Epidemiological Research Study Report

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Epidemiological Research Study Report

IHP-330-04 Epidemiology

Overview Epidemiology is the science that allows public health practitioners to study the patterns, causes, and effects of health conditions in defined populations. Public health practitioners rely on epidemiology to understand the risks and protective factors associated with health conditions, and to identify health disparities and specific populations at risk for disease. Studies in epidemiology inform the development of public health policy and targeted interventions to prevent disease and reduce health disparities.

For your final project, you will complete an epidemiological research study report based on the provided research study, “Salmonella in the Caribbean.” Epidemiologists in the field are often tasked with developing recommendations to address specific health issues, and part of that process is analyzing what other communities and epidemiologists have already done to address the issues. In your epidemiological research study report, you will analyze a health issue, the population impacted, and the prevention strategies used. You will then develop a research question and determine an appropriate research design to further investigate the issue.

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The final project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Five. The final product will be submitted in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes: Epidemiological Research Study Report

IHP-330-01: Draw connections between health disparities within specific populations and social and behavioral determinants IHP-330-02: Determine key epidemiological principles of disease by analyzing health research studies IHP-330-03: Determine patterns and trends of disease causation in specific populations by analyzing health data IHP-330-04: Differentiate between primary, secondary, and tertiary prevention strategies for how they address key factors impacting health issues of

specific populations IHP-330-05: Select epidemiological research designs to investigate disease and improve the quality of health for specific populations

 

Prompt For your final project, you will develop an epidemiological research study report on the provided research study, “Salmonella in the Caribbean,” which investigates a public health issue impacting a specific population. In your project, you will analyze the population impacted by the public health issue to accomplish the following:

Make connections between social and behavioral determinants and disparities. Analyze the health issue to determine key epidemiologic principles and identify patterns and trends. Examine the levels of prevention used in the research study.

For the conclusion to your research study report, you will develop a research question to further investigate the public health issue and population, and to determine an appropriate research design to investigate the research question.

Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).

 

I. Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.

A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02] B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite  specific examples from the research study to support your description. [IHP-330-01] C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the

research study to support your description. [IHP-330-01] D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-330- 01]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.

A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and your independent research. [IHP-330-02]

B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your independent research. [IHP-330-02]

C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-03] Epidemiological Research Study Report

D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330- 03]

E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03] F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common

elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.

A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04] Epidemiological Research Study Report

 

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health

issue of the specific population. [IHP-330-04] D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue

in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.

A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and

impacted population. [IHP-330-05] B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be

sure to justify your determination. [IHP-330-05] C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP-

330-05]

Milestones Milestone One: Health Issue In Module Three, you will analyze the health issue in focus in the provided research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic. This milestone will be graded with the Milestone One Rubric.

Milestone Two: Population In Module Five, you will summarize the key elements of the research study and analyze the population impacted by the health issue. This milestone will be graded with the Milestone Two Rubric.

Final Submission: Epidemiological Research Study Analysis In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

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Final Project Rubric Guidelines for Submission: Your final project should be 4–6 pages, double spaced, with one-inch margins, 12-point Times New Roman font, and APA formatting and citations.

 

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Population: Meets “Proficient” criteria, and Summarizes the people, places, Summarizes the people, places, Does not summarize the people, 6.4 Summarize summary demonstrates a and times represented in the and times represented in the places, and times represented in [IHP-330-02] sophisticated awareness of the research study to provide research study to provide the research study to provide epidemiologic principles in the context for the report context for the report, but context for the report research study response has gaps in detail, clarity, accuracy, or support

Population: Social Meets “Proficient” criteria and Describes three social and Describes three social and Does not describe three social 6.4 and Behavioral demonstrates keen insight into behavioral determinants behavioral determinants and behavioral determinants Determinants social and behavioral strongly associated with the strongly associated with the strongly associated with the [IHP-330-01] determinants of public health public health issue in the public health issue in the public health issue in the

issues research study research study, but response is research study missing one or more determinants or has gaps in detail, clarity, accuracy, or support

Population: Meets “Proficient” criteria and Describes three known Describes three known Does not describe three known 6.4 Disparities demonstrates keen insight into disparities associated with the disparities associated with the disparities associated with the

[IHP-330-01] the disparities associated with health of the specific health of the specific health of the specific population public health issues population population, but response is missing one or more disparities or has gaps in detail, clarity, accuracy, or support

Population: Meets “Proficient” criteria and Explains how the social and Explains how the social and Does not explain how the social 6.4 Determinants Relate draws insightful connections behavioral determinants relate behavioral determinants relate and behavioral determinants

to the Disparities between social and behavioral to the disparities identified to the disparities identified relate to the disparities identified [IHP-330-01] determinants and known with reasoning with reasoning, but response with reasoning

disparities has gaps in detail, clarity, accuracy, or support

Health Issue: Risk Meets “Proficient” criteria, and Describes the risk factors Describes the risk factors Does not describe the risk factors 6.4 Factors support demonstrates keen associated with the public associated with the public associated with the public health

[IHP-330-02] insight into the risk factors health issue, supporting health issue, supporting issue associated with public health description with evidence from description with evidence from issues the research study and from the research study and from independent research independent research, but response has gaps in detail, clarity, accuracy, or support  Health Issue: Mode of Meets “Proficient” criteria, and Describes the mode of Describes the mode of Does not describe the mode of 6.4

Transmission support demonstrates keen transmission of the public transmission of the public transmission of the public health [IHP-330-02] insight into the mode of health issue, supporting health issue, supporting issue

transmission of public health description with evidence from description with evidence from issues the research study and from the research study and from independent research independent research, but response has gaps in detail, clarity, accuracy, or support

Health Issue: Meets “Proficient” criteria, and Determines the incidence and Determines the incidence and Does not determine the 4.8 Incidence and response demonstrates prevalence of the health issue prevalence of the health issue incidence and prevalence of the

Prevalence complex grasp of how to using the data from the using the data from the health issue using the data from [IHP-330-03] determine the incidence and research study and performing research study and performing the research study

prevalence of a disease by the appropriate calculations calculations, but calculations analyzing health data are inappropriate, or determination has gaps in detail, clarity, or logic

Health Issue: Meets “Proficient” criteria, and Determines the mortality rate Determines the mortality rate Does not determine the mortality 4.8

Mortality response demonstrates of the health issue using the of the health issue using the rate of the health issue using the [IHP-330-03] complex grasp of how to data from the research study data from the research study data from the research study

determine the mortality rate of and performing the and performing calculations, a disease by analyzing health appropriate calculations but calculations are data inappropriate, or determination has gaps in detail, clarity, or logic

Health Issue: Odds Meets “Proficient” criteria, and Interprets the odds ratio to Interprets the odds ratio to Does not interpret the odds ratio 4.8

Ratio determination demonstrates determine the strength of determine the strength of to determine the strength of [IHP-330-03] keen insight into interpreting association between the association between the association between the

trends and patterns of disease potential sources of exposure potential sources of exposure potential sources of exposure causation and the disease and the disease, but response and the disease has gaps in detail, clarity, or accuracy

Health Issue: Meets “Proficient” criteria and Draws connections between Draws connections between Does not draw connections 4.8 Connections uses research and analysis to the population and public the population and public between the population and [IHP-330-03] make especially cogent health issue based on research health issue based on research public health issue

connections between the and analysis and analysis, but response has population and public health gaps in detail, clarity, accuracy, issue or support

 

Levels of Prevention: Meets “Proficient” criteria, and Describes a primary prevention Describes a primary prevention Does not describe a primary 4.8 Primary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented

Strategy keen insight into how primary research study, explaining how research study, explaining how in the research study [IHP-330-04] prevention strategies address it addresses key factors it addresses key factors

key factors impacting health impacting the health issue of impacting the health issue of issues of specific populations the specific population the specific population, but response has gaps in detail, clarity, or accuracy

Levels of Prevention: Meets “Proficient” criteria, and Describes a secondary Describes a secondary Does not describe a secondary 4.8 Secondary Prevention explanation demonstrates prevention strategy prevention strategy prevention strategy represented Strategy keen insight into how represented in the research represented in the research in the research study [IHP-330-04] secondary prevention study, explaining how it study, explaining how it strategies address key factors addresses key factors addresses key factors impacting health issues of impacting the health issue of impacting the health issue of specific populations the specific population the specific population, but response has gaps in detail, clarity, or accuracy Levels of Prevention: Meets “Proficient” criteria, and Describes a tertiary prevention Describes a tertiary prevention Does not describe a tertiary 4.8 Tertiary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented Strategy keen insight into how tertiary research study, explaining how research study, explaining how in the research study [IHP-330-04] prevention strategies address it addresses key factors it addresses key factors

key factors impacting health impacting the health issue of impacting the health issue of issues of specific populations the specific population the specific population, but response has gaps in detail, clarity, or accuracy

Levels of Prevention: Meets “Proficient” criteria, and Explains how the primary, Explains how the primary, Does not explain how the 4.8 Prevention Strategies explanation demonstrates secondary, and tertiary secondary, and tertiary primary, secondary, and tertiary

Differ keen insight into how different prevention strategies differ in prevention strategies differ in prevention strategies differ in [IHP-330-04] prevention strategies address how they address the key how they address the key how they address the key factors

key factors impacting health factors impacting the health factors impacting the health impacting the health issues in the issues of specific populations issues in the research study issues in the research study, research study but with gaps in detail, clarity, or accuracy Conclusion: Research Meets “Proficient” criteria, and Develops a research question Develops a research question Does not develop a research 6.4 Question research question is especially to further investigate the to further investigate the question to further investigate

[IHP-330-05] well-crafted for examining the specific public health issue and specific public health issue and the specific public health issue specific public health issue and impacted population based on impacted population, but and impacted population impacted population analysis of research study question is illogical or not based on analysis of research study

Conclusion: Research Meets “Proficient” criteria, and Determines whether an Determines whether an Does not determine whether an 6.4

Design justification demonstrates observational or experimental observational or experimental observational or experimental [IHP-330-05] keen insight into the research design would be more research design would be more research design would be more

appropriate use of research appropriate to investigate the appropriate to investigate the appropriate to investigate the designs to investigate disease research questions, justifying research questions, justifying research questions for improving the quality of determination determination, but response health has gaps in detail, clarity, accuracy, or support

Conclusion: Meets “Proficient” criteria, and Explains the importance of Explains the importance of Does not explain the importance 6.4 Importance explanation demonstrates further research for improving further research for improving of further research for improving [IHP-330-05] keen insight into how the the quality of health in the the quality of health in the the quality of health in the investigation of disease can specific population specific population, but with specific population improve the quality of health gaps in logic or detail for specific populations

Articulation of Submission is free of errors Submission has no major errors Submission has major errors Submission has critical errors 4

Response related to citations, grammar, related to citations, grammar, related to citations, grammar, related to citations, grammar, spelling, syntax, and spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization organization and is presented that negatively impact that prevent understanding of in a professional and easy-to- readability and articulation of ideas read format main ideas. Epidemiological Research Study Report

ASSIGNMENT: Interdisciplinary Plan Proposal

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ASSIGNMENT: Interdisciplinary Plan Proposal

Assessment 3 Instructions

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.
The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
You are encouraged to compl ete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.
Demonstration of Proficiency

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  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. ASSIGNMENT: Interdisciplinary Plan Proposal

Week 4 Assignment Organizational Risk Management Interview

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Week 4 Assignment Organizational Risk Management Interview

The purpose of this assignment is to gain real-world insight into how risk management programs operate within health care organizations.

Select a local health care organization where you can conduct an interview with an employee who is involved in risk management processes. This organization can be your current employer or a different health care facility in your community. Acute care, urgent care, large multi? provider private medical clinics, assisted living facilities, and community/public health clinical facilities are all ideal options to complete the requirements of this assignment. Select an individual who can provide sufficient information regarding how their organization manages risk within its facility to answer the questions below.

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In your interview, address the following:

Risk management strategies used in the organization’s risk control program, along with specific examples.

How the facility’s educational risk management program addresses key professional, legal, and ethical issues, such as prevention of negligence, malpractice litigation, and vicarious liability.

Policies the facility has implemented that address how to manage emergency triage in high? risk areas of health care service delivery (e.g., narcotics inventories, declared pregnancy policies, blood-borne disease sector, etc.).

Challenges the organization faces in managing and controlling high-risk health care (e.g., infectious diseases, nuclear medicine, abortion, class 4 narcotics/opioids, etc.). Week 4 Assignment Organizational Risk Management Interview

Strategies the facility utilizes to monitor, evaluate, and maintain compliance within its risk management program.

After conducting the interview, compose a 750?1,000 word summary analysis of the interview that includes the questions above, in conjunction with the interviewee’s responses. In addition, include the following elements in your response:

An assessment of the organization’s risk management program, including how it attends to high-risk health care and legal concerns.

Action steps you would take to improve one area of the organization’s risk management program, along with your rationale for doing so.

Cite appropriate references as needed to support your statements and rationale.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Week 4 Assignment Organizational Risk Management Interview

Nurs6521 week 3 assignment

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Nurs6521 week 3 assignment

Nurs6521 week 3 assignment

*** Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following:

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  • Atenolol 12.5 mg daily
  • Doxazosin 8 mg daily
  • Hydralazine 10 mg qid
  • Sertraline 25 mg daily
  • Simvastatin 80 mg daily

******Write a 3-page paper that addresses the following:

(Including the Introduction and conclusion)

  • Explain how the age factor might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case you were assigned.
  • Describe how changes in the pharmacokinetic and pharmacodynamic  processes might impact the patient’s recommended drug therapy. Be specific and provide examples.
  • Explain how you might improve the patient’s drug therapy plan by changing medications or provide an alternative treatment option for the patient. Nurs6521 week 3 assignment

and explain why you would make these recommended improvements.

PTSD and Trauma Assignment

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PTSD and Trauma Assignment

A terrible feature about remembering is the inability to forget. For many in the military and armed forces, this inability to forget traps them with a particular feeling associated with a particular moment. As the rules of war are uncompromising, the traumatic scars, both physical and emotional, hold power in the lives of those who have faced war. Over the years, posttraumatic stress disorder (PTSD) diagnoses have expanded to include victims of rape, environmental disasters, or any other event producing insurmountable and atypical levels of stress for an individual. When exceptionally stressful and atypical events occur in life, it is natural to feel discomfort or even trauma in response to the situation. Does everyone who experiences trauma become diagnosed with PTSD?

For this Discussion, consider whether the diagnosis of trauma always leads to the development of PTSD. If not diagnosed with PTSD, think about what alternative diagnoses might be possible for a client. PTSD and Trauma Assignment

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With these thoughts in mind:

Post by Day 4 a brief explanation of whether experiences of trauma always lead to the development of PTSD and explain why or why not. Then explain possible alternative client diagnoses.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    • Anxiety Disorders
    • Trauma- and Stressor-Related Disorders
    • Obsessive-Compulsive and Related Disorders

Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press. Retrieved from the Walden Library. PTSD and Trauma Assignment

    • Chapter 11, Anxiety Disorders, Trauma, and the Obsessive-Compulsive Spectrum

Armour, C., Elklit, A., & Shevlin, M. (2013). The latent structure of acute stress disorder: A posttraumatic stress disorder approach. Psychological Trauma: Theory, Research, Practice, And Policy, 5(1), 18–25. Retrieved from the Walden Library databases.

Koffel, E., Polusny, M., Arbisi, P., & Erbes, C. (2012). A preliminary investigation of the new and revised symptoms of posttraumatic stress disorder in DSM-5. Depression And Anxiety, 29(8), 731–738. Retrieved from the Walden Library databases.

Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51(4), 482–509. Retrieved from the Walden Library databases.

Santiago, P. N., Ursano, R. J., Gray, C. L., Pynoos, R. S., Spiegel, D., Lewis-Fernandez, R., & … Fullerton, C. S. (2013). A systematic review of PTSD prevalence and trajectories in DSM-5 defined trauma exposed populations: Intentional and non-intentional traumatic events. Plos ONE, 8(4), 1–5. Retrieved from the Walden Library databases.

Optional Resources

Lopez, S. J., & Edwards, L. M. (2008). The interface of counseling psychology and positive psychology: Assessing and promoting strengths. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (4th ed., pp. 86–99). Hoboken, NJ: John Wiley & Sons.

Mataix-Cols, D., & Pertusa, A. (2012). Annual Research Review: Hoarding disorder: potential benefits and pitfalls of a new mental disorder. Journal Of Child Psychology & Psychiatry, 53(5), 608–618. Retrieved from the Walden Library databases.

Mohlman, J., Bryant, C., Lenze, E. J., Stanley, M. A., Gum, A., Flint, A., & … Craske, M. G. (2012). Improving recognition of late life anxiety disorders in Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition: observations and recommendations of the Advisory Committee to the Lifespan Disorders Work Group. International Journal Of Geriatric Psychiatry, 27(6), 549–556. Retrieved from the Walden Library databases.

O’Connor, J., Fell, M., & Fuller, R. (2010). Escaping, forgetting and revisiting the scene: The post-traumatic compulsion to repeat in obsessive-compulsive disorder. Counseling Psychology Quarterly, 23(1), pp. 55–66. Retrieved from the Walden Library databases. PTSD and Trauma Assignment

Snowdon, J., Pertusa, A., & Mataix-Cols, D. (2012). On hoarding and squalor: A few considerations for DSM-5. Depression And Anxiety, 29(5), 417–424. Retrieved from the Walden Library databases.

Timpano, K. R., Broman-Fulks, J. J., Glaesmer, H., Exner, C., Rief, W., Olatunji, B. O., & … Schmidt, N. B. (2013). A taxometric exploration of the latent structure of hoarding. Psychological Assessment, 25(1), 194–203. Retrieved from the Walden Library databases.

NURS5052 Full Course Latest

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NURS5052 Full Course Latest

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 1 Discussion

Where in the World Is
Evidence-Based Practice?

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

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

In this Discussion, you will consider this adoption. You will examine healthcare organization
websites and analyze to what extent these organizations use EBP.

To Prepare:

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

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

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

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 4 Discussion

Searching Databases

When you decide to purchase a new car, you first decide what is important to you. If mileage and
dependability are the important factors, you will search for data focused more
on these factors and less on color options and sound systems. NURS5052 Full Course Latest

The same holds true when searching for research evidence to guide your clinical inquiry and
professional decisions. Developing a formula for an answerable, researchable
question that addresses your need will make the search process much more
effective. One such formula is the PICO(T) format.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T)
format, so you can search the electronic databases more effectively and
efficiently. You will share this PICO(T) question and examine strategies you
might use to increase the rigor and effectiveness of a database search on your
PICO(T) question.

To Prepare:

Review the materials offering guidance on using databases, performing keyword searches, and
developing PICO(T) questions provided in the Resources.

Review the Resources for guidance and develop a PICO(T) question of interest to you for further
study.

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 8 Discussion

Patient Preferences and Decision Making

Changes in culture and technology have resulted in patient populations that are often well informed
and educated, even before consulting or considering a healthcare need delivered
by a health professional. Fueled by this, health professionals are increasingly
involving patients in treatment decisions. However, this often comes with
challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or
lack of involvement). You will also consider the use of a patient decision aid
to inform best practices for patient care and healthcare decision making.

To Prepare:

Review the Resources and reflect on a time when you experienced a patient being brought into (or not
being brought into) a decision regarding their treatment plan.

Review the Ottawa
Hospital Research Institute’s Decision Aids Inventory at
https://decisionaid.ohri.ca/.

Choose “For Specific
Conditions,” then Browse an alphabetical listing of decision aids by health
topic.

NOTE: To ensure
compliance with HIPAA rules, please DO NOT use the patient’s real name or any
information that might identify the patient or organization/practice.

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 10 Discussion

Developing a Culture of Evidence-Based Practice

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP
practice is often conducted with unique outcomes in mind, EBP practitioners who
share their results can both add to the general body of knowledge and serve as
an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization,
community, or industry.

To Prepare:

Review the Resources and reflect on the various strategies presented throughout the course that may
be helpful in disseminating effective and widely cited EBP.

This may include: unit-level or organizational-level presentations, poster presentations, and
podium presentations at organizational, local, regional, state, and national
levels, as well as publication in peer-reviewed journals.

Reflect on which type of dissemination strategy you might use to communicate EBP.

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 1 Assignment

Evidence-Based
Practice and the Quadruple Aim

Healthcare organizations continually seek to optimize healthcare performance. For years,
this approach was a three-pronged one known as the Triple Aim, with efforts
focused on improved population health, enhanced patient experience, and lower
healthcare costs. NURS5052 Full Course Latest

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

To Prepare:

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

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

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

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

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

Work life of healthcare providers

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 2 & 3Assignment

Evidence-Based Project

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with
you details about processes and procedures. Perhaps you even attended an
orientation session to brief you on these matters. As a “rookie,” you likely
kept the nature of your questions to those with answers that would best help
you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures
that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously
improve patient care, all nurses should consistently use clinical inquiry to
question why they are doing something the way they are doing it. Do they know
why it is done this way, or is it just because we have always done it this way?
Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching
for research in support of maintaining or changing these practices. You will
also analyze this research to compare research methodologies employed.

To Prepare:

Review the Resources
and identify a clinical issue of interest that can form the basis of a clinical
inquiry.

Based on the clinical issue of interest and using keywords related to the clinical issue of interest,
search at least four different databases in the Walden Library to identify at
least four relevant peer-reviewed articles related to your clinical issue of
interest.

Review the results of your peer-reviewed research and reflect on the process of using an unfiltered
database to search for peer-reviewed research.

Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles
you selected.

Part 1: An Introduction
to Clinical Inquiry

Create a 4- to 5-slide
PowerPoint presentation in which you do the following:

Identify and briefly
describe your chosen clinical issue of interest.

Describe how you used keywords to search 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.

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template
to analyze the methodologies applied in each of the four peer-reviewed
articles. Your analysis should include the following:

The full citation of each peer-reviewed article in APA format.

A brief (1-paragraph)
statement explaining why you chose this peer-reviewed article and/or how it
relates to your clinical issue of interest, including a brief explanation of
the ethics of research related to your clinical issue of interest.

A brief (1-2
paragraph) description of the aims of the research of each peer-reviewed
article.

A brief (1-2
paragraph) description of the research methodology used. Be sure to identify if
the methodology used was qualitative, quantitative, or a mixed-methods
approach. Be specific.

A brief (1- to
2-paragraph) description of the strengths of each of the research methodologies
used, including reliability and validity of how the methodology was applied in
each of the peer-reviewed articles you selected.

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 5 Assignment

Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

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

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

To Prepare:

Review the Resources
and identify a clinical issue of interest that can form the basis of a clinical
inquiry.

Develop a PICO(T)
question to address the clinical issue of interest for the Assignment.

Use the key words from the PICO(T) question you developed and search at least four different databases
in the Walden Library to identify at least four relevant peer-reviewed articles
at the systematic-reviews level related to your research question.

Reflect on the process
of creating a PICO(T) question and searching for peer-reviewed research.

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. NURS5052 Full Course Latest

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.

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 7 Assignment

Evidence-Based
Project, Part 4: Critical Appraisal of Research

Realtors rely on
detailed property appraisals—conducted using appraisal tools—to assign market
values to houses and other properties. These values are then presented to
buyers and sellers to set prices and initiate offers.

Research appraisal is
not that different. The critical appraisal process utilizes formal appraisal
tools to assess the results of research to determine value to the context at
hand. Evidence-based practitioners often present these findings to make the
case for specific courses of action.

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In this Assignment,
you will use appraisal tools to conduct a critical appraisal of published
research. You will then present the results of your efforts.

To Prepare:

Review the Resources
and consider the importance of critically appraising research evidence.

Reflect on the four
peer-reviewed articles you selected in Module 2 and analyzed in Module 3.

Review and download
the Critical Appraisal Tools document provided in the Resources.

The Assignment
(Evidence-Based Project)

Part 4A: Critical
Appraisal of Research

Conduct a critical
appraisal of the four peer-reviewed articles you selected and analyzed by
completing the Critical Appraisal Tools document. Be sure to include:

An evaluation table

A levels of evidence
table

An outcomes synthesis
table

Part 4B: Critical
Appraisal of Research

Based on your
appraisal, in a 1-2-page critical appraisal, suggest a best practice that
emerges from the research you reviewed. Briefly explain the best practice,
justifying your proposal with APA citations of the research.

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 9 Assignment

Evidence-Based
Project, Part 5: Recommending an Evidence-Based Practice Change

The collection of
evidence is an activity that occurs with an endgame in mind. For example, law
enforcement professionals collect evidence to support a decision to charge
those accused of criminal activity. Similarly, evidence-based healthcare
practitioners collect evidence to support decisions in pursuit of specific
healthcare outcomes. NURS5052 Full Course Latest

In this Assignment, you will identify an issue or opportunity for change within your healthcare
organization and propose an idea for a change in practice supported by an EBP
approach.

To Prepare:

Reflect on the four peer-reviewed articles you critically appraised in Module 4.

Reflect on your
current healthcare organization and think about potential opportunities for
evidence-based change.

The Assignment:
(Evidence-Based Project)

Part 5: Recommending
an Evidence-Based Practice Change

Create an 8- to
9-slide PowerPoint presentation in which you do the following:

Briefly describe your
healthcare organization, including its culture and readiness for change. (You
may opt to keep various elements of this anonymous, such as your company name.)

Describe the current
problem or opportunity for change. Include in this description the
circumstances surrounding the need for change, the scope of the issue, the
stakeholders involved, and the risks associated with change implementation in
general.

Propose an evidence-based idea for a change in practice using an EBP approach to decision
making. Note that you may find further research needs to be conducted if
sufficient evidence is not discovered.

Describe your plan for
knowledge transfer of this change, including knowledge creation, dissemination,
and organizational adoption and implementation.

Describe the
measurable outcomes you hope to achieve with the implementation of this
evidence-based change.

Be sure to provide APA
citations of the supporting evidence-based peer reviewed articles you selected
to support your thinking.

Add a lessons learned
section that includes the following:

A summary of the
critical appraisal of the peer-reviewed articles you previously submitted

An explanation about
what you learned from completing the evaluation table (1 slide)

An explanation about
what you learned from completing the levels of evidence table (1 slide)

An explanation about
what you learned from completing the outcomes synthesis table (1 slide)

NURS6052/NURS5052/NRSE6052 Essent of Evidence

Week 11 Assignment

Evidence-Based
Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for
your decisions. It also adds to the body of knowledge, which creates
opportunities for future practitioners. By presenting results, you also become
an advocate for EBP, creating a culture within your organization or beyond that
informs, educates, and promotes the effective use of EBP.

To Prepare:

Review the final
PowerPoint presentation you submitted in Module 5, and make any necessary
changes based on the feedback you have received and on lessons you have learned
throughout the course.

Consider the best
method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5-
to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

Be sure to incorporate
any feedback or changes from your presentation submission in Module 5.

Explain how you would
disseminate the results of your project to an audience. Provide a rationale for
why you selected this dissemination strategy. NURS5052 Full Course Latest

DNP810 Module 2 Discussion

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DNP810 Module 2 Discussion

DNP 810 Evidence-based Practice for Quality Improvement

Module 2 Discussion

Describe a scientific misconduct within the last five years involving some aspect of the process of conducting research or dissemination of findings.

Use annual reports or newsletters published by the U. S. Office of Research Integrity or other sources such as Lexus-Nexus or PubMed®.

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Include the following in your description:

Name, position, employer of offender

Nature of the misconduct

Legal consequences or pending litigation from the misconduct

Actual or potential consequences for patients/public

Actual or potential consequences for EBP. DNP810 Module 2 Discussion

DNP 810 Evidence-based Practice for Quality Improvement

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DNP 810 Evidence-based Practice for Quality Improvement

Instructions:

Write a 3-4 page essay (the page limit does not include title and reference pages) addressing each of the following points/questions.

Prepare your document using the APA 6th edition format, using the 12-point Times New Roman font and formatted with one-inch margins.

Be sure to completely answer all the questions for each bullet point. There should be nine sections, one for each bullet below.

Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. The headings should follow APA format. This is a guide to formulating headings in APA format: https://owl.english.purdue.edu/owl/resource/560/16/

Support your ideas with at least three (3) citations other than your textbook (you may also cite your textbook = 4 citations minimum) in your essay. DNP 810 Evidence-based Practice for Quality Improvement

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Make sure to reference the citations using the APA writing style for the essay.

The cover page and reference page do not count towards the minimum word amount.

You will need Microsoft Word or a compatible word processing application to complete this assignment.

Save your work as ” Firstinitial.lastname-coursenumber-modulenumber” in the .doc or .docx file format, e.g. J.Smith-N000-1.docx.

Assignment:

This is a 2 part assignment (Part A and Part B)

Part A:

Visit the following websites:

Visit the Cochrane Collaboration website and read the introduction.

Search for “logo” in the website search box, and read the explanation of the Cochrane Collaboration logo.

Visit the website for the Prevention of Healthcare-Associated Infections

For information about Hospital Acquired infection, Target Goals, Action plans and information about steering committees use: https://health.gov/hcq/prevent-hai.asp and https://www.ahrq.gov/professionals/education/curriculum-tools/cusptoolkit/index.html

Read about Prevention of Healthcare Associated Infections and the structured abstract.

What four infections were studied? DNP 810 Evidence-based Practice for Quality Improvement

What was shown to be effective against prevention of Healthcare Associated Infections and to what strength of evidence?

Part B:

Locate an evidenced-based research paper (less than five years old). Describe the following about the study:

The title?

What is the study about?

Purpose of the study?

What was the framework of the study?

Protocol development?

Describe how the project began.

Did the topic have support from leaders, clinical nursing staff?

Describe the members of the project team.

How long did the team meet?

What materials, etc. were developed?

Describe the evaluation of the study.

What were the findings and conclusions? DNP 810 Evidence-based Practice for Quality Improvement

Assignment: DNP 955Project Timeline GCU

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Assignment: DNP 955Project Timeline GCU

This assignment is aimed at supporting your successful navigation of timeline components for your Direct Practice Improvement (DPI) Project.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Locate the “DPI Project Timeline” resource associated with this assignment.
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 not required to submit this assignment to LopesWrite.

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Directions:

Use the “DPI-Project Timeline” document to help you develop a timeline for the completion of your DPI Project Proposal and activities associated with completing your project. Enter your expected dates for completion of the milestones and deliverables. Keep in mind this is a plan for your timeline through the final three courses of the program. Actual timelines may vary.

Course Tutor helps in providing the best essay writing service. If you need 100% original papers for DNP 955 Topic 2 DPI Project Timeline GCU, then contact us through call or live chat. DNP 955 Topic 2 DPI Project Timeline GCU

DNP 955 Topic 1 DPI Project Content Expert: Identification and Approval Process GCU

Prior to the first Direct Practice Improvement (DPI) course, it is the learner’s responsibility to identify a Content Expert who will work alongside the DPI faculty chairperson as the two members of the learner’s DPI Project Committee. The learner and the committee members will work collaboratively to support scholarly progression

This individual may have served previously as the learner’s mentor. The Content Expert will work closely with the learner on the entire scope of project-based deliverables throughout DNP-955, DNP-960, and DNP-965 along with any necessary extension courses. In order to avoid delay in commencing work on the DPI Project, please identify your Content Expert and complete the required documentation as early as possible. Please refer to the Graduate Field Experience Manual for more information about Content Expert selection and qualifications.

Directions:

1.Submit your proposed Content Expert’s name and relevant qualifications to the GCU Office of Field Experience (OFE) counselor for Department approval.

2.Submit your proposed Content Expert’s name and relevant qualifications to your DNP chairperson.

3.Do not initiate new work on course assignments until you have sent your DNP chairperson the Content Expert information. This can be in the form of a curriculum vitae (CV).

4.Do work to complete and incorporate all prior course/programmatic feedback into existing project-based content

Course Tutor helps in providing the best essay writing service. If you need 100% original papers for DNP 955 Topic 1 DPI Project Content Expert GCU, then contact us through call or live chat.

DNP 955 Topic 1 DPI Project Content Expert GCU

Best DNP 955 Topic 1 DPI Project Content Expert GCU

DNP 810 Evidence-based Practice for Quality Improvement

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DNP 810 Evidence-based Practice for Quality Improvement

Assignment:

There are two assignments for this section.

Instructions:

Write a 3-4 page essay (the page limit does not include title and reference pages) for Assignment 1 in this Module below addressing each of the following points/questions.

Prepare your document using the APA 6th edition format, using the 12-point Times New Roman font and formatted with one-inch margins. DNP 810 Evidence-based Practice for Quality Improvement

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Be sure to completely answer all the questions for each bullet point.

Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. The headings should follow APA format. This is a guide to formulating headings in APA format: https://owl.english.purdue.edu/owl/resource/560/16/

Support your ideas with at least three (3) citations other than your textbook (you may also cite your textbook = 4 citations minimum) in your essay.

Make sure to reference the citations using the APA writing style for the essay.

The cover page and reference page do not count towards the minimum word amount.

You will need Microsoft Word or a compatible word processing application to complete this assignment.

Save your work as ” Firstinitial.lastname-coursenumber-modulenumber” in the .doc or .docx file format, e.g. J.Smith-N000-1.docx.

1. Assignment 1:

Write a 3-4 page essay (the page limit does not include title and reference pages) outlining the steps of conducting a qualitative research.

Describe the Research Problem and Question

Describe the Review of Literature

Explain the design

Outline the sample selection

Explain data collection for Qualitative Research

Explain data analysis in Qualitative Research

Explain reporting the results of a qualitative study

2. Assignment 2:

Begin working on an abstract based on your scholarly project and your review of literature from Modules 1 and 3 by following these instructions:

Prepare an abstract that will describe your DNP project as if it was complete and you were submitting your abstract for peer review for a poster/paper presentation to a professional audience.

Complete the sample abstract submission materials for a national conference as if you were going to submit your scholarly work. Follow the Southern Nursing Research Society Abstract Submissions Guidelines as a guide for your abstract. DNP 810 Evidence-based Practice for Quality Improvement

You will submit your abstract in Module 6 and will also use this work to create a poster presentation in Module 8.