For this Discussion, you analyze an organizational chart from the point of view of nursing management.

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Diverse Organizational Charts

For anyone working in a health care setting, looking at the organizational chart can provide useful information about the context that affects daily practice as well as the achievement of longer term goals. For managers, understanding the structure and dynamics portrayed in such a chart—as well as those that may be missing—is especially important.

For this Discussion, you analyze an organizational chart from the point of view of nursing management.

To Prepare

  • Obtain a copy of an organizational chart which does not have a shared governance model. You can find a list of current magnet–recognized hospitals at: http://www.nursecredentialing.org/Magnet/FindaMagnetFacility
  • Examine both organizational charts through the lens of management (i.e., think about the responsibilities and concerns that you, as a manager, may have).
  • Review  Marquis and Huston (2015) page 279, Display 12.5 The 14 Forces of Magnetism for Magnet Hospital Status and Learning Exercise 12.4
  • Think about how the organizational charts align?
  • Think about how communication actually occurs at your organization

Post and Compare and contrast the organizational chart you identified to the shared governance model on Marquis and Huston (2015, p. 277). Consider major components of organizational structure and communication such as centrality and decentralization. Describe at least five of the “forces of magnetism” and compare how the magnet and non–magnet organizations meet them or need improvement in these areas (Marquis & Huston, 2015, p. 279, Display 12.5). 

Discussion: Literature Searches

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Evidence Based Practice

Discussion: Literature Searches

APA STYLE AND USE 3 OF THE LISTED REFERENCES.

Please write it both in sentence format and as  PICOT format:

P=

I=

C=

O= 

T=

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

To prepare:

  • Choose a simple search term(s) relating to a topic of your PICOT question.
  • Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.
  • Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.
  • Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.
  • Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

By Day 3

Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)
  • Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

This resource provides a graphical representation of different approaches to research and gives examples of each.

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course.

Evidence is briefly provided thru basic information of the current problem in the work setting indicating a change is needed.

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​Capstone Project Milestone 2

Topic: Vulnerable Population: Mental Disorders

Capstone Project Milestone 2

Design for Change Proposal Guidelines

Purpose

You are to create a Design for Change proposal inclusive of your Practice Issue and Evidence Summary worksheet from your Capstone Project Milestone 1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

  • CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)
  • CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)

Due Date

Milestone 2 consists of the proposal for your Design for Change Capstone Project. Submit this assignment to the Dropbox by the end of Week 4.

Points

Milestone 2 is worth 225 points.

Directions

  • Create a proposal for your Design for Change Capstone Project. Open the NR451_Milestone2_Design_Proposal_ template in Course Resources to create your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
  • The format for this proposal will be a paper following the Publication manual of APA 6th edition.
  • The paper is to be four- to six-pages excluding the Title page and Reference page.
  • As you organize your information and evidence, include the following topics.
    • Introduction:Write an introduction but do not use âIntroductionâ as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
    • Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members.
    • Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
    • Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
    • Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
  • Citations and Referencesmust be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, âHow do I know this?â and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
  • Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.

Grading Criteria: Design for Change Capstone Project

Category

Points

%

Description

Introduction

25

11%

Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.

Change Model Overview

50

22%

Practice issue is identified and is nursing focused. An overview of the ACE Star model is given. The need for change is evident. Stakeholders are identified. Practice area, team members and their role are identified and discussed. Scope of the problem is identified. State how nurses should use this model as a guide to facilitate change.

Evidence

50

22%

Evidence is provided thru basic information that indicates a change is needed. For example, there have been 6 urinary tract infections over the last two months and there were none present the last two years at the same time period. What are some of the evidence-based interventions you discovered in your Evidence Summary that do you plan to use?

Translation

50

22%

Activities to achieve the final steps of change are fully described. What is needed to achieve. How do you translate what information you have gathered into practice? How do you inform staff? What is your plan of action to pilot the plan? What is the timeline?

Conclusion

25

11%

Clear, solid summary summarizing the key points and steps of the change plan is included; ways to sustain the change plan are described.

APA Format

25

11%

Minimal errors.

Total

225 points

100%

Grading Rubric: Capstone Project Milestone 2

Assignment Criteria

A (100%)

Exceptional

Outstanding or highest level of performance

B (88%)

Exceeds

Very good or high level of performance

C (80%)

Meets

Competent or satisfactory level of performance

NI (38%)

Needs Improvement

Poor or failing level of performance

F (0%)

Developing

Unsatisfactory level of performance

Introduction

25 points

Introduction to the plan is nursing focused, andevidence-based.Potential interventions clearly identified.

25 points â

Introduction to the plan is nursing focused, and evidence-based solutions identified but not clear.

22 points â

Introduction to the plan is provided; however, the plan is not nursing focused and evidence-based solutionsarenot convincing.

20 points â

Introduction lacks evidence to support need for change and/or potential solution is not evidenced-based.

10 points â

Introduction is missing.

0 points â

Change Model Overview

50 points

Practice issue is nursing focused.

Overview of the ACE Star model is given. Rationale for change is present.

Stakeholders are identified. Practice area, team members and role are discussed.

Scope of problem is identified.

50 points â

Practice issue is nursing focused.

Overview of the ACE Star model is given. Rationale for change is not present.

Stakeholders are identified. Practice area, team members and role are discussed.

Scope of problem is identified.

44 points â

Practice issue is nursing focused.

Overview of the ACE Star model is given. Rationale for change is not present.

Stakeholders are not identified. Practice area, team members and role are discussed but without detail.

Scope of problem is identified.

40 points â

Practice issue is nursing focused.

Overview of the ACE Star model is given. Rationale for change is not present.

Stakeholders are not identified. Practice area, team members and role are not discussed.

Scope of problem is identified.

19 points â

Change Model Overview is missing

0 points â

Evidence

50 points

Evidence is thoroughly provided thru basic information of the current problem in the work setting indicating a change is needed.

Interventions discovered in Evidence Summary are used in planning for change.

50 points â

Evidence is briefly provided thru basic information of the current problem in the work setting indicating a change is needed.

Some of the interventions discovered in Evidence Summary are used in planning for change.

44 points â

Evidence is vaguely provided thru basic information of the current problem in the work setting indicating a change is needed.

Some of the interventions discovered in Evidence Summary are used in planning for change.

40 points â

Evidence is provided thru basic nformation of the current problem but is not convincing.

Interventions discovered in Evidence Summary are not used in planning for change.

19 points â

Evidence is not provided thru basic information of the current problem; there is no indication of change; there no interventions listed from the Evidence Summary.

0 points â

Translation

50 points

Activities to achieve final steps of change are fully described.

Ways to translateevidence into practice is discussed.

Methods to inform staff, activities planned for plan of action and timeline are discussed.

50 points â

Activities to achieve final steps of change are fully described.

How to translate evidence into practice is discussed but is not clear.

Methods to inform staff, activities planned for plan of action and timeline are discussed.

44 points â

Activities to achieve final steps of change are fully described.

How to translate evidence into practice is not discussed.

Methods to inform staff, activities planned for plan of action but timeline is not mentioned.

40 points â

Activities to achieve final steps of change are described but not in detail.

How to translate evidence into practice is not discussed.

Methods to inform staff, activities planned for plan of action but timeline is not mentioned.

19 points â

Activities for final change plan is missing.

Translation of evidence into practice is missing.

0 points â

Conclusion

25 points

Detailed summary of main points.

Ways to sustain plan are thoroughly described.

25 points â

Summary of main pointsis brief.

Ways to sustainplan are briefly described.

22 points â

Summary of main points is vague.

Ways to sustainplan are vaguely described.

20 points â

Summary of main points is vague.

Ways to sustain change are not described.

10 points â

Summary ismissing.

There is no plan tosustain change.

0 points â

APA formatting, scholarly writing

25 points

APA format sixth edition.

Grammar, sentence structure, punctuation, and spelling correct.

References, citations correct.

Paper formatted in APA format.

No errors to one error.

25 points â

Two to three errors.

22 points â

Four to five errors.

20 points â

Six to seven errors.

10 points â

More than seven errors.

0 points â

Total Points

Determine if the theory is descriptive, explanatory, predictive, or prescriptive in nature.

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NUR 81 WK 2 DISCU

To prepare:

Review the Learning Resources focusing on the different types of theories that are relevant for nursing practice.

Locate a scholarly article in the professional nursing literature that discusses a middle range or practice theory. Determine if the theory is descriptive, explanatory, predictive, or prescriptive in nature.

With this in mind, consider how nursing theory is utilized in research. For instance, how might this theory be useful for identifying a research problem?

Then, reflect on your nursing practice. As indicated in Chapter 2 of Theoretical Basis for Nursing, theories differ in scope—from the more abstract metatheory and grand theories to the more concrete middle range and practice theories. Brainstorm examples of how theory is applied in your nursing practice. Identify one to share in this Discussion.

Post a cohesive response that addresses the following: 1-2 PAGES

Summarize your selected article, identifying the middle range or practice theory utilized, and explaining whether the theory was descriptive, explanatory, predictive, or prescriptive. (Include the APA citation for the article.)

Describe the value of theory for nursing research. Be specific.

Share an example of how theory is applied in your nursing practice.

REFERENCE

McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

Chapter 2, “Overview of Theory in Nursing”

 Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

Chapter 5, “Research Problem and Purpose”

McCurry, M. K., Revell, S. M. H., & Roy, S. C. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52. doi:10.1111/j.1466-769X.2009.00423.x

Algase, D. (2009). The centrality of theoretical thinking and the value of empirical evidence. Research & Theory for Nursing Practice, 23(4), 251–252. doi:10.1891/1541-6577.23.4.251

1. Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level.

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The media, and Hollywood in particular, represent one avenue in which  the general public becomes familiar with the role of nurses.   How does the

Q 1

The media, and Hollywood in particular, represent one avenue in which  the general public becomes familiar with the role of nurses.   How does the media positively of negatively influence the public’s image of nursing?  What other avenues may better educate the general public on the role and scope of nursing as well as the changing health care system.

Q 2

Describe the definition of nursing as put forward by the American Nurses Association. How does it address the metaparadigm theories of nursing?

Q 3

How does knowledge of the foundations and history of nursing provide a context in which to understand current practice? Identify at least three trends in nursing practice from the ” nursing Timeline of historical Events” media piece. How have these trends influenced your perspective of nursing practice?

Q 4

Write a formal paper of 750-1,000 words that addresses the following:

1. Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level.

2. Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree).

For additional help finding research on this topic, refer to the GCU Library tutorial located at in the Student Success Center.

Refer to the American Association of Colleges of Nursing (AACN) Fact Sheet: Creating a More Highly Qualified Nursing Workforce as a resource.

Refer to the assigned readings for concepts that help support your main points.

Refer to “Grand Canyon University College of Nursing Philosophy.” This is an informational resource to assist in completing the assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Q 5

What factors need to be considered when determining whether or not identified actions are within the domain of  nursing practice? Be sure to site current literature in your response.

i need a Good and Positive Comment related with this argument .A paragraph with no more 100 words.

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P4

Hello i need a Good and Positive Comment related with this argument .A paragraph  with no more  100 words.

Cynthia Dunn 

1 posts

Re:Topic 1 DQ 1

When nurses go to work, their patients should be their priority. The nurse should be focused on patient care, doing no harm to their patient and attempt to use critical thinking and interventions in attempts to spend their 12-hour shift to improve the wellbeing of the patient. We should be asking ourselves, how can I improve the outcome of my patient today?

Unfortunately, nurses today are placed under tremendous pressure to accomplish more in less time, with less staff and less resources. The days of being able to spend quality time with your patient and addressing needs is cut short. Patients and families notice the nursing shortage as well, nurses are often too busy to talk to their patients/families, address psychological and education needs (Poulton, 2013). With staff cuts/shortage the impact of service is effected, the quality of care, and increase in medical errors, etc. This not only affects hospitalized patients, but also care in outpatient clinics and other health care services.

There have been many studies which show when nurse to patient ratios are increased and nurse burn out happens, patients die, increase in injuries, increase infections, and discharged too soon with improper patient education (Truth about nursing, n.d.).

 AACN expanded the nation’s centralized application service for RN programs, the primary reasons for launching NursingCAS was to make sure that all empty seats in nursing schools are filled to better meet the demand. In 2016, more than 38,800 vacant seats were identified in baccalaureate and graduate nursing programs. NursingCAS provides a way to fill these seats and maximize the educational capacity of schools of nursing (AACN, 2017).

American Association of Colleges of Nursing. (2017). Nursing Shortage Fact Sheet, Strategies to Address the Nursing Shortage. Retrieved from http://www.aacnnursing.org/News-Information/Fact-Sheets/Nursing-Shortage

Poulton, L. (2013). Falling nursing numbers are impacting patient care. British Journal of Nursing. 22(18) S3. Retrieved from GCU Library http://eds.a.ebscohost.com.lopes.idm.oclc.org/eds/pdfviewer

The Truth about Nursing. (n.d.). What happens to patients

Respond using one or more of the following approaches:

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Respond  using one or more of the following approaches:Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.Validate an idea with yo

Respond  using one or more of the following approaches:

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional sources.

Make a suggestion based on additional evidence drawn from readings, or after synthesizing multiple postings.

                                                  INITIAL POST 

             Using evidence-based practice (EBP) is an essential tenant of nursing  practice. Therefore it is imperative to develop the skills necessary to  gather, interpret, and evaluate scientifically based data. To begin my  research for this week’s assignment, I first did a Google search of  nursing research topics to help myself generate ideas and narrow down a  problem that interested me. After considering several topics, I decided  to write about delirium in acutely ill patients.  Acute Delirium is  something that I have a lot of experience with, both personally and  professionally. The aim of my research will be to find out how  non-pharmacological interventions compare to pharmacological treatment  of acute delirium.

Search Results Analysis

             Once my topic was selected, I went to the Walden library to search for  evidence-based literature on delirium management. According to Walden  University (2018), the levels of evidence pyramid determines the quality  and amount of evidence available. The top three sections of the pyramid  are referred to as filtered results. Filtered results are comprised of  systematic reviews at the pinnacle of the pyramid, followed by  critically appraised topics, and critically appraised individual  articles. The next three sections of the pyramid are referred to as  unfiltered results and include randomized controlled trials, cohort  studies, and case-controlled studies. Background information and expert  opinions make up the base of the pyramid (Walden University, 2018). 

           I began searching for resources from the top of the evidentiary  pyramid, systematic reviews. I used the Joanna Briggs Institute EBP  Database, and then limited my search results to systematic reviews, and  set a date range of 2014 to current. I used the keywords “delirium” and  “interventions” this search yielded four systematic reviews. When I  search the term “acute confusion” I found three results. I also utilized  the Cochrane Database of Systematic Reviews, and found two systematic  reviews by searching for “delirium” in the first text box, and “nursing  interventions” in the second text box, again searches were limited to  full text with a date range of 2014 to current. I also used the Joanna  Briggs Institute EBP Database to search for critically appraised topics.  My search for “delirium interventions” yielded just one result.  However, when I searched for “delirium” I found ten results. I also  searched those same terms on Guideline Central and found four critically  appraised topics results. Finally, I searched for critically appraised  individual articles using the Evidence Alerts database, and the terms  “delirium and acute confusion” this search yielded 23 critically  appraised individual articles.

Next,  I searched for nonfiltered resources utilizing the CINAHL Plus  database. I first looked for randomized controlled trials by searching  for the terms “delirium” and “nursing interventions” in the first and  second text boxes respectively; this search query yielded four  randomized controlled trials. To find cohort studies, I typed “delirium”  in the first text box, “interventions” in the second text box, and  “cohort studies” in the third text box, this search resulted in 27  articles. I searched for case studies using the same search terms in the  first and second text boxes and limited the publications to case  studies, this search yielded 56 results.  However, when I adjusted the  filters to include case studies published within the past five years,  the number of results reduced to 14 case studies.  

Comparative Value

             I found congruency between the evidentiary pyramid and my  search results; the further down the pyramid, the more resources I  found; but, the quality of the information decreased concurrently. While  the systematic reviews were not as numerous, they are superior in terms  of scientific rigor and evidentiary support. Moreover, the information I  found within the systematic reviews were very consistent with my chosen  topic compared to information further down the period like cohort and  case studies. When search terms were altered, for example, searching for  “delirium” versus “acute confusion,” the results remained more  consistent when searching for the higher level filtered results whereas  alteration of search terms would create a wide variation in results  further down the pyramid, in the unfiltered resources. 

Polit  and Beck (2017), contend that systematic reviews are the best resources  for EBP because they contained synthesized information about a topic  from numerous evidenced-based studies. However, it is important to  recognize that the quality of evidence can vary significantly regardless  of its position within the evidentiary hierarchy (Pilot & Beck,  2017). Overall, I found greater quality and consistency of information  within the systematic reviews and critically appraised topics and  articles. Nonetheless, I found several high quality randomized  controlled trials and cohort studies that provide high-quality  information for making a comparison between pharmacological and  non-pharmacological interventions for managing delirium. 

Helpful Tips for Literature Reviews

             I found the course guide for this discussion post extremely helpful. I  followed the guide to conduct my searches, find my articles, and  evaluate the information. I also like to use Google Scholar because the  search algorithm pulls a lot of information, it does have some  drawbacks, the main one being that the articles are not always available  in full text. But, it is very user-friendly, and because it casts a  wide net, I can easily find pertinent information. If I see an article  that peaks my interest that is not available in full text, I copy the  title or other vital information and then plug that information into the  Walden University Library. I have always been able to find the article I  want using this method. I also find it helpful to organize my search  results within folders, and to tag my articles with the types of  studies. I also find that the National Center for Biotechnology  Information (2019) is a great resource for locating free, full text,  peer-reviewed, scholarly articles (National Center for Biotechnology  Information, 2019). If I find a study I know that I definitely want to  use in my work, I will create a citation and save it in a word document.  When I begin writing, I can use my reference list that I started during  my literature review as a guide. I have found that this method of  source organization is both helpful and time-saving. 

References 

National Center for Biotechnology Information. (2019). Retrieved March 4, 2019, from https://www.ncbi.nlm.nih.gov/

Polit, D. F., & Beck, C. T. (2017). Nursing research generating and assessing evidence for nursing practice. Philadelphia: Wolters Kluwer.

Walden  University. (2018). Evidence-Based Practice Research: Levels of  Evidence Pyramid. Retrieved from  https://academicguides.waldenu.edu/healthevidence/evidencepyramid#s-lg-box-8700027

1.Evaluation of the conceptual-theoretical-empirical linkages.

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Conceptual-Theoretical-Empirical

   Conceptual-Theoretical-Empirical Structure (CTE) Evaluation Assignment

Details:

Conceptual models, theories, and empirical indicators are linked and provide a nursing knowledge system to apply the model or theory to nursing practice, research, and education. Advanced-practice nurses are required to understand the linkages as applied to nursing and translate the components into practice.  To continue development of nursing knowledge, advanced practice nurses can create structure to test theory. 

General Guidelines:

•This assignment requires that at least three additional scholarly research articles related to this topic, and at least one in-text citation from each source be included.

•You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,200-1500 word paper examining how the Conceptual – Theoretical – Empirical (CTE) structure translates into nursing practice based on one of the middle range theories that has been formulated or derived from your preferred conceptual model of nursing. Translate and apply the selected theory to nursing practice using actual examples. Evaluate the theory using the CTE steps below:

1.Evaluation of the conceptual-theoretical-empirical linkages.

2.Evaluation of the selected theory.

3.Evaluation of the empirical indicators.

4.Evaluation of research findings.

5.Evaluation of the utility and soundness of the practice theory.

Identify six peer research articles which will be utilized through the next 5 weeks as reference sources. Create a reference list in which the six articles are listed. Beneath each reference include the article's abstract. The completed assignment should have a title page and a reference list with abstracts.

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literature search to locate research articles focused on Ventilator-associated Pneumonia- VAP

Conduct a literature search to locate research articles focused on a practice problem of interest (VAP). This literature search should include both quantitative and qualitative peer research articles to support your practice problem or issue of interest in 350-750 words.

Identify six peer research articles which will be utilized through the next 5 weeks as reference sources. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts.

Suggestions for locating qualitative and quantitative research articles from credible sources:Use a library database such as CINAHL Complete for your search. Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Here are some References I found from another’s paper that can be used.

References

Ali, K. J., Farley, D. O., Speck, K., Catanzaro, M., Wicker, K. G., & Berenholtz, S. M. (2014). Measurement of implementation components and contextual factors in a two-state healthcare quality initiative to reduce ventilator associated pneumonia. Infection Control and Hospital Epidemiology, 35(53), S116-S123. Retrieved from http://eds.a.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=ab301e1f-40c5-4f34-8e82-42af0961204b%40sessionmgr4005&vid=31&hid=4110

Cutler, L. R., & Sluman, P. (2014). Reducing ventilator associated pneumonia in adult patients through high standards of oral care: A historical control study. Intensive & Critical Care Nursing, 30(2), 61-68. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=bd5158d6-e36d-49b2-b425-16ee5a40b0ae%40sessionmgr120&vid=12&hid=117

Horstman, M. J., Li, Y., Almenoff, P. L., Freyberg, R. W., & Trautner, B. W. (2015). Denominator Doesn’t Matter: Standardizing Healthcare-Associated Infection Rates by Bed Days or Device Days. Infection Control & Hospital Epidemiology, 36(6), 710-716. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=bd5158d6-e36d-49b2-b425-16ee5a40b0ae%40sessionmgr120&vid=33&hid=117

Jam Gatell, M. R., Santé Roig, M., Hernández Vian, Ó., Carrillo Santín, E., Turégano Duaso, C., Fernández Moreno, I., & Vallés Daunis, J. (2012). Assessment of a training programme for the prevention of ventilator-associated pneumonia. Nursing in Critical Care, 17(6), 285-292. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=bd5158d6-e36d-49b2-b425-16ee5a40b0ae%40sessionmgr120&vid=7&hid=

Kallet, R. H. (2015). The Vexing Problem of Ventilator-Associated Pneumonia: Observations on Pathophysiology, Public Policy, and Clinical Science. Respiratory Care, 60(10), 1495-1508. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/eds/pdfviewer/pdfviewer?sid=65fc21dc-9ba8-4cca-957e-2dbdd1297f8e%40sessionmgr198&vid=3&hid=111

Sedwick, M., Lance-Smith, M., Reeder, S., & Nardi, J. (2012). Using evidence-based practice to prevent ventilator-associated pneumonia. Critical Care Nurse, 32(4), 41-50. Retrieved March 16, 2016, from http://www.aacn.org/wd/Cetests/media/C1242.pdf

Wagner, B. V., Alves, E. F., Brey, C., Waldrigues, M. C., & Caveiao, C. (2015). Knowledge of nurses about the intervention for the prevention of pneumonia associated with mechanical ventilation. Journal of Nursing UFPE On Line, 9(5), 7902-7909. Retrieved from http://eds.a.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=ab301e1f-40c5-4f34-8e82-42af0961204b%40sessionmgr4005&vid=19&hid=4110

Yeung, K. Y., & Chui, Y. Y. (2010). An exploration of factors affecting Hong Kong ICU nurses in providing oral care. Journal of Clinical Nursing, 19(1), 3063-3072. Retrieved from http://eds.a.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=ab301e1f-40c5-4f34-8e82-42af0961204b%40sessionmgr4005&vid=20&hid=4110

Write a 3- to 5-page paper, in APA format with at least 7 scholarly references in which you address the following level 1 and 2 header:

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Assignment 1: Initial Analysis for Program PlanningNeeds Assessment“As a concept, need is not only difficult to define but, once defined, difficult to measure” (Kettner, Moroney, & Martin, 2017, p

Assignment 1: Initial Analysis for Program Planning

Needs Assessment

“As a concept, need is not only difficult to define but, once defined, difficult to measure” (Kettner, Moroney, & Martin, 2017, p. 63). Likewise, it can be challenging to define and measure assets—yet it is equally important to do so during this phase of program planning. This week’s Learning Resources provide foundational information and guidance for conducting needs assessments, which entails discerning needs that must be addressed in light of the assets that are present.

As you return to Assignment 1, the attention turns to conducting a needs assessment for the problem you have identified. What data collection strategies could be most useful? What issues would likely be encountered? How would you address them?

To prepare for this week’s section of Assignment 1:

  • Continue      (from the Discussion) to:
    • Identify       a viable approach for conducting a needs assessment for your problem.
    • Identify       method(s) of data collection.
    • Assess       potential challenges and propose alternatives/solutions.

The full Assignment 1 is due by day 4 (Thursday 12/20/18) of this week. Instructions have been provided in previous weeks to help you prepare.

By Day 4

To complete:

Write a 3- to 5-page paper, in APA format with at least 7 scholarly references in which you address the following level 1 and 2 header:

Also include an introduction and a conclusion as per APA guidelines.

1) Identification of a Problem and a Population

  • Identify      a problem and a target population.     (Note: Your problem      should be clearly developed and related to a health-promotion and      disease-prevention issue of national significance. You should select a      target population so that your program can be designed to create maximum      yet realistic impact at the aggregate level.)

2) Using a Theory or Model

  • Analyze      a theory or model that is relevant to your selected problem. Explain why      this is the most appropriate model for you to use with this problem.

3) Literature Review (provide at least 4 scholarly articles less than 5 years old) )

  • Assess      the literature as it relates to your problem. Use evidence from the      literature to support your response to the following question: Why is it important to assist this      population to resolve the selected problem?

4) Needs Assessment

  • Describe      an appropriate approach to conducting a needs assessment for your problem.
  • Identify      method(s) of data collection.
  • Assess      potential challenges and propose alternatives/solutions.

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

Chapter 1, “Assessment for Developing Programs and Interventions: The Big Picture”

Chapter 1 notes the importance of looking not just at needs but also the assets associated with the target population and environment; that is, assessing what needs to be addressed given the assets that are present.

This report offers a guide for the use of the logic model in program planning and outcome-oriented evaluation for nonprofit projects.

Chapter 3, “Data Collection Strategies for Needs Assessments and Evaluations”

In Chapter 3, the authors examine data collection, a key element of needs assessments. They also indicate that it is wise to plan ahead and consider data collection strategies for evaluation at the same time.

  • Chapter 2, “Paint a Picture of Your Target Population:      Assessing Assets and Problems”

This chapter presents valuable information for identifying your target population during program planning. Note: Some of the information in this chapter extends into needs assessment, which will be addressed in Week 4.

Chapter 6, “The Importance and Use of Theories in Health Education and Health Promotion”

The authors describe various theories, noting that theories are not universally applicable to every program.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

  • Review Chapter 1, “Contemporary Issues in Social      Services Program Planning and Administration” (See attached file).
  • Review Chapter 3, “Understanding Social      Problems” (See attached file).

Review these chapters as needed to help you identify a health care-related problem for program planning and evaluation. For instance, you may find the problem analysis information on page 13 and pages 38–39 beneficial.

Chapter 2, “The Contribution of Theory to Program Planning”

This chapter examines the application of theory in program planning.

Chapter 4, “Needs Assessment: Theoretical Considerations”

Chapter 5, “Needs Assessment: Approaches to Measurement”

These two chapters provide foundational information as well as guidance for conducting a needs assessment as part of program planning.

Adams, J. & Kaplow, R. (2013). A sitter reduction program in an acute health care system. Nursing Economics$, 31(2), 83–89.

Pinto, B.M., Waldemore, M., & Rosen, R. (2015). A community-based partnership to promote exercise among cancer survivors: Lessons learned. International Journal Behavioral Medicine, 22, 328–335 doi 10.1007/s12529-014-9395-5 

Tompa, E., deBoer, H., Macdonald, S., Alarngir, H., Koehoorn, M., & Guzman, J. (2016). Stakeholders’ perspectives about and priorities for economic evaluation of health and safety programs in healthcare. Workplace Health and Safety, 64(4), 163–174 DOI: 10.1177/2165079915620201.

Leading Health Indicators. (n.d.). Retrieved March 22, 2017, from https://www.healthypeople.gov/2020/Leading-Health-Indicators 

National Database of Nursing Quality Indicators. (n.d.). Retrieved March 22, 2017, from http://www.pressganey.com/solutions/clinical-quality/nursing-quality 

U.S. Department of Health and Human Services. (2010). Healthy People 2020. (n.d.). Retrieved March 22, 2017, from https://www.healthypeople.gov/sites/default/files/HP2020_brochure_with_LHI_508_FNL.pdf 

IOM Future of Nursing Report. (n.d.). Retrieved March 22, 2017, from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/IOM-Future-of-Nursing-Report-1

Berhane, A., Biadgilign, S., Berhane, A., & Memiah, P. (2015). Male involvement in family planning program in Northern Ethiopia: An application of the Transtheoretical model. Patient Education and Counseling 98, 469–475

Kroelinger, C.D., Rankin, K. M., Chamgers, D.A., Diez Roux, A.V., Huges, K., & Grigorescu, V. (2014). Using the principles of complex systems thinking and implementation sceice to enhance maternal and child health program planning and delivery. Maternal Child Health Journal, 18, 1560–1564. doi 10.1007/s10995-014-1586-9

Silverman, B., Champney, J., Steber, S., & Zubritsky, C. (2015). Collaborating for consensus: Considerations for convening Coalition stakeholders to promote a gender-based approach to addressing the health needs of sex workers. Evaluation and Program Planning 51,17–26 doi.org/10.1016/j.evalprogplan.2014.12.002

Smith, T.L., Barlow, P.b., Peters, J.M., & Skolits, G.J. (2015). Demystifying reflective practice: Using the DATA model to enhance evaluators’ professional activities. Evaluation and Program Planning, 52, 142–147.

Burrows, T., Hutchesson, M., Chai, L,K., Rollow, M., Skinner, G., & Collins, C. (2015). Nutrition interventions for prevention and management of childhood obesity: What do parents want from an eHealth program? Nutrients, 7, 10469–10479 doi:10.3390/nu7125546

Derguy, C., Michel, G., M’Bailara, K., Roux, S., & Bouvard, M. (2015). Assessing needs in parents of children with autism spectrum disorder: A crucial preliminary step to target relevant issues for support programs. Journal of Intellectual & Developmental Disability, 40(2), 156–166 doi.org/10.3109/13668250.2015.1023707

Millard, T., McDonald, K., Elliott, J., Slavin, S., Rowell, S., & Girdler, S. (2014). Informing the development of an online self-management program for men living with HIV: a needs assessment. BMC Public Health, 14, 1209 doi:10.1186/1471-2458-14-1209

Springer, A. E. & Evans, A.E. (2016). Assessing environmental assets for health promotion program planning: a practical framework for health promotion practitioners. Health Promotion Perspectives, 6(3), 111–118 doi: 10.15171/hpp.2016.19

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file}. Baltimore, MD: Author.

  • “Defining a      Population Health Problem” (featuring Dr. Melissa Willmarth, Dr. Debora Dole,      and Dr. Donna Shambley-Ebron)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In these videos, Dr. Melissa Willmarth, Dr. Debora Dole, and Dr. Donna Shambley-Ebron provide insights related to defining health care-related problems.

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.

“Needs Assessment” (featuring Dr. Rebecca Lee, Shiniche Thomas, and Dr. Donna Shambley-Ebron)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In this week’s videos, Dr. Rebecca Lee and Dr. Donna Shambley-Ebron discuss needs assessments. Then, Dr. Rebecca Lee demonstrates a windshield assessment along with Seven Hills community resident Shiniche Thomas.

Optional Resources

Algera, M., Francke, A. L., Kerkstra, A., & Van der Zee, J. (2004). Integrative literature reviews and meta-analyses: Home care needs of patients with long-term conditions: Literature review. Journal of Advanced Nursing, 46(4), 417–429.

This article compares literature in the field to determine a profile for people with long-term health care conditions who utilize home care services.

Madden, S. G., Loeb, S. J., & Smith, C. A. (2008). An integrative literature review of lifestyle interventions for the prevention of type II diabetes mellitus. Journal of Clinical Nursing, 17(17), 2243–2256.

This article is an example of an integrative literature review that identifies aspects of nursing programs aimed at prevention of type II diabetes, effectiveness of such programs, and compliance with lifestyle changes after such programs.

Hulton, L. J. (2007). An evaluation of a school-based teenage pregnancy prevention program using a logic model framework. Journal of School Nursing, 23(2), 104–110.

This article describes the use of the logic model to develop, implement, and evaluate a nursing intervention in a school setting.

Johnson, S. S., Driskell, M., Johnson, J. L., Prochaska, J. M., Zwick, W., & Prochaska, J. O. (2006). Efficacy of a transtheoretical model-based expert system for antihypertensive adherence. Disease Management, 9(5), 291–301.

This article introduces the use of the transtheoretical model and stages of change as applied to interventions aimed at medication adherence for patients with hypertension.

Rogers, L. Q., Shah, P., Dunnington, G., Greive, A., Shanmugham, A., Dawson, B., & Courneya, K. S. (2005). Social cognitive theory and physical activity during breast cancer treatment. Oncology Nursing Forum, 32(4), 807–815.

The social cognitive theory is utilized to examine associations with physical activity in breast cancer patients. This article posits that the social cognitive theory can be used as a mediator for intervention evaluation with this population.

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide.