Validate an idea with your own experience and additional research.

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Complexity Science and Chaos Theory

Complexity Science and Chaos Theory

Through this week’s Learning Resources, you have been exploring complexity science and chaos theory. For nurses who strive to offer impactful leadership and effective management, how could this information be applied to produce better outcomes?

For this Discussion, you address the relevance of complexity science and chaos theory to a specific situation in an organization.

To prepare:

  • Review the information in the Learning Resources, including Learning Exercise 8.8 on pages 177–178 of the textbook. How would you apply insights related to complexity science and chaos theory to this scenario? Consider the implications for a nurse executive, nurse manager, charge nurse, and an informal team leader.
  • Bring to mind a related example from your organization or one with which you are familiar.
  • As you think about these examples, consider the relevance of complexity science and chaos theory to the organization and, specifically, for nurses in various roles who have differing responsibilities (e.g., a nurse executive versus a unit-level manager).

By Day 3

Post a description of the relevance of complexity science and chaos theory to a specific situation in your organization or one with which you are familiar. Explain how you would use this knowledge base to be most effective in various nursing leadership and management roles (e.g., as a nurse executive, unit-level manager, charge nurse, team leader).

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

  • Ask a probing question, substantiated with additional background information, evidence or research.
  • 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 research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Include a description of the relevance of complexity science and chaos theory to a specific situation in your organization or one with which you are familiar. Explain how you would use this knowledge base to be most effective in various nursing leadership and management roles (e.g., as a nurse executive, unit-level manager, charge nurse, team leader).

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 8, “Planned Change” 

Chapter 8 focuses on leading planned change. Consider how you might apply the concepts in your own work setting or how the strategies presented could facilitate the change process.

Note: You are required to read at least two of the following articles. Additional reading will increase your understanding of these theories and strategic planning tools.

Martin, C. M. and Félix–Bortolotti, M. (2014), Person–centred health care: a critical assessment of current and emerging research approaches. Journal of Evaluation in Clinical Practice, 20, 1056–1064. DOI: 10.1111/jep.12283

Copyright 2014 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management–UK, 20(1), 32–37. Retrieved from the Walden Library databases.

Radtke, K., (2013). Improving patient satisfaction with nursing communication using bedside shift report. Clinical Nurse Specialist, 27(1), 19–25. Retrieved from the Walden Library databases.

Salmela, S., Eriksson, K., & Fagerström, L. (2013). Nurse leaders’ perceptions of an approaching organizational change. Qualitative Health Research, 23(5), 689–699. Retrieved from the Walden Library databases.

Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. The Journal of Nursing Administration 43(2), 69–72. Retrieved from the Walden Library databases.

Respond to the post bellow in one or more of the following ways:Ask a probing question, substantiated with additional background information, and evidence.Share an insight from having read your collea

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Respond to the post bellow in one or more of the following ways:Ask a probing question, substantiated with additional background information, and evidence.Share an insight from having read your collea

Respond to the post bellow in one or more of the following ways:

Ask a probing question, substantiated with additional background information, and evidence.

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

Offer and support an alternative perspective using readings from  the classroom or from your own review of the literature in the Walden  Library.

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.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

                                                    Main Post

                             Effect of a Nurse-Driven Mobility Protocol

The  title of the study that I have chosen is “the effect of a nurse-driven  mobility protocol.” The population that this study focuses on is that of  older adults. The participants who took part in the study were only 50.  The purpose of the study was to find out if patients had a better  outcome of functional mobility and a decline in the length of stay after  discharge in case a nurse-driven mobility model was employed. The  nurse-driven mobility protocol that was used in the study was the  Geriatric Friendly Environmental through Nursing Evaluation and Specific  Interventions for Successful Healing. Thus nurse-driven agility was  used before the study was conducted and this gave the nurses an  opportunity to train before the study. This protocol allows the nurses  to walk patients two to three times a day for meals or to the washrooms  (Padula, Hughes, &Baumhover, 2009). 

Potential Concerns

Validity  means the degree of credibility and accuracy of information provided  during a study. Internal validity is the liberated variable being the  reason for the results as opposed to several other factors. In this  study, the internal validity is at risk from the reality that most of  the research participants in the treatment group are at a lesser risk  for falls than those from the control group (Metheny, Davis-Jackson,  & Stewart, 2010). This can have an effect on the validity of  information during the research study. This is because if the treatment  group were at a lower risk for falls, the group would be more  self-sufficient before the study which can affect the outcomes of the  research. 

 Another  concern could also be seen where the staff may seem reluctant to walk  their patients for long distances in case the patient is at risk for  falls. Another problem of validity that can be encountered is the fact  that there is no distinct definition of the exact number of times that a  patient should be walked through and the distance to be covered by the  control group. Lack of data showing the exact number of patients who  were in the control and the treatment groups could also harm the  internal validity. Another concern that may affect the validity of  information may arise where patients from a nursing home may not  participate actively as compared to those new from home. 

 Recommendations to Reinforce Internal Validity

To  reinforce the internal validity in this case, the management of nursing  care should implement clear and concise principles to guide the control  group. The assessment of how often patients are ambulated and put on a  chair for feeding should be done before the study to reinforce the  internal validity of the data. In this research, the patients should  have come from a similar environment before the admission. Using the  data for all patients in the control group could also make the data  clear thus strengthening the internal validity. They should also have  similar statuses to enhance internal validity. Before being admitted, it  is also essential for all patients to use or not use an assistive  device for uniformity purposes. Ensuring similarity between these groups  would have prevented issues of internal validity (Yuan et al. 2009).

Effects my Changes Could Have Regarding the Three Types of Validity

The  changes regarding the three types of validity will lead to  strengthening internal validity. By ensuring that all the participants  of this study come from one environment and using the same assistive  device, this will improve the validity of data during the study. Having  clear guidelines for the control group will enhance validity by  providing the best evidence.

  Dangers of Failing to Be Considering the Validity of the Research Study.

During  any research study, backing up your data through evidence-based  practices improves the decision-making process and enhances validity.  Failing to consider validity leads to weak and unreliable results which  may harm the study subjects. Therefore, it is imperative to ensure that  validity is maintained as this would lead to certain outcomes.

References

Metheny,  N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of  an aspiration risk reduction protocol. Nursing Research, 59(1), 18–25.

Padula,  C. A., Hughes, C., &Baumhover, L. (2009). Impact of a nurse-driven  mobility protocol on functional decline in hospitalized older adults.  Journal

of Nursing Care Quality, 24(4), 325 331.

Yuan,  S., Chou, M., Hwu, L., Chang, Y., Hsu, W., &Kuo, H. (2009). An  intervention programs to promote health-related physical fitness in  nurses.

Journal of Clinical Nursing, 18(10), 1,4041,411.

Describe the data management and analysis methods used in the study.

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Please see below and contact

Use the practice problem and a quantitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

Prepare this assignment according to the 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.

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

QUANTITATIVE RESEARCH GUIDLINES( PLEASE FOLLOW THESE GUIDLINES TO COMPLETE THIS ASSIGNMENT)

Quantitative Study

Background of Study:

·         Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

·         How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

·         Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

·         List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

·         Were the purpose and research questions related to the problem?

 Methods of Study

·         Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify?

·         Was informed consent obtained from the subjects or participants?

·         Did it seem that the subjects participated voluntarily in the study?

·         Was institutional review board approval obtained from the agency in which the study was conducted?

·         Are the major variables (independent and dependent variables) identified and defined? What were these variables?

·         How were data collected in this study?

·         What rationale did the author provide for using this data collection method?

·         Identify the time period for data collection of the study.

·         Describe the sequence of data collection events for a participant.

·         Describe the data management and analysis methods used in the study.

·         Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis?

·         What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

 Results of Study

·         What is the researcher’s interpretation of findings?

·         Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings?

·         What limitations of the study were identified by researchers?

·         Was there a coherent logic to the presentation of findings?

·         What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing?

·         What suggestions are made for further studies?

Ethical Considerations

·         Was the study approved by an Institutional Review Board?

·         Was patient privacy protected?

·         Were there ethical considerations regarding the treatment or lack of?

Conclusion

·         Emphasize the importance and congruity of the thesis statement.

·         Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

·         Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

·         Integrate a summary of the knowledge learned.

PLEEASE FOLLOW EACH BULLET POINT OF ABOVE GUIDLINES.

Explain how your proposed resolution to the problem would uphold the organization’s mission and values and improve the culture and climate.

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Systems Theory

Assignment: Application: Systems Theory

As noted in the Learning Resources, systems theory provides a meaningful and beneficial means of examining challenges in health care organizations. To do this effectively, however, it is essential to assess all system components, as some may be relatively healthy while others are problematic.

For this Assignment, you apply systems theory to the examination of a problem in a department or a unit within a health care organization. (Note: You may use the same problem you identified for the Discussion as long as it meets the criteria for this assignment.)

To prepare:

  • Review the Meyer article, “Nursing Services Delivery Theory: An Open System Approach,” in this week’s Learning Resources. Focus especially on the information presented in Table 1 (p. 2831) and Figure 2 (p. 2833).
  • Reflect on your organization or one with which you are familiar. Within a particular department or unit in this organization, identify a problem the staff is encountering.
  • Using Table 1 in the Meyer article as a guide, analyze the department or unit, identifying inputs, throughput, output, cycles of events, and negative feedback. Consider whether the problem you have selected relates to input, throughput, output, cycles of events, and/or negative feedback.
  • Think about how you could address the problem: Consider what a desired outcome would be, then formulate related goals and objectives, and translate those goals into policies and procedures.
  • Research professional standards that are pertinent to your identified problem.
  • Reflect on the organization’s mission statement and values. In addition, consider how addressing this problem would uphold the mission and values, while improving the organizational culture and climate. (Depending on the organization you have selected, you may have explored these in the Week 1 Discussion.)

Write a 3- to 5-page paper (page count does not include title and reference page) that addresses the following:

  • Describe a department or unit within a health care organization using systems theory terminology. Include a description of inputs, throughput, output, cycles of events, and negative feedback.
  • Describe the problem you identified within the department or unit using an open- systems approach, and state where the problem exists using the systems theory model (input, throughput, output, cycles of events, or negative feedback).
  • Based on this information, explain how you would address the problem as follows:
    • Formulate a desired outcome.
    • Identify goals and objectives that would facilitate that outcome.
    • Translate those goals and objectives into policies and procedures for the department or unit.
    • Describe relevant professional standards.
  • Explain how your proposed resolution to the problem would uphold the organization’s mission and values and improve the culture and climate.

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Review Chapter 7, “Strategic and Operational Planning”See especially Figure 7.1 on page 147.
  • Chapter 8, “Planned Change”
    • Organizational Change Associated With Nonlinear Dynamics (pp. 172–176)Read this section of Chapter 8 on planned change. Consider the role of leaders in effectively managing planned change.
  • “Organizational Culture” (pp. 274–276)There are many structures organizations take, and these structures influence how the organization functions. This chapter discusses many different organizational structures and provides insights into how these structures influence the change process, as well as leadership and management.

Johnson, J. K., Miller, S. H., & Horowitz, S. D. (2008). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Retrieved from http://www.ahrq.gov/downloads/pub/advances2/vol2/Advances-Johnson_90.pdf

This article addresses the importance of systems-based practice (SBP) in health care workplaces. The authors state that SBP knowledge is one of six core competencies that physicians have to know in order to provide safe and proper care for their patients.

Manley, K., O’Keefe, H., Jackson, C., Pearce, J., & Smith, S. (2014). A shared purpose framework to deliver person-centred, safe and effective care: Organisational transformation using practice development methodology. FoNS 2014 International Practice Development Journal 4-(1).

Retrieved from the Walden Library databases.

Meyer, R. M., & O’Brien-Pallas, L. L. (2010). Nursing services delivery theory: An open system approach. Journal of Advanced Nursing, 66(12), 2828–2838.

Retrieved from the Walden Library databases.

In this article, the authors examine the effects of nursing services delivery theory in large-scale organizations. Among other benefits, this theory supports multilevel phenomena and cross-level studies, and it can guide future research and the management of nursing services.

1) Evaluate the strengths and limitations of the evidence-based project,

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Practicum Experience Week 2 – 3By tomorrow Saturday June 15, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered be

Practicum Experience Week 2 – 3

By tomorrow Saturday June 15, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered below:

As your practicum experience proceeds, talk with individuals in your practicum setting about social, political, technological, and/or financial considerations related to the implementation of an evidence-based practice project. For instance, you may opt to meet with a nurse manager or executive involved in financial matters to do a cost-benefit analysis or a return-on-investment analysis, or to develop a pro forma statement about how much it would cost to implement one practice versus another.

Consider these insights as you: 

1) Evaluate the strengths and limitations of the evidence-based project, 

2) Analyze potential barriers to sustaining practice changes.

Required Readings

Oermann, M. H., & Hays, J. C. (2016). Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.

  • Chapter      6, “Review and Evidence-Based Practice Articles” 

Chapter 6 explains types of reviews and EBP articles that are useful to nurses when exploring the literature on clinical issues. This chapter also provides recommendations for preparing articles for disseminating EBP research findings.

In addition to Chapter 6, select and read the chapter that best supports your scholarly product dissemination plan. Apply the information in these chapters and through additional research of your own as you begin the writing process for your DNP Project scholarly product for dissemination. 

Note: For the scholarly product, you should be able to select a journal or other format and write a letter of inquiry. You also should be able to work on the Literature Review section of your scholarly product. The information on pages 142-143 in the course text may be particularly useful for developing that section.

  • Chapter      5, “Writing Research Articles”

This chapter provides general principles for writing research papers.

  • Chapter      8, “Clinical Practice Articles” 

Chapter 8 revolves around strategies for writing articles about clinical practice.

  • Chapter      9, “Other Types of Writing” 

In this chapter, the authors review strategies for writing a variety of articles, letters, reviews, and case studies.

  • Chapter      10, “Books and Book Chapters” 

This chapter provides considerations and guidelines for writing books and book chapters.

  • Chapter      11, “Writing Process” 

Chapter 11 describes the various steps of the writing process, including asking preliminary questions, the drafting phase, and revising a manuscript.

Brown, C. E., Ecoff, L., Kim, S. C., Wickline, M. A., Rose, B., Klimpel, K., & Glaser, D. (2010). Multi-institutional study of barriers to research utilisation and evidence-based practice among hospital nurses. Journal of Clinical Nursing, 19(13–14), 1944–1951. 

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

This article details a study that explored the relationship between perceived barriers to research use and the implementation of evidence-based practice among hospital nurses.

Chang, H. C, Russell, C., & Jones, M. K. (2010). Implementing evidence-based practice in Taiwanese nursing homes: Attitudes and perceived barriers and facilitators. Journal of Gerontological Nursing, 36(1), 41–48. 

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

The authors of this article describe a study that investigated attitudes and perceived barriers and facilitators toward research utilization among registered nurses.

Doran, D., Haynes, R., Kushniruk, A., Straus, S., Grimshaw, J., Hall, L., … Jedras, D. (2010). Supporting evidence-based practice for nurses through information technologies. Worldviews on Evidence-Based Nursing, 7(1), 4–15. 

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

This article describes a study that sought to evaluate the usability of mobile information terminals to improve access to nursing information resources. The study also explored the relationship between PDA or tablet-supported information resources and outcomes.

Required Media

Laureate Education, Inc. (Executive Producer). (2012d). Factors affecting implementation of an evidence-based practice project. Baltimore, MD: Author.

Note: The approximate length of this media piece is 5 minutes.

Dr. Kris Mauk explores barriers to implementing change and discusses strategies for addressing those barriers.

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

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 11 (Grading Rubic and Media Attached)

Discussion: Creating a Culture of Evidence-Based Practice

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

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

To prepare:

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

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

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

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

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

Post an evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings. Propose a strategy for strengthening the culture of EBP within the organization. Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, and evidence.

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

Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library.

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.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

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 30, “Disseminating Evidence: Reporting Research Findings”

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

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

Retrieved from the Walden Library databases.

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

Media

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

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

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

Accessible player  

Laureate Education (Producer). (2012c). Disseminating findings. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

In this video, Dr. Kristen Mauk offers advice for nursing students and practitioners in disseminating the findings of their research and evidence-based practice projects. She identifies many options for dissemination that are available to nurses.

Week 3: Epidemiology, the Basis for Public Health

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Need homework help

Week 3: Epidemiology, the Basis for Public Health

The study of epidemiology includes the examination of infectious disease, mental health and health-related events such as accidents or violence, and occupational and environmental exposure and their effects, as well as the examination of positive health states (Stanhope & Lancaster, 2016). Additionally, the study of epidemiology includes research into the morbidity and mortality of chronic illnesses that are found in the United States and across the globe. Infectious diseases like polio, TB, measles, and malaria have been almost eliminated in the United States; however, these diseases continue in other parts of the world for a variety of reasons. Highly contagious infectious diseases can and do lead to death despite the fact that many are preventable. The United States has used childhood vaccinations to prevent and eradicate illnesses such as smallpox and polio. In order to reduce the incidence of malaria in the United States, DDT—a known carcinogen in humans that is also toxic to birds—and other pesticides were used in the past and have since been replaced with nontoxic insecticides and larvicides to reduce the numbers of mosquitoes.

Unfortunately, developing countries often do not have the resources to engage in the same sorts of prevention programs and may have to resort to unsafe or toxic means to control vectors. They may not have the financial resources or health care personnel available to engage in mass vaccination campaigns. In addition, countries that experience frequent wars, acts of terrorism, and political instability face additional challenges to the provision of health care to their populations, especially when faced with an outbreak of an infectious disease.

This week, you will focus on the epidemiology of infectious and communicable disease and how nursing practices change in response to threats and outbreaks.

Learning Objectives

Students will:

  • Analyze public health settings in relation to prevention of disease transmission
  • Analyze public health nurse’s role in outbreak investigations
  • Apply the epidemiological triangle for an infectious or communicable disease outbreak
  • Analyze leadership roles of nurses in bringing an outbreak under control
  • Evaluate nursing strategies for health promotion in mitigating outbreaks

Photo Credit: IAN HOOTON/Science Photo Library/Getty Images

Learning Resources

Required Readings

Holtz, C. (2013). Global health care: Issues and policies (2nd ed.). Burlington, MA: Jones & Bartlett.

  • Chapter 7, “Infectious Diseases from a Global Perspective” (pp. 159–182)
  • Chapter 13, “Global Perspectives on Violence, Injury, and Occupational Health” (pp. 325–354)
  • Chapter 15, “Global Perspectives on Mental Health” (pp. 385–408)

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

  • Chapter 13, “Infectious Disease Prevention and Control” (pp. 286–318)

Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center.

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

  • Chapter 12, “Epidemiology” (pp. 256–285)

Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center.

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

  • Chapter 24, “Public Health Surveillance and Outbreak Investigation” (pp. 529–544)

Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center.

HealthyPeople.gov. (2016). Global health. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/global-health

Required Media

Laureate Education, Inc. (Producer). (2016). The role of the nurse in public and global health with Dr. Letitia Robinson. Baltimore, MD: Author.

Note: The approximate length of this media piece is 7 minutes.

Accessible player–Downloads–Download Video w/CCDownload AudioDownload Transcript

TED. (2014). What makes us get sick? Look upstream. Retrieved from https://www.ted.com/talks/rishi_manchanda_what_makes_us_get_sick_look_upstream

Note: The approximate length of this media piece is 18 minutes.

Dr. Rishi Manchanda suggests physicians and health care workers look upstream to discover the root causes of why patients are sick.

Writing Resources and Program Success Tools

Document: AWE Checklist (4000) (Word document)

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (6th ed.). Retrieved May 20, 2016, from http://academicguides.waldenu.edu/ld.php?content_id=7980455

Dr. Mary Bassett (Health Commissioner of New York City) discusses why physicians, nurses, and other health care professionals should not keep silent about health care disparities, based on her insights from her work in Zimbabwe.

Discussion: Preventing Disease in Communities: The Role of Public Health, the Silent Sentinel

Our “world” starts with our own community, county, and state, then moves out in concentric rings from that point to include our country and eventually the world. Disease is transmitted from person to person through direct contact, or from a source such as a vector or contaminated water through a variety of means, such as flood waters or even terrorist actions. Individuals with limited or no knowledge of safe sex methods may have unprotected sexual relations and knowingly or unknowingly transmit disease to their partners, then to their partners’ partners, and on and on. Often it is the role of the public health nurse to investigate a disease outbreak, contain it, and then educate others so that the same situation doesn’t happen again.

In this Discussion, you will visit a site and interview people who work there about risks for disease transmission, then report on your findings.

To prepare, select which site you will visit from the following options:

  • High school nurse’s office
  • Water treatment plant
  • Public health department
  • Pediatrician’s office

Create a brief description of your setting, providing some context; for example, how many patients are seen, size or capacity of the facility as applicable, and/or the location of the office or organization.

While you are at the site, check to see if you are allowed to take pictures. If so, include your photos in your Discussion post to give your colleagues a better understanding of the environment you are describing.

Then, during your site visit, pose the questions listed in the following chart:

Now, look at the site you visited through the eyes of the public health nurse (PHN). Imagine you are the PHN and have been asked to investigate an outbreak at this facility.

  • What questions would you ask?
  • What suggestions could you make to avoid a disease outbreak at the facility?
  • What would your role as a change agent be for any deficiencies you find in your on-site inspection?

By Day 3

Post your brief description and pictures of the site you visited. Share the answers you were given to the questions you posed. Then, respond to the above prompts through the eyes of a PHN asked to investigate an outbreak at this facility.

Support your response with references from the professional nursing literature.

Note Initial Post: A 3-paragraph (at least 250–350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).

Read two or more of your colleagues’ postings from the Discussion question (support with evidence if indicated).

Topic: Vulnerable Population: Mental Disorders

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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

2) What characteristics of quantitative or qualitative research make it the most appropriate for addressing evidence-based practice problems? Support your position.

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Quantitative and Qualitative Research in Clinical Settings

Quantitative and Qualitative Research in Clinical Settings

Some people consider the difference between the terms “quantitative” and “qualitative” to be similar to the difference between facts and feelings. These individuals might argue that quantitative approaches are better or more appropriate than qualitative approaches, particularly in health care. They might support this argument by saying that quantitative approaches are based on numbers and concrete evidence rather than on subjective observations and opinions.

Based on the information presented in this week’s Learning Resources and Media, do you think this an accurate way of distinguishing quantitative and qualitative methods of research? Is one method inherently superior to the other? How would you describe the difference between quantitative and qualitative research to someone who was completely unfamiliar with these concepts?

This Discussion explores the characteristics of quantitative and qualitative research methods as well as the application of each in the practice setting. You examine the suitability of each method to evidence-based practice. You are encouraged to make connections between general characteristics and abstract research concepts to realistic scenarios and actual experiences in your responses to this week’s Discussion prompts. 

To prepare:

  • Review Dr. Shi’s comparison of the characteristics of quantitative and qualitative research presented in this week’s media presentation and in the “Overview of Qualitative Research Methods” tutorial.
  • Reflect on the Learning Resources focusing on the use of quantitative and qualitative research in health care.
  • With the two articles you reviewed in mind (one quantitative and one qualitative), think about how those types of research projects influence, or support, evidence-based nursing practice. Ask yourself: Which methodology is most appropriate for supporting evidence-based practice? What characteristics of that methodology support my conclusion? SEE ATTACHED FILES FOR ARTICLES

By Tomorrow 08/29/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:

post a cohesive response that addresses the following:

1)     Analyze how quantitative and qualitative research projects can be applied to evidence-based nursing practice. (SEE ATTACHED FILES FOR ARTICLES)

2)     What characteristics of quantitative or qualitative research make it the most appropriate for addressing evidence-based practice problems? Support your position.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Introduction to research and analysis. Baltimore, MD: Author.

 Note:  The approximate length of this media piece is 10 minutes.

 In this week’s video, the presenters discuss the use of research in health care and how health care professionals can select appropriate research topics. The video also discusses how to identify organizational sources of data for health care research.

Tutorials

Walden University. (n.d.). Overview of quantitative research methods. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/qualitative/index.html

 This tutorial provides an overview of qualitative research design and methods, including the key questions to consider when using a qualitative methodology.

Required Readings

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 2, “Evolution of Research in Building Evidence-Based Nursing Practice”

 This excerpt discusses methodologies for developing research evidence in nursing and compares quantitative and qualitative research methods. This section of Chapter 2 also introduces levels of evidence and how the various levels are used in evidence-based practice.

 Chapter 3, “Introduction to Quantitative Research”

 Chapter 3 provides an overview of quantitative research methods, including sampling and research settings. The chapter also outlines the steps of quantitative research from the formulation of a research project to communicating research findings.

 Chapter 4, “Introduction to Qualitative Research”

 Chapter 4 introduces qualitative research methods and examines the use of qualitative research in nursing.

Select and read one article that uses quantitative methodology and one article that uses qualitative methodology:

Bonner, L. M., Simons, C. E., Parker, L. E., Yano, E. M., & Kirchner, J. E. (2010). ‘To take care of the patients’: Qualitative analysis of Veterans Health Administration personnel experiences with a clinical informatics system. Implementation Science, 563–570. doi:10.1186/1748-5908-5-63

Note: Retrieved from the Walden Library using the Academic Search Complete database. [Qualitative]

 This article presents a qualitative analysis of interview transcripts with Veteran Health Administration (VA) personnel and examines themes relating to participants’ interactions with and assessment of the VA electronic health record (EHR).

Fletcher, A., Cooper, J. R., Helms, P., Northington, L., & Winters, K. (2009). Stemming the tide of childhood obesity in an underserved urban African American population: A pilot study. ABNF Journal, 20(2), 44–48.

Note: Retrieved from the Walden Library using the Academic Search Complete database. [Quantitative]

 This article presents the quantitative findings of a pilot weight control study performed by the Kids for Healthy Eating and Exercising (KHEE) club in Jackson, Mississippi. This program may be considered a model for successful methods of addressing the nationwide problem of childhood obesity.

Lavoie-Tremblay, M., Paquet, M., Duchesne, M., Santo, A., Gavrancic, A., Courcy, F., & Gagnon, S. (2010). Retaining nurses and other hospital workers: An intergenerational perspective of the work climate. Journal of Nursing Scholarship, 42(4), 414–422. doi:10.1111/j.1547-5069.2010.01370.x

Note: Retrieved from the Walden Library using the CINAHL Plus with Full Text database. [Quantitative]

 This article outlines a quantitative study on work climate perceptions and intentions to quit among health care workers belonging to three distinct generations: baby boomers, Generation X, and Generation Y. The article offers suggestions for retention strategies based on the findings of this study: identifying areas of work climate improvement that are relevant to workers across the three generations in the study.

Watts, S., Gee, J., O’Day, M., Schaub, K., Lawrence, R., Aron, D., & Kirsh, S. (2009). Program evaluation. Nurse practitioner-led multidisciplinary teams to improve chronic illness care: The unique strengths of nurse practitioners applied to shared medical appointments/group visits. Journal of the American Academy of Nurse Practitioners, 21(3), 167–172.

Note: Retrieved from the Walden Library using the CINAHL Plus with Full Text database. [Qualitative]

 This article offers a qualitative analysis of case studies of shared medical appointments (SMAs) or group visits for three different chronic diseases. Using the six criteria in a novel chronic care model (CCM), the article illustrates how nurse practitioners (NPs) play a variety of roles in the development, implementation, and sustainability of SMAs as a method of improving the quality of life and care for patients with chronic diseases.

Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

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Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to underst

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four peer-reviewed articles you selected.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
  • Use this order for the Assignment:Part 3: PPT Presentation: Advanced Levels of Clinical Inquiry and Systematic ReviewsTitle Page: 1 slideIntroduction paragraph and purpose statement: 1 slidePPT Presentation: 6- to 7-slidesConclusion: 1 slideReferencesNote: The PPT title page, introduction paragraph and purpose statement, conclusion, and references do not count toward the 6- to 7-slide PPT presentation slide requirement. References can be single spaced but make sure that there is enough space between the references so that it is clear where each reference starts and ends.
  •  https://academicguides.waldenu.edu/ld.php?content_id=45326761 (link address of PPT to be use, scroll down and will see at section six)
  • CINAHL Plus with Full Text Cumulative Index to Nursing & Allied Health Literature: a large collection of journals and e-books on many nursing and allied health topics. Article : Patient Hand Washing is from this reseaech data base. File attached
  • Embase Coverage of biomedical literature worldwide that includes MEDLINE, plus many conference abstracts and EU journals not found elsewhere. Particularly strong in drug and pharmacology information. Article : Intervention to improve patient hand hygiene. File attached
  • ProQuest Nursing & Allied Health SourceI ncludes abstracts and indexing that covers nursing, allied health, alternative and complementary medicine, and related topics. It also includes dissertations and can be a good source for grey literature. Article : Get aware of hand hygiene. File attached
  • Cochrane Database of Systematic Reviews An independent, well-respected source of evidence to inform healthcare decision making. Includes full-text PDF versions of the Cochrane Reviews and the Cochrane Protocols Article: Surical hand antiseptic. File attached
  • ABOVE ARE THE FOUR NURSING DATABASE THAT I OBTAIN ARTICLES FROM AND THE ARTICLES ARE ATTACHED. I  HAVEALSO INCLUDED THE LINK OF THE POWERPOINT GUIDELINE  THAT IS TO BE FOLLOWED AND HERE IS THE PICOT QUEESTION OF INTEREST:

For healthcare professionals, does the use of alcohol-based hand sanitizer work as effectively as washimg hands with antibacterial soap and water in preventing the spread of infection?