiflu) in the prevention and management of influenza. Relevance of Research Problem Influenza is an upper respiratory illness that can include a variety of symptoms. Those symptoms are muscle ache, headache, fever, fatigue, cough, sore throat, congestion and runny nose. The cough and fatigue may last up to two weeks but the fever and body aches typically lasts three to five days. It is a mostly mild, self-limiting infection, but occasionally patients can develop complications and progress to other illnesses such as otitis media, dehydration, and pneumonia (Jefferson, et al., 2014). Influenza cannot be distinguished clinically from influenza-like illnesses but can be diagnosed by a laboratory test. Influenza A and B cause most infections internationally. It is these two types that the laboratory test is sensitive for. According to Jefferson, et al. (2014), neuraminidase inhibitors (NIs) are the treatment of choice for influenza. They are comprised of oral, inhaled, and parenteral medications. The most common medication prescribed is the oral medication, oseltamivir (Tamiflu). Its primary mechanism action is to inhibit the influenza virus from exiting host cells. This does not prevent the infection but reduces the duration of symptoms by decreasing the spread, viral load, and release of cytokines. This helps lessen the risk of problems and interrupts the person-to-person spread of the illness. SYSTEMATIC RESEARCH REVIEW 3 This problem impacts the patients, nurses and physicians. It is important to know if these medications are truly beneficial for the treatment of influenza for both the caregiver and patient. The patients are the ones directly affected because they are the ones that suffer the symptoms of the illness and have to pay for this medication. The healthcare team of nurses and physicians are impacted by this because they are the individuals evaluating, treating, prescribing medications and educating the patients about their illness and the medications. NR505 Wk2 TD The focus for Week 2 is on questions: PICOT/PICo and practice questions. Dr. Pat and Classmates, The subject matter has been changed from my original area of interest from NR500. For week one’s topic to be utilized, I had chosen effective communication. However, my multi-organ transplant unit is beginning to study the cause and effects of increasing frequency of chlorhexidine baths to prevent infection of the post-transplant surgical incisions. I am enrolled in the family nurse practitioner tract and my goal is to care for this population of patients in the community setting. Since there are many factors influencing the recovery of the post-transplant patients after surgery, preventative measures must be strictly enforce to ensure positive outcomes for the patients. I will be using a descriptive quantitative approach to for my approach to the EBP project proposal since I will attempt to utilize an online data search to support my study. According to Evidence-based wound care focuses on reducing the risk of infections and promoting primary healing. Evidence-based clinical practice guidelines (CPGs), standards and position statements relating to promoting wound healing and preventing wound infections have been published by peak professional (Lin, 2014). However, evidence- based practice are only used in 50% of surgical units, exposing patients to various routes of infection (Swan, Ashton, Bui, Pham, Shirkey, Blackshear & Ochoa, 2016) Research Literature, Design, Sampling and Implementation Literature Review Health care system is like gold to human health. Without health, wealth does not really matter so much because one has to be healthy to enjoy wealth. The First research I read is about health care disparities in rural communities. The purpose of this research is to identify health care disparities in rural communities across all racial and ethnic background. According to James et al, 2017, although rural communities have less number of diverse ethnic and racial background, their health care outcome is worse and they have reduced access to health care. The research approach used was quantitative type of research using Behavioral Risk Factor Surveillance System (BRFSS). Data was collected through random- digit- dialed telephone number that is used to carry out the survey (James et al, 2017). The participants did self-reporting using the BRFSS method. The strength of the report is that the participants were free to report their behavior without feeling judged and this could lead to most people being open to report their behavior and their health care access situation. This research had some limitations. The fact that it was self-reporting, some people may underreport certain behaviors, while some other people may not report accurate information leading to a bias that affects the reliability of the research (James et al, 2017). The second research is carried out in Germany. The purpose of the research was to investigate access to health care among undocumented immigrants in Germany with communicable disease ( Mylius & Frewer, 2015) Undocumented migrants in Germany have no access to health care. However, those with communicable diseases are supposed to be treated accordingly ( Mylius & Frewer, 2015). The research approach used was quantitative research study. Data collection was done through e-mail survey. Ten page questionnaires were sent to the RESEARCH LITERATURE, DESIGN, SAMPLING AND 3 local public health authorities (LPHA) throughout Germany. A great strength of this research was the ability of the researchers to gather large quantities of the vital information related to the research. This was mainly due to the fact that the research questionnaire was sent to health care workers who were involved in treating migrants and were very knowledgeable about the research topic. However, one of the limitations of this research was over representation in certain geographical areas of the country. This was because LPHAs’ in urban areas responded frequently and returned larger questionnaires as compared to LPHAs’ in smaller towns and cities ( Mylius & Frewer, 2015). This type of unequal response could be due to the fact that most LPHAs’ in the Title of your Clinical Practice Guideline (Include an introduction here, but the heading “Introduction” is not used according to the 6 th edition APA reference. Your introduction states why you are writing this paper) Scope and Purpose of the Clinical Practice Guideline ( Describes the scope and purpose of the document.) Stakeholder Involvement ( Describes the stakeholder involvement in the development of the document.) Rigor of Development (Critiques the rigor of the development and levels of evidence of the studies used to develop the CPG) Recommendations ( Provides the major recommendations of the document.). According to Yilmaz (2013) quantitative research explains occurrences with data that are statistically analyzed. Quantitative research often attempts to evaluate the effect of an intervention on a dependent variable. The greater the control over study conditions the stronger the statistical correlation can be with great control a causal relationship can be determined. As control diminishes the strength of the correlation diminishes (CCN, 2018). Quantitative research with its tight research control doesn’t allow for exploring and fully understanding lived experiences and phenomena. Yilmaz (2013) defines qualitative research as the emergent, inductive, explanatory and representational study of people and phenomena in real life settings to provide description of meanings. Qualitative research attempts to explore and understand phenomena rather than evaluate the impact of an intervention as you find with quantitative research. In order to accomplish this the study evaluates a few subjects in great depth. Type 2 Diabetes Education: Facing the Need Research and nursing are inextricably linked. Over one hundred years ago Florence Nightingale first pioneered research and practice modification based on the results of her studies. (Brower & Nemic, 2017). Florence Nightingale proved that observing a problem and then researching the implementation of change can result in better outcomes for patients. Since then, research has been a pivotal part of nursing and has been changing standards of care for patients for years. Research is used to create evidence-based projects, which are then transformed into evidence-based practice (EBP) (Brower & Nemic, 2017). The purpose of EBP is to improve the quality of care we provide to patients in our daily practice. As advanced practice nurses, (APN) performing research for evidence-based projects is possibly one of the most important aspects of nursing care (Hallburg, 2018). Research for an evidence-based project is performed based on the project needs and subject (Shrivastava, Shah, & Navaid, 2018). The decided choice of method is called the research methodology and depends on the type of research being conducted (Shrivastava et al., 2018). The most often used research methodology are the qualitative and quantitative methods but other methods do exist and are applicable in special circumstances (Polit & Beck, 2018). Quantitative research is used when studying information and data while qualitative research focuses more on subjective information (Barczak, 2015). Understanding the proper research process is pivotal to the creation of an evidence-based project to produce EBP. EBP is the creation of standards of practice or care provided based on evidence-based research projects (Brower & Nemic, 2017). EBP is a combination of three aspects: patient preference, proven clinical research, and clinical knowledge (Brower & Nemic, 2017). The process involves a combination of taking patients concerns, clinical expertise and specific researched data and creating a standardized method of caring for or educating patients. EBP differs from research as it the result of turning research into a project and then using the TYPE 2 DIABETES EDUCATION: FACING THE NEED 3 knowledge gleaned from a project and putting it into practice (Hallburg, 2018). Often, more than one project is needed to create an EBP standard of practice but the process varies depending on the subject being studied (Hallburg, 2018). Because of the nature of EBP, contributing understanding and using EBP is very important as a future family nurse practitioner (FNP). EBP is at the core of caring for patients in the nursing practice ( Florczak, 2016). The use of EBP is essential for APN’s but especially for family nurse practitioners as clinical outcomes are affected by a lack of use of the standardization that EBP creates ( Florczak, 2016). Research Summary Paper – Bedside Shift Report Author (year) Purpose Sample/Number of Participants (provide descriptive statistics) Design Level of Evidence Findings (provide any inferential statistics) Limitations Sand- Jecklin & Sherman (2014) To quantify quantitative outcomes of a practice change to a blended form of bedside shift report Sample size of 302 patients/families pre- implementation and 250 post- implementation using the “Patient Views on Nursing Care” patient survey tool adapted from the Larrabee “Patient Judgements of Nursing Care” instrument. Items had a 5 point response option (5 for excellent and 1 for poor care). Instrument reliability was 0.96 with interitem correlations from 0.20 – 0.71. 233 patients completed the baseline survey, 157 patients after the 3 month BSR implementation and 154 patients at the 13 month post- implementation of BSR. Family members completed 70 baseline surveys, 72 (3 months after) and 53 (13 months after). Rating was at 4.2 of 5 points on all 3 surveys. Baseline nurse perceptions done by 148 nurses, 98 at the 3 month post- implementation, and 54 at the 13 month completion. Quasi-experimental pre- and post- implementation design. Recorded and blended shift report done before change. Nurse education and bedside shift report was implemented with the guidance from clinical preceptors and nurse managers. A month after implementation, a nurse survey was done to learn about the new change. Another survey was done 3 months after that to obtain patient and nurse satisfaction data. Final data implementation was gathered 13 months after Level III: Evidence obtained from well-designed controlled trials without randomization , quasi- experimental Patient falls during shift change decreased from 20 pre- implementation to 13 at the 3 month mark, and 4 at the 13 month mark. Medication errors decreased from 20 pre- implementation to 10 at the 3 month mark. Between the 3 and the 13 month post- implementation, changes were made in incident reporting and no data was able to be collected. Better nurse-to- nurse communication, more patient involvement and better patient identification of nurses. Higher nurse accountability, and increased patient safety. Participation sampling limited to patients scheduled for discharge and nurses on medical surgical units only. This does not represent the total population of patients and nurses. Some nurses could have answered more than one survey and inconsistencies in the use of blended bedside reports. Moco Morgado & Mateus Nunes, (2016) To translate, adapt and validate 2 data collection questionnaire s about BSR in surgical units in Portuguese Non-probability sampling of 137 nurses and 96 patients. Translation, back-translation and adaptation of questionnaires in 7 surgical units between 08/22/2008 and 06/28/2009.

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process

NR505 Advanced Research Methods

NR505 Advanced Research Methods

Week 5: Research Literature, Design, Sampling, and Implementation P URPOSE : This assignment provides the opportunity for the student to continue development of a MSN EBP scholarly project that started with the identification of a nursing concern and PICOT/PICo question from Week 2. The focus of this assignment is to discuss the research-based literature support for the selected concern, identify an appropriate research design, explain the sampling method, and discuss implementation through the use of a change model. C OURSE O UTCOME : This assignment enables the student to meet the following course outcome: CO #1. Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings. (PO # 1) CO #2. Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes. (PO #2, 5) CO #4. Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 2, 3, 5) CO #5. Analyze research findings and evidence-based practice to advance holistic nursing care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5) D UE D ATE Sunday 11:59 PM MT at the end of Week Five T OTAL P OINTS P OSSIBLE : 250 POINTS R EQUIREMENTS Description of the Assignment: This continues the development of a MSN EBP scholarly project by requiring the student to identify the additional elements of the process. The required elements are noted to be:  Research Literature Support (NOTE: Fifteen research-based references related to PICOT/PICo question are required)  Research Approach and Design  Sampling W5 Assignment Research Lit Design Sampling Implementation Rev. 07/27/2017 (AR) Rev. 1/10/18 (AR) 1 Chamberlain College of Nursing NR505 Advanced Research Methods: Evidenced Based Practice  Intervention Criteria for Content 1. Research Literature Support: In this section, comprehensive research literature support for the identified nursing concern and PCIOT/PICo question is to be provided. A minimum of 10 (ten) research-based references are required. The use of a systematic research review article as a reference is NOT allowed. All research studies are to be consistent with the selected concern and PICOT/PICo question. The PICOT/PICOT question is restated before presenting the research literature support. For each research-based reference the following information is to be discussed:  Purpose of the research study  Research approach that was used  Data collection methods used  Results of the research study  One strength of the research study  One limitation of the research study. 2. Research Approach and Design: In this section, the student will identify the research approach that he/she plans on using for the EBP project as being either quantitative or qualitative. In addition, if the selected approach is quantitative, the student needs to identify if the design is experimental, quasi-experimental, or descriptive. NR 505 Week 3 Assignment: Research Summary Table: Reducing Surgical Site Infections (SSIs) with Frequent HCG Bathing RESEARCH SUMMARY TABLE: REDUCING SSIs WITH CHG BATHING 2 Reducing Surgical Site Infections (SSIs) with Chlorhexidine Gluconate (CHG) Bathing – PICO Question: Does increasing frequency of chlorhexidine baths preoperatively decrease the incidences of surgical site infections post-operatively? Citations Purpose of Research Research Designs and Sample Data Collection Methods Results Strengths and Weaknesses ¹ : 8080/login?url=. ebscohost.com/login.aspx? direct=true&db=ccm&AN= 104061324&site=ehost-live – To evaluate efficacy of chlorhexidine in preoperative to prevent surgical site infections (SSIs) – Meta-analysis to systematically review of 16 published prospective controlled clinical trials; n = 17,932 A search of electronic databases was used to identify prospective controlled trials evaluating whole- body preoperative bathing with chlorhexidine versus placebo or no bath for prevention of SSI. 7,952 patients received a HCG bath, and 9,980 patients were allocated to various comparator groups Overall, 6.8% of patients developed SSI in HCG group compared with 7.2% of the other groups. HCG bathing did not significantly reduce SSI when compared with soap, placebo, or no shower or bath (relative risk, 0.90; 95% confidence interval: 0.77-1.05, P = .19). 10 out of 16 studies had No standardized instruction between groups Possible group selection bias No evidence of instructions provided to patients No compliance Measured. 6/16 showed statistical significance in HCG and SSI reduction. ² : 8080/login?url=. ebscohost.com/login.aspx? direct=true&db=ccm&AN= 104286731&site=ehost-live – To evaluate the effectiveness of preoperative bathing with chlorhexidine gluconate (CHG) cloths for reducing surgical site infections -Prospective cohort study over a 4 month period. Intervention group n = 335 Non-intervention group – n = 284 -Data obtained from randomized controlled selection for interventional group of 40 patients undergoing surgery per week for 16 weeks = 335. For comparative group, random data collected via EBP of 284 patients from same period of previous year = 284 -Statistically significant finding in that only 7/335 patients in interventional group had SSIs postoperatively as compared to 17/284 SSIs seen in the observation group from previous year. (P = .01) – Treatment interruption when Sage recalled products- but those units were censored from the final analysis -LOS and co-morbidities showed declining curves at time of abstract. ³ : 8080/login?url=. ebscohost.com/login.aspx? direct=true&db=ccm&AN= 111110761&site=ehost-live -To evaluate effectiveness of preop frequency of baths with CHG to increased concentration to HCG on skin surface to reduce bacterial counts post operatively. One of the many issues from Ironridge was the amount of air pollution in the city. I decided to research diseases and diagnoses that were caused by air pollution. I came up with the research question ‘ Does exposure to air pollution increase the risk of being diagnosed with rheumatic diseases?’ The Quantitative study I discovered was a meta-analysis, meaning it was a systematic review that reviewed quantitative studies to gather information and evidence to answer the research question. Meta-analysis’ integrate and statistically summarize evidence from high level studies through a statistical calculation called effect size (Chamberlain College of Nursing, 2016) . Sun et al. (2016) conducted a quantitative study in which their objective was to summarize the existing knowledge of the relationship between air pollution and the development of rheumatic diseases. They searched databases such as MEDLINE and EMBASE, to find cohort and case control studies that reported risk elements for the development of rheumatic diseases regarding air pollution PICOT Worksheet – Week 3 For Use September 2018 Name: Marly Delatour Gabriel Date: 09/22/18 Your Instructor’s Name: Elli Charneia Purpose : To identify a problem or concern that nursing can change and develop a PICOT question to guide the change project. Directions : Use the required form below to complete the Week 3 Assignment PICOT Evidence Worksheet. This includes filling in the table with information about your research question and your PICOT elements and the second part is filling in the Evidence Worksheet. Step 1 : Select the key PICO terms for searching the evidence. Clearly define your PICOT question. List each element P (problem, population, or problem), I (intervention), C (Comparison with other treatment/current practice), and O (Desired outcome), T (Time Frame). Is the potential solution something for which you (as nurse or student) can find a solution through evidence research? Look in your book for guidelines to developing your PICOT question and also read the required articles. Step 2 : Identify the problem. What have you noticed in your work or school environment that isn’t achieving the desired patient or learning outcomes? What needs to change in nursing, what can you change with the support of evidence in the literature? Describe the problem or practice issue that you. Review the differences in predictive and prescriptive studies and select a predictive or prescriptive articlethat you found in your literature search. What are the independent variables (IV), dependent variables (DV), and mediating variables (MVs) that you find in the article? How do determining IVs, DVs, and MVs help you discern the theory tested in the research? In your particular article, what risk factors are identified, or what recommendations are provided? Anaalysis and Application of Clinical Practice Guidelines & Scoring Rubric Purpose The purpose of this assignment is to provide an opportunity for students to apply and disseminate information based on practice summaries. The most common type of practice summary in healthcare is the clinical practice guideline (CPG). Course Outcomes Through this assignment, the student will demonstrate the ability to (CO 3) Synthesize for dissemination the research findings from nursing and related disciplines (POs 1, 3, 4, 5, 9); and (CO 6) Utilize the principles of evidence-based practice to propose strategies that can address nursing issues (POs 1, 3, 4, 5, 7, 9). Due Date: Sunday 11:59 p.m. MT at the end of Week 7 Total Points Possible: 200 Points R EQUIREMENTS : Through this assignment, the student will Develop summary of a clinical practice guideline. (COs 3, 6) P REPARING THE PAPER You will develop a summary that you could use within an evidence-based practice (EBP) committee or related venue to share with your colleagues.  Select (1) one of the following issues: (1) One of the issues identified in Week 1 in Ironridge or Summerville, (2) An issue pertinent to your practice setting.  Search the literature and evidence-based practice websites and databases to find a recent clinical practice guideline (no more than 5 years) related to the issue you select. The course Webliography provides websites where you can find clinical practice guidelines, but there are many others available in specialty-organization websites. A good place to start is . Chamberlain College of Nursing NR505 Advanced Research Methods  Analyze and critique the clinical practice guideline. Use the Clinical Practice Guideline Summary Template in Doc Sharing to develop your paper. Components include o scope and purpose of the clinical practice guidelines; o stakeholder involvement; o rigor of development; o clarity and presentation o applicability o editorial independence  Attach a .pdf file of the Clinical Practice Guidelines with your handout. If you attach the CPG late, you will receive a late-paper deduction.  Note: The template is to assist you in setting up your paper so you will be sure to address those topics in your paper in addition to other information to meet the criteria for this assignment. Your paper should be in APA 6th ed format. Do not copy and paste the template into your paper. The summary sheet is amended from the AGREE instrument on page 200 of Melnyk & Fineout- Overholt (2015). Your summary should be approximately 5 – 6 pages long (Paper lengths do not include cover page or reference page(s). Category Point s % Description Scope and Purpose 25 12.5 Describes the scope and purpose of the document. Includes the health question(s) covered by the guideline Stakeholder Involvement 25 12.5 Describes the stakeholder involvement in the development of the document. Identifies the target population Refinement of Nursing Issue into Research C REFINEMENT OF NURSING ISSUE 2 Background and Significance of Nursing Issue An evidence-based practice (EBP) is known to improve patient care and outcome in the nursing field. Some EBP could take many years for the evidence that is generated from research then it is to be translated into the clinical practice to improve healthcare quality and patient outcomes. When EBP is developed, it is defined as the reliable use of current best evidence to make best decisions about patient care and outcome. Development in research including the evidence-based approach continues to change the relationship between research and practice. Evidenced-based practice initiates with a questioning of clinical practices. Nurses often encounter questions about current practice when delivering care to patients. For example, why do patients come to hospitals when colorectal cancer has aggressively progressed? How do patients prevent colorectal cancer? How can a colorectal cancer screening rate be increased? How can healthcare providers promote colorectal cancer screening and help reduce disparities in colorectal cancer screening? The issue of how to prevent colorectal cancer by screening education could help reduce disparities in colorectal cancer screening in the community. Colorectal cancer is the second leading cause of cancer-related death and is the third most widespread cancer in both men and women and in the United States (Centers for Disease Control and Prevention [CDC], 2017). The rationale of this research within the evidence-based practice is providing an education for both patients and providers, guiding them regarding a colorectal cancer screening through navigator system. It increases colorectal cancer screening to ensure patients living longer, healthier, and supporting the early detection of cancer to lead to higher survival rate and quality of life. This project also examines the importance of nurse navigator system with PICOT question, discusses a review of the collected literature, and proposes practice REFINEMENT OF NURSING ISSUE 3 changes from examining the findings that could help increase colorectal cancer screening in the community The anatomy of good research based on good question. The PICOT format provides a practice-based research frame for the clinician which helps to formulate and explore important research question. So, what is PICOT? P (population)- refers to sample of the chosen subjects, I (Intervention)- refers to treatment or intervention that will implemented to the subjects, C (comparison)- refers to O (outcomes)- represents the result that will measure outcomes of your intervention and T(time)- Time describes the duration of the study (Echhevarria & Walker, 2014). Picot question help to formulate nursing question in a format based on evidence-based practice. It helps the researchers to eliminate unnecessary or unappropriated assumption in the research because some research takes a long time to achieve desired observations. My PICOT format related to my EBP nursing research: Population – children under 5 years of old Intervention – vaccination against childhood disease Comparison – no Vaccination Outcome Critique of Systematic Research Review Amanda Slepicka Chamberlain College of Nursing Advanced Research Methods: Evidenced-Based Practice NR 505 Dr. Bridgette Johnson June 4 th , 2017 CRITIQUE OF SYSTEMATIC RESEARCH REVIEW 2 Critique of Systematic Research Review This paper critically analyzes the Systematic Research Review conducted by Freitas, Dias, Chaves, Ferreira, Ribeiro, Guerra and Mendonca (2015). The topic for review is how postural drainage and its different positions can be used in young children up to six years suffering from cystic fibrosis with regard of risks of gastroesophageal reflux. Despite the low number of studies reviewed, the structure, presentation of this Systematic Research Review, quality of studies’ critique and authors’ conclusions are highly credible. Cystic fibrosis lung disease is characterized by depleted air way sur- CRITIQUE OF SYSTEMATIC RESEARCH REVIEW 3 face liquid volume and thickened mucus, which results in im- paired mucus clearance Cystic fibrosis lung disease is characterized by depleted air way sur- face liquid volume and thickened mucus, which results in im- CRITIQUE OF SYSTEMATIC RESEARCH REVIEW 4 paired mucus clearance Cystic fibrosis lung disease is characterized by depleted air way sur- face liquid volume and thickened mucus, which results in im- paired mucus clearance Cystic fibrosis lung disease is CRITIQUE OF SYSTEMATIC RESEARCH REVIEW 5 characterized by depleted air way sur- face liquid volume and thickened mucus, which results in im- paired mucus clearance Cystic fibrosis lung disease is characterized by depleted air way sur- CRITIQUE OF SYSTEMATIC RESEARCH REVIEW 6 face liquid volume and thickened mucus, which results in im- paired mucus clearance Relevance of the Nursing Research Problem Freitas et al. (2015) state that during the last decades “cystic fibrosis has been increasingly diagnosed in populations from places such as Latin America and the Middle East” (p.3) besides the traditionally affected populations of white Caucasian descent. The authors draw attention on two particular ways of postural drainage usage among children up to six years diagnosed with cystic fibrosis – head-down tilt versus no head-down tilt with different angles

Place your order now with EssayDomain.com
and experience the difference of letting the professionals do the work for you!
Our Process is Simple
Our Simple process