Discussion: Developing a Culture of Evidence-Based Practice

/in /by

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.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

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. Discussion: Developing a Culture of Evidence-Based Practice
  • Reflect on which type of dissemination strategy you might use to communicate EBP. Dissemination Strategies Discussion Essay

By Day 3 of Week 9

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

By Day 6 of Week 9

Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.

 

Dissemination Strategies

 

“Evidence-Based Practice (EBP) is a problem-solving approach to making clinical, educational, and administrative decisions that combines the best available scientific evidence with the best available practical evidence.” (Newhouse et al., 2007, p. 556) Two dissemination strategies that I would utilize are unit-level presentations and posters. (Melnyk, 2018). In the emergency department (ED), we utilize unit-level presentations in the form of start of shift huddle. We have four daily huddles; this is where appropriate data is shared to improve clinical practice. Staff is gathered in a centralized location in the ED during huddle which allows information to be disseminated quickly. Leadership shares our department metrics, policies and procedures, and important updates critical to the day’s work. Staff are then given the chance to voice concerns, pose questions, and share any other data considered fundamental for practice. (Melnyk, 2018). The biggest barrier to this strategy is that information is giving verbally and missing the huddle or distractions during huddle means that someone may miss important information with this communication method. (Melnyk, 2018) Dissemination Strategies Discussion Essay. Ways to improve on this type of strategy is to move huddle to a private or less crowded area of the ED so there are less distractions or to follow up critical information with a written recap that can be reviewed at a later time. (Melnyk, 2018). Discussion: Developing a Culture of Evidence-Based Practice

 

Another strategy to disseminate information would be through the use of posters. Emergency departments can be hectic and fluid, therefore adapting to many changes at once is often necessary. (Melnyk, 2018). Medical staff work closely with one another to provide patient care. With poster presentations, the disseminated information only presents the most vital information related to a topic. It is visual and easy to read so the information can be learned and absorbed quickly. (Melnyk, 2018). Although, this is informal, it does allow continued interaction among colleagues. Recently, during huddle, a poster was presented with our new blood culture adapter devices. The poster included the steps for use of the new adapters, statistical information on the ED blood culture contamination, core measure standards, and proposed outcomes. The ED was able to change quickly to using the new device as it gave a visual presentation on where we were, what we needed to do, and what needed improvement. A month later, updated on the effectiveness of the new devices was provided via huddle with significant reductions in blood culture contamination rates in the ED. Barriers to this type of dissemination strategy is there that the poster could miss critical information, be too busy to read. (Melnyk, 2018). The content could be either to sparse for real value or contain too much information, or be placed in an area where no one sees it. There is also no way to confirm that all nurses learned the information or that the information was understood. Strategies to help with this can be to make sure that the presenter uses PowerPoint slides or clear graphics, sequencing the information to ensure that the poster is concise and easy to read in a visible area. (Melnyk, 2018). Additionally, the presenter should offer specific times to be available for questions and include ways for follow up to be provided, such as through email.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

The highest level of care and the best patient outcomes can be obtained when provided in a compassionate and inclusive organizational culture. (Gallagher-Ford et al., 2011). Two dissemination strategies least included to use in the ED are podium presentations and community meetings. Both of these types of strategies are more formal and typically in a larger setting. (Melnyk, 2018) Dissemination Strategies Discussion Essay. From the perspective of working in the ED, it is difficult for a bigger group medical staff to step away to a large community meeting or to be available for a podium presentation. Usually, there may be one or two individuals who would attend this type of meeting, then would re-present the information in smaller, less formal gatherings, like at huddle. The disadvantage is that some of the scope of the evidence based-content is lost when re-presented and would not include the details like an overhead presentation or lengthy explanation of the issue. (Melnyk, 2018). There would also be no availability for questions and answers as the information would have been re-disseminated and the speaker would not know the content in detail.

 

 References

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. Retrieved April 27, 2021, from https://doi.org/10.1089/109744699315723

 

Melnyk, B. M. (2018). 20: Disseminating Evidence Through Presentations, Publications, Health Policy Briefs, and the media. In E. Fineout-Overholt (Ed.), Evidence-based practice in nursing and healthcare (4th ed ed., pp. 547–602). Wolters Kluwer Dissemination Strategies Discussion Essay.

 

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L., & White, K. (2007). Organizational Change Strategies for Evidence-Based Practice. JONA: Journal of Nursing Administration, 37(12), 552–557. https://doi.org/doi: 10.1097/01.NNA.0000302384.91366.8f. Discussion: Developing a Culture of Evidence-Based Practice

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

/in /by

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Week 8 Discussion Post

Evidence-based practice (EBP) information must be disseminated effectively to achieve the right outcome. The disseminated information should target a specific audience like the nursing staff, Techs, appropriate doctors, and support staff. For example, disseminating EBP information on fall risk assessment tools in the ED should be targeted to all ED staff that encounter the patient. Suggested dissemination strategies for success included formal staff training, mentorship, and collaboration (Jordan et al., 2018).  Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion Two dissemination strategies that I would use are educating and engaging the staff (Gallagher-Ford et al., 2012). Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Strategy to Educate the Players

It is essential to educate all the players involved in the implementation to disseminate EBP information effectively. Experts like Jordan et al. (2018) suggested that dissemination strategy includes formal training of the players involved in the implementation. For example, in-service training might be an excellent way to disseminate EBP information related to the use of new risk fall assessment tools. The information must be communicated clearly to avoid any misunderstanding of the new EBP Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

There are several barriers to educating players on EBP information in the ED. The most cited barriers by healthcare experts include lack of time and competing demands (Jordan et al., 2018). Many nurses at my workplace find it challenging to make time for new training, especially face-to-face. Experts like Jordan et al. (2018) felt that scheduling training time and mentoring staff would help disseminate the EBP information to reduce these barriers. Other experts believe that fostering EBP within organizations requires robust infrastructure, including nursing leadership, and human and material resources can reduce some of the education barriers (Newhouse et al., 2007).

Strategy to Engage the Stakeholder

Experts like Gallagher-Ford et al. (2012) suggest using “Engaging the Stakeholder Strategy” as an effective way to disseminate information on evidence-based practice to use a new fall risk assessment tool in the Emergency Department. By doing so, the players can be better informed about the new EBP. “Engaging the Stakeholder Strategy” is crucial because it keeps the stakeholder inform and build their trust. I believe that the “Engaging the Stakeholder Strategy” effectively gets the buy-in from each stakeholder and makes implementation decisions a little easier. Also, each stakeholder can identify outcome measures. Gaining their buy-in can be helpful with planning implementation strategy (Ginex, 2018).

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion One cited barrier related to the “Engaging the Stakeholder Strategy” includes the resistance to changes (Ginex, 2018). Many experts like Ginex believe that Stakeholders are more comfortable without changes “because we’ve always done it this way” (Ginex, 2018). Ginex (2018) suggested that one way to overcome the barrier of resistance is to engage the appropriate player. Doing so builds trust and enables us to learn from each player’s experience and gain applicable input to implementing the new EBP. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Least Inclined Strategy

The preferred method that I would use to disseminate the EBP is face-to-face presentations or conferences. I believe that the face-to-face method is the most appropriate way of disseminating EBP information. The face-to-face approach facilitates interaction and instant feedback so that clarifications can be made. On the other hand, I would limit the electronic dissemination of EBP information. Betz et al. (2018) noted that one significant drawback to using electronic dissemination is the unresolve lack of clarity and not having immediate clarification when needed.

 

References

Betz, C. L., Smith, K. A., Melnyk, B. M., & Tassa, T. (2018). Disseminating evidence through presentations, publications, health policy briefs, and the media. In B. M. Melnyk, & E . Fineout-Overholt, Evidence-based practice in nursing & healthcare: A guide to best practice (4th Ed.). Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54. doi: 10.1097/10.1097/01.NAJ.0000395243.14347.7e

Ginex, P K. (2018). Overcome barriers to applying an evidence-based process for practice change. Retrieve from https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-change

Jordan, J., Coates, W. C., Clarke, S., Runde, D., Fowlkes, E., Kurth, J., & Yarris, L. (2018). The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face. Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 19(3), 619–629. https://doi-org.ezp.waldenulibrary.org/10.5811/westjem.2018.1.36752

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C. & White, K. M. (2007). Organizational Change Strategies for Evidence-Based Practice. JONA: The Journal of Nursing Administration, 37(12), 552-557. doi: 10.1097/01.NNA.0000302384.91366.8f.

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion instructions

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. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion
  • Reflect on which type of dissemination strategy you might use to communicate EBP.

By Day 3 of Week 9

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

By Day 6 of Week 9

Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.

 

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion sample 2

Introduction

Evidence-based nursing practice is essential for proper patient care because it ensures improved patient outcomes and that health services are delivered effectively and efficiently. Sharing evidence-based practice results is necessary for implementation, and advocates for best care practices for patients (Williams & Cullen, 2018). Healthcare professionals have an ethical obligation related to researching and disseminating evidence-based practice (Milner, 2016). Spreading nursing knowledge is imperative to continue moving the nursing profession forward (Moyo, 2019). Sharing evidence-based information with others is beneficial and can help address unsatisfactory implementation in organizations. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion There are several different strategies for disseminating evidence-based practice within an organization. They should increase the reach and ability of fellow nurses and healthcare professionals to use and apply the evidence discussed. The following document will discuss a couple of different ways of disseminating evidence-based information, barriers that could arise, and how to overcome them so that they are effective.

Two Dissemination Strategies

Podium Presentations

The first dissemination strategy I would be most inclined to use is podium presentations. Podium presentations are a traditional way of sharing evidence-based practices and are oral presentations that educate audiences in a public manner. Podium presentations are used to educate healthcare staff and help disseminate information (Ross, Dlungwane & Van Wyk, 2019). Podium presentations convey knowledge by role-playing, modeling, feedback and assessment, and practical evidence to help healthcare professionals learn new information about evidencebased practices (Brukenthal, 2017). Podium presentations are a quick way to address a large group of people to ensure the information is delivered simultaneously. Research has shown that those who attend podium presentations have an improved understanding of the information shared and eventually incorporate it into practice (Brukenthal, 20171).

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Unit-level presentations

The second dissemination strategy I would be most inclined to use is unit-level presentations. Unit-level presentations are already a familiar process to me, as I am on a unitbased council called Niche, and we frequently report to the unit. Unit-level presentations are useful in that they can also incorporate other means of dissemination as well, such as poster presentations, so you have multiple ways of sharing information just within this one modality. Posters are an invaluable communication tool to transmit learned knowledge to others (Moyo, 2019) Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion. Using them in conjunction with unit-level presentations is an efficient way to explain information. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion. Unit-level presentations ensure evidence-based information is given directly to other healthcare professionals one is working with closely. Least Inclined Dissemination Strategy The dissemination strategy I would be least inclined to use is that of publication in peerreviewed journals. Peer-reviewed journals provide a trusted form of scientific information because the journal editors select the most vital evidence-based practice that can easily be implemented into an institution (Melnyk & Overholt, 2018). Peer-reviewed journals can reach a vast array of healthcare workers and share a lot of information all at once. However, writing and preparing for publication submission is time-consuming and, at times costly. Written papers can be reviewed for months, held before approval, which may delay disseminating research information at the proposed time. Delaying publication due to the quality check and submission process may slow down advances in medical knowledge and dissemination, mainly when the information addresses a recent health problem or disease or other issues relating to public health and safety Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

Two Barriers and Strategies to Overcome Them

The two identified dissemination strategies are not without their own barriers. Podium presentations pose the challenge of coming up with new presentations and public speaking limitations (Hicks, 2018). For example, a nurse who is not good at public speaking may not effectively present the EBP to the audience. Public speaking is not a skill that everyone possesses and can make it difficult to share information in this way. Additionally, a significant portion of healthcare providers do not attend podium presentations or decide not to participate, making its reach ineffective. However, to overcome these barriers, podium presentations must be supported with organizational commitment and administrative support to encourage and ensure their teams attend such an education program. Practicing before the podium presentation can be a way to organize thoughts properly and ensure the information is shared appropriately. Unit-level presentations pose the challenge of only reaching a small audience for the dissemination of information. Unit-level means that the data is only shared with immediate coworkers, not the hospital organization as a whole. Since we are in a technological age, one way of overcoming this barrier would be to have the unit-level presentation recorded. Once recorded, the information can be shared on a broader level, with other units, for example, to make the evidence-based information available to a broader audience.

Conclusion

Each type of dissemination strategy has positives and negatives, often decided by the structures within an institution and the nature of healthcare professionals found there. A strategy that works in one health care facility may or may not work in another facility. My recommendation would be to pair different strategies to increase dissemination effectiveness rather than relying on one approach. For example, the unit-level presentation paired with poster presentations because they are able to complement each other in the distribution of evidence= base practice. No matter the method, nurses and other healthcare professionals are obligated to continue education and disseminate knowledge (Milner, 2016).

 

References

Bruckenthal, P. (2017). From podium or poster to publication: Strategies for success. Pain Management Nursing, 18(2), 64. https://doi.org/10.1016/j.pmn.2017.02.162

Hicks, R. (2018). Transforming a presentation to a publication. Journal of American association of Nurse Practitioners, 27(9). https://doi.org/10.1002/2327-6924.12228

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Milner, K. A. (2016). Sharing your knowledge. Journal of Infusion Nursing, 39(5), 297–305. https://doi.org/10.1097/nan.0000000000000188

Moyo, M. (2019). The 5 Cs for developing an effective poster presentation. Journal of Radiology Nursing, 38(3), 210–212.

Ross, A., Dlungwane, T., & Van Wyk, J. (2019). Using a poster presentation to assess large classes: A case study of a first-year undergraduate module at a South African university. BMC Medical Education, 19(1), 1-9. https://doi-org.ezp.waldenulibrary.org/10.1186/s12909-019-1863-9

Williams, J. & Cullen, L. (2018). Disseminating an evidence-based practice project as a poster. Journal of Perianesthesia Nursing. https://doi.org/10.1016/j.jopan.2016.07.002

 

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion sample 3

The history of nursing’s foundational framework can be contributed to the ongoing progression of the healthcare profession . The collaboration of continued education, advancements in healthcare technology, and  evidence-based practice (EBP) is the tool that propels healthcare to improve quality of care and patient outcomes. Dissemination of EBP is the final process prior to implementation of new practice guidelines (Melnyk & Fineout 2018 pg. 539). As stated by Melnyk & Fineout (2018), sharing EBP requires a clear and compelling body of evidence that is tailored to the audience and stakeholders. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion Careful consideration of disseminating new information will promote utilization across the healthcare spectrum, ultimately  further advancing the delivery of care. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

More Inclined Dissemination Strategy

One strategy for dissemination of EBP is presentations at an organizational level. As stated by Häggman-Laitila et al. (2016), lectures and didactic presentations are the most popular teaching tool. Presentations at an organizational level enables the engagement of audience members through relatable experiences or events .Presentations enables nurses to critically examine their own practices and understand the need for EBP (Häggman-Laitila et al., 2016). Sharing previous clinical issues establishes a collaborative effort to incorporate EBP into clinical practice. Lastly, presentations provide a visual representation of outcomes that can be achieved. Visual presentations can be detected in the form of graphs, tables, and charts. A combination of teaching methods is more likely to improve knowledge, skills, and attitudes (Häggman-Laitila et al., 2016). Exposure to hearing and visualizing new information can reinforce the important of how this practice can be adopted into current guidelines to improve outcomes for patients. Although there are great benefits two presentations at an organizational level there are also barriers. Drawbacks include limited staff attendance and the inability to recall lecture information due to information overload. To overcome presentation barriers leadership could have multiple presentation times to increase staff attendance and include a condensed version of the presentation in paper form Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

Next, poster displays are easily accessible to introduce new teachings of EBP. Poster displays can be placed in various areas of the units for review of information. In previous experiences, visual representation posters are usually displayed in the bathroom, the break room, and in lounge areas. Repetitive visual representation of information reinforces understanding and creative thinking. Easily accessible information has a greater potential of reaching a wider audience thereby promoting discussions of how EBP applies to the current state of the unit and encouraging staff members to collaboratively determine how the new information can be implemented to improve patient outcomes. Barriers to poster displays include the inability to engage audience and the potential for posters to be misplaced or destroyed. Strategies to overcome obstacles for poster displays can include eye- catching graphics and laminating the posters to prevent damage.

Least Inclined Dissemination Strategy

Although journal publications or organizational journal clubs is the most common technique for dissemination of information, in my opinion it is the least likely way to share new information with the healthcare profession on a healthcare organizational level Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion. Journals are a great tool to introduce new practices and interventions due to the ability to provide supportive evidence. Next, journal clubs that are associated with an organization such as American Nurses Association (ANA) are the least likely method to share information, statistics show that less than 10% or nurses belong to an organization. Hurdles that impede journal publications and journal clubs as a great source of sharing information is inaccessibility. Additional obstacles of dissemination of EBP include  lack of time, unsupported attitude towards new information, nursing morale, and a lack of leadership or mentor involvement (Williams et al.,2016).

References 

Häggman-Laitila, A., Mattila, L.-R., & Melender, H.-L. (2016). Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis. Nurse Education Today, 43, 50–59. https://doi-org.ezp.waldenulibrary.org/10.1016/j.nedt.2016.04.023

 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

 

Williams, J. R., Caceda-Castro, L. E., Dusablon, T., & Stipa, M. (2016). Design, development, and evaluation of printed educational materials for evidence-based practice dissemination. International Journal of Evidence-Based Healthcare, 14(2), 84–94. https://doi-org.ezp.waldenulibrary.org/10.1097/XEB.0000000000000072

DNP-801A Introduction to DNP Studies

/in /by

DNP-801A Introduction to DNP Studies

DNP-801A Introduction to DNP Studies Topic 1 DQ 1

Assessment Description

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Congratulations on your acceptance into the Doctor of Nursing Practice program at Grand Canyon University. Earning a DNP is a major milestone for you personally and a significant contribution to your community and profession. In keeping with the expectations of DNP professionals, learners enrolled in this program are expected to display courteous and professional conduct and develop strong scholarly skills DNP-801A Introduction to DNP Studies. This course will begin to prepare you for your professional journey.

In a few words, explain how your future role as a Doctor of Nursing Practice leader will serve your profession and your personal community. On a personal level, what do you expect to achieve from this program? (This response does not require research support DNP-801A Introduction to DNP Studies.)

Review the “Discussion Forum Philosophy” located in the Class Resources. You are expected to post in the forum according to these guidelines without further prompting for the duration of the program.  DNP-801A Introduction to DNP Studies

DNP-801A Introduction to DNP Studies Topic 1 DQ 2

Assessment Description

The rigor of a DNP program requires that each learner maintain personally developed strategies that can be used to minimize stress in order to maintain a healthy balance. One important area to consider is self-care. Discuss ways in which you will recognize signs of imbalance or stress as a DNP learner. Explain what type of self-care routines or activities you can use in these instances to help you better achieve balance. (This response does not require research support.)

In response to your peers, discuss what strategies they are using that could work for you or provide suggestions to peers for self-care DNP-801A Introduction to DNP Studies.

 

DNP-801A Introduction to DNP Studies Doctoral Strategies Essay and Attestation

Assessment Description

The doctoral learning process is uniquely autonomous and requires self-imposed initiative to investigate, gather information and orient yourself to the expectations of the program. In order to be successful, it is important to develop strategies to maintain a healthy balance in your academic, professional, and personal life.

The purpose of this assignment is to reflect on the “Doctor of Nursing Orientation Webinar,” the doctoral dispositions, and the resources introduced to you in this topic in order to prepare a plan to be a successful learner DNP-801A Introduction to DNP Studies.

General Requirements:

  • Attend the “Doctor of Nursing Orientation Webinar.”
  • Read the “Doctoral Dispositions and Acknowledgement of Review” document attached in the assignment.
  • Read the “Direct Practice Improvement Project Groups and Associated Milestones,” “DNP Learner Expectations,” and “DNP Direct Practice Improvement Project Recommendations,” located in the DC Network.
  • Explore the APA resources, including the APA Style Guide, located in the Writing Center in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.DNP-801A Introduction to DNP Studies.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • You are not required to submit this assignment to LopesWrite.
  • Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

After attending the “Doctor of Nursing Orientation Webinar,” reading the doctoral dispositions, and reviewing all of the resources indicated, write a 500-750-word paper including the following:

  1. Discuss what concerns you have about matriculating through a DNP program, and insights you gained from the “Doctor of Nursing Orientation Webinar” that helped mitigate those concerns.
  2. Describe what your expectations are for the program and what challenges you might anticipate. Identify personal strengths and explain how these will help you persevere in the DNP program.
  3. Outline a plan that you can use to be successful as a DNP learner. Include strategies for time management, autonomy, and self-directed learning. Explain how you can utilize the resources introduced in this topic to help you become more proficient DNP-801A Introduction to DNP Studies.

Provide confirmation that you have attended the “Doctor of Nursing Orientation Webinar,” read the “Doctoral Dispositions and Acknowledgement of Review,” and familiarized yourself with all the listed resources, by completing the “Acknowledgement of Review” statement below and copying/pasting it to the bottom of your reflection paper.

Acknowledgement of Review:

I, (INSERT NAME), verify that I have reviewed doctoral dispositions, attended the Doctor of Nursing Orientation Webinar, and have accessed and reviewed the Direct Practice Improvement Project Group and Associated Milestones, DNP Learner Expectations, DNP Direct Practice Improvement Project Recommendations, and the APA, PowerPoint, and writing resources in the Writing Center of the Student Success Center. I agree to uphold the doctoral dispositions and comply with the expectations of the program.

Attachments

DNP-801A Introduction to DNP Studies Preconference Evaluation: Individual Success Plan (ISP)

 Assessment Description

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.

A preconference meeting is required for DNP-815A, 840A, 830A, 955A, 960A, 965A. A preconference meeting is intended for the learner and preceptor/mentor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor during this practice immersion experience. All faculty and preceptor/mentor information will be given to each party by the learner. Any course or program information requested by the preceptor/mentor will be provided by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time. The faculty will also send an introductory email to the preceptor/mentor.

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course.

  • Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline documents in the DNP PI Workspace.
  • Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones.
  • Determine what practice immersion experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
  • Use the ISP to develop a personal plan for completing your practice immersion hours and how competencies will be met. Show all of the major milestones and deliverables in the timeline.
  • Within the ISP, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course goals and documented practice immersion hours; and DPI Project milestones.
  • While an ISP is required, unless you have a mentor, a mentor signature is not required for DNP-801A, 805A or DNP-810A. A preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory for all learners enrolled in all DNP courses (from DNP-815A on). Conferences may be conducted face-to-face or via technology. A copy of the wet-ink or digitally (digital identifier) signed document must be uploaded into the classroom no later than the end of Topic 1.
  • Overall course- and learner-specific objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric DNP-801A Introduction to DNP Studies. Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
  • You are not required to submit this assignment to LopesWrite.
  • Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

  1. Identify the specific deliverables you will complete throughout this course from those defined above with your faculty. Update your faculty/chair with any revisions or changes to the ISP.
  2. List the challenges you expect to encounter as you continue the practice immersion hour and competency requirements throughout this course. How might you overcome these challenges?
  3. Complete the Contact Information table at the beginning of the ISP resource, and type in your signature (learner only) and the date on which you completed the table. Read the information in the ISP document, including the following: Learner Expectations, Derivation of the ISP, and Instructions for Completing the ISP.
  4. Follow the instructions and complete the ISP.

Topic 2: Introduction To Academic Learning

Objectives:

  1. Identify a valid patient practice problem at an assigned practice site.
  2. Propose strategies to become proficient with scholarly writing.
  3. DNP-801A Introduction to DNP Studies

 

DNP-801A Introduction to DNP Studies Topic 2 DQ 1

Assessment Description

Learners in the DNP program are required to develop a Direct Practice Improvement (DPI) Project. Describe your proposed practice site and a potential patient practice problem that you are interested in exploring for your project. Explain why this is a valid topic for your practice site. How do you believe this project will contribute to the body of knowledge in your field?

To ensure that the proposed practice problem is viable, refer to the “DNP Direct Practice Improvement Project Recommendations,” located in the DC Network, and answer these questions: DNP-801A Introduction to DNP Studies Why is this a valid issue at my practice site? Why is this a patient practice problem? Will there be enough current research on this topic, or is it still being investigated by researchers?

 

 

DNP-801A Introduction to DNP Studies Topic 2 DQ 2

Assessment Description

Learners are expected to demonstrate scholarly writing throughout the program in all written work (discussion forum, assignments, final project). Reflect on writing your Scholarly Writing Using Research paper and consider which of the standards of scholarly writing are most challenging for you:

  • Identifying appropriate evidence for support (peer-reviewed and scholarly sources).
  • Writing in one’s own words and properly citing authors for ideas, findings, etc.
  • Writing in APA style.

Describe which is most challenging for you and why. What tools or sites did you use to address the challenges? What strategies will you use to become more proficient? DNP-801A Introduction to DNP Studies (This response does not require research support.)

You are expected to use the principles of scholarly writing throughout the program without further prompting. Refer to the writing resources in the GCU Library and Student Success Center for ongoing assistance.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

DNP-801A Introduction to DNP Studies Scholarly Writing Using Research

Assessment Description

“Scholarly writing” is a term that indicates a set of standards are used or required for professional writing. In the DNP program, learners are expected to use scholarly writing for all coursework and in the development of their Direct Practice Improvement (DPI) Project. Standards for scholarly writing for this program are:

  • Develop a clear thesis.
  • Maintain an objective or unbiased perspective.
  • Incorporate appropriate evidence for support (peer-reviewed research and other scholarly sources).
  • Present original writing (written in one’s own words and properly citing authors for ideas, findings, etc.).
  • Write and synthesize in an organized and logical manner.
  • Format in APA style. DNP-801A Introduction to DNP Studies

The purpose of this assignment is to familiarize the learner with the overall expectations of scholarly writing and the tools available to help you succeed. Learners in this program are expected to demonstrate scholarly writing throughout the program.

General Requirements:

  • Review the topic Resources prior to completing this assignment.
  • Use the “Searching Nursing Databases,” located on the Doctor of Nursing Practice page in the GCU Library, to assist you in completing this assignment.
  • Refer to the “DNP Direct Practice Improvement Project Recommendations,” located in the DC Network, to assist in completing the assignment.
  • A minimum of one peer-reviewed research article, published within 5 years of your anticipated graduation date, is required to complete this assignment.
  • Doctoral learners are required to use
    • APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
    • 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
    • Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

    Directions:

    The GCU DNP program requires learners to develop a Direct Practice Improvement (DPI) Project for successful completion of the program. The purpose of the DPI Project is to identify a valid patient practice problem at your practice site and propose an evidence-based intervention shown by current and authoritative research to improve the nursing practice problem. DNP-801A Introduction to DNP Studies

    Write an essay of 750-1,000 words, address the following:

    1. Discuss the differences between quality improvement and research.
    2. Explain why your DPI Project for this program is considered quality improvement and not research.
    3. Describe a patient practice problem at your practice site that you are considering for your DPI Project. Explain why this would be considered a patient practice problem, how it can be addressed though a quality improvement intervention, and why it would be appropriate and feasible for your practice site.
    4. Provide support for your proposed intervention with at least one peer-reviewed research article from the GCU Library. The article must be published in the United States and within 5 years of your anticipated graduation date DNP-801A Introduction to DNP Studies.

Annotated Bibliography

/in /by

I added the directions as a word document attached.

Identifying A Clinical Question

/in /by

Identifying A Clinical Question

Write a 1000-1500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be three main 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. Support your ideas with at least five (5) sources using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.

Identify a clinical question related to your work environment, write the question in PICOT format and perform a literature search on the identified topic. Identifying A Clinical Question

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Purpose

To enable the student to identify a clinical question related to a specified area of practice and use medical and nursing databases to find research articles that will provide evidence to validate nursing interventions regarding a specific area of nursing practice.

Review the Application Case Study for Chapter 3: Finding Relevant Evidence to Answer Clinical Questions as a guide for your literature search.

Guidelines

  1. Identify a clinical question related to your area of clinical practice and write the clinical foreground question in PICOT format utilizing the worksheet tool provided as a guide.
  2. Describe why this is a clinical problem or an opportunity for improving health outcomes in your area of clinical practice. Perform a literature search and select five research articles on your topic utilizing the databases highlighted in Chapter 3 of the textbook (Melnyk and Finout-Overholt, 2015).
  3. Identify the article that best supports nursing interventions for your topic. Explain why this article best supports your topic as you compare the article to the other four found in the literature search. Identifying A Clinical Question

Assignment Expectations:

Length: 1000 – 1500 words
Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.
References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of five (5) scholarly sources are required for this assignment to support the topic. Identifying A Clinical Question

Counseling Adolescents :Nursing Homework Help

/in /by

Counseling Adolescents :Nursing Homework Help

 Zero plagiarism

Five references more than 5 years

The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior. Counseling Adolescents :Nursing Homework Help

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Learning Objectives

Students will:
  • Assess clients presenting with disruptive behavior
  • Analyze therapeutic approaches for treating clients presenting with disruptive behavior
  • Evaluate outcomes for clients presenting with disruptive behavior

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide.
  • View the media, Disruptive Behaviors. Select one of the four case studies and assess the client.
  • For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources.

Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients. Counseling Adolescents :Nursing Homework Help

Leadership: nursing homework help

/in /by

Leadership: nursing homework help

Please review the case presented and answer all the questions at the end of it.

CASE INTRODUCTION

Huddles are such an important part of nursing – they relay pertinent information, increase safety, offer team building opportunities, promote better outcomes for the patient, and ultimately can reduce costs.

Here is your scenario:

Your nurse manager identifies that the staff on your rehabilitation unit, and particularly that you as the evening charge nurse, are resistant and oppositional to an important new patient safety strategy of implementing huddles to improve staff communication.

BRIEF SUMMARY OF CASE

Paragraph 1  Your nurse manager meets with you, the evening charge nurse, (and with you he had previously begun a disciplinary action process because you refused to implement huddles on the shifts when you was in charge).   You now understands that you (and the staff) were wrong, and you begin to explore with the manager how better to implement huddles on your shift. Leadership: nursing homework help

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Paragraph 2  In a quarterly staff development in-service for the rehab facility’s leaders, a group of nurses and charge nurses, including you, learn about implementing change using Lewin’s five-step Stages of Change (SCM) Model. The nurse manager and you apply this model to their failed implementation of huddles.

Paragraph  3 – You return to your unit and share with the staff that you—and they—were wrong to refuse to implement huddles. You begin to start the process as a change agent.

DISCUSSION GUIDE – QUESTIONS  Worth 2 points each (16 points)

Paragraph 1

  1. How does your nurse manager know that you are ready to learn and be a part of the unit change?
  2. How was the decision to implement the huddles handled?
  3. What is the importance of a huddle?

Paragraph 2

  1. What would you do prior to implementing a staff meeting to best communicate new information to the staff?
  2. How would you describe Lewin’s Theory of Change? Can you give an example where you have used this theory?
  3. What other theories of change are you familiar with, in addition to Lewin’s?

Paragraph 3

  1. How would you manage conflict with the other unit staff?
  2. How would you handle the resistance to change as noted by the unit staff? Leadership: nursing homework help

Nursing Theory Assignment

/in /by

Nursing Theory Assignment

1) Minimum 7  full pages (Parts 1, 2, and 3 must not be the same. you must address different aspects of the article in each of the parts)

                Part 1: minimum 1 page

                Part 2: minimum 1 page

                Part 3: minimum 1 page

                Part 4: minimum 2 page 

                Part 5: minimum 1 page

                Part 6: minimum 1 page 

                Part 7: minimum 1 page

Submit 1 document per part

2)¨******APA norms, please use headers

All paragraphs must be narrative and cited in the text- each paragraphs

            Bulleted responses are not accepted

            Dont write in the first person 

Dont copy and pase the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

           Submit 1 document per part

3) It will be verified by Turnitin and SafeAssign

4) Minimum 3 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

______________________________________________________________________________

Part 1:

Review the following article.

Lessons Learned Through Nursing Theory by Alejandro, Josefina I. DNP, RN

https://journals.lww.com/nursing/Fulltext/2017/02000/Lessons_learned_through_nursing_theory.12.aspx

1. What is the most important thing for you in this article from your role as RN-BSN? Nursing Theory Assignment

Part 2:

Review the following article.

Lessons Learned Through Nursing Theory by Alejandro, Josefina I. DNP, RN

https://journals.lww.com/nursing/Fulltext/2017/02000/Lessons_learned_through_nursing_theory.12.aspx

1. What is the most important thing for you in this article from your role as RN-BSN?

Part 3:

Review the following article.

Lessons Learned Through Nursing Theory by Alejandro, Josefina I. DNP, RN

https://journals.lww.com/nursing/Fulltext/2017/02000/Lessons_learned_through_nursing_theory.12.aspx

1. What is the most important thing for you in this article from your role as RN-BSN?

Part 4:

1. Discuss a formal role where a nurse is in a position of leadership.

2. Outline the essential responsibilities of that role and the educational preparation required.

3.  Explain what leadership traits, styles, or qualities are required to be successful in this role and why..

Part 5:

1.  The influence of leadership can be far-reaching in practice and improving patient outcomes even when not in a formal role.

2. Describe advocacy strategies that you can use as a leader to create positive change in your current workplace.

3. describe a time when you provided leadership and the outcome. Was there anything that you would do differently?

Part 6:

1.  Explain the role of health education in health promotion.

2. How is the nursing process used in developing health education?

3. Describe a contemporary issue, local or global, that a family may experience today.

4. What steps would the nurse take to address these as part of a health education plan?

Part 7:

1.   What characteristics would lead a provider to suspect domestic violence, child abuse, or elder abuse is taking place within a family?

2. Discuss your facility’s procedure for reporting these types of abuse. Nursing Theory Assignment

Advanced Nursing Assignment

/in /by

Advanced Nursing Assignment

1) Minimum 7 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

Parts 4 and 5 should be different, different writing and answers. However, you must answer the same questions.

              Part 1: minimum 1 page

              Part 2: minimum 1 page

              Part 3: minimum 1 page

              Part 4: minimum 1 page 

              Part 5: minimum 1 page

              Part 6: minimum 1 page 

              Part 7: minimum 1 page

Submit 1 document per part

Parts 4 and 5 should be different, different writing and answers. However, you must answer the same questions.

2)¨******APA norms, please use headers

All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

Dont copy and pase the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

         Submit 1 document per part

3) It will be verified by Turnitin and SafeAssign

4) Minimum 3 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Advanced Nursing Assignment

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

__________________________________________________________________________________

Part 1:

A 56-year-old patient with newly diagnosed stage 1 hypertension has been referred to you for counseling regarding lifestyle modifications. He is married, with four children — two in high school, two in college. His job as a senior vice-president for a major retail chain requires that he work long hours and frequently eat at restaurants. He smokes two packs of cigarettes a day, has a body mass index (BMI) of 29 kg/m2, and a waist-hip ratio of 1.6. He usually drinks one to two dry martinis to relax after he gets home from work.

1. How would you develop a realistic plan to help this patient reduce his blood pressure and prevent complications?

2. Which risk factors would be among your top two or three priorities for this patient, and what interventions or recommendations would you provide for modifying these? Advanced Nursing Assignment

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Part 2:

Therapeutic communication is important to ensure patients are part of treatment planning.

1. How would you evaluate a patient’s ability to understand your instruction and their current knowledge base about their problem? What characteristics of the patient would be helpful?

2. How would you be certain that the patient understands your medication instruction?

3. What methods of therapeutic communication would be useful in advanced practice?

Part 3:

1. Discuss the role of advanced practice nursing in safe prescribing

2. Discuss 3 prescribing barriers for APRNs.

Part 4:

1. why you decided to pursue and Advanced Practice major?

2. What is the role of the advanced practice nurse?

3. What is the evidence suggesting regarding the role of FNPs in primary care?

4. What do you think Family Nurse Practitioners could do differently to improve patient outcomes? Is EBP the answer? Give specific examples.

5. What do you think are the Skills & Personality Traits to be a Successful Nurse Practitioner?

Part 5:

1 why you decided to pursue and Advanced Practice major?

2. What is the role of the advanced practice nurse?

3. What is the evidence suggesting regarding the role of FNPs in primary care?

4. What do you think Family Nurse Practitioners could do differently to improve patient outcomes? Is EBP the answer? Give specific examples. Advanced Nursing Assignment

5. What do you think are the Skills & Personality Traits to be a Successful Nurse Practitioner?

Part 6:

Nursing faculty is responsible for creating an environment that is conducive to learning and accommodates the multiple learning styles and abilities of students.

As a nurse educator:

1. How might you design learning experiences for class and clinical environments to promote positive and effective learning for all students?

2. Do you think students should use their preferred learning styles and perhaps risk becoming rigid and unable to learn in different ways (should a situation demand a different learning style)? Or should educators encourage students to be open to different methods of learning, moving them away from their comfort zones?

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Part 7:

The diversity of both students and faculty poses important considerations for teaching and learning.

1. Reflect on the characteristic differences in gender, race, and culture, as well as the differences among the diverse generations in today’s nursing education classroom.

2.When considering your personal philosophy of teaching, discuss how you might use these characteristic differences and diverse backgrounds and experiences of today’s nursing students as a teaching tool to connect students to nursing content and increase their understanding. 3. How might you incorporate the background and experiences of your students into your teaching methods to enhance the ability of all students in your classroom to think critically and problem solve patient-care issues? Advanced Nursing Assignment

NUR-495 Strategic Plan for Your Capstone Project

/in /by

NUR-495 Strategic Plan for Your Capstone Project

During the NUR-495 course, you will actively engage in strategically planning for and managing a planned change project within the scope of your current professional role.  For this field-based project, you will identify a specific problem or need to serve as the foundation for a faculty-guided capstone experience.  Project-related experiences are integrated throughout the course, and will involve application of strategic planning and project management processes.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

For the purpose of your coursework, application of the strategic planning and project management processes is broken down into six distinct phases in order to integrate the assessment components throughout the eight workshops. NUR-495 Strategic Plan for Your Capstone Project

In this discussion, you will share the initial strategic plan for your capstone project, and learn more about your role as the project manager.  You will apply concepts learned in NUR-415 and Discussion 1.2 through the identification of a specific problem statement or statement of need, along with the background to support the need for change which you are proposing.  You will revisit the work you initiated in Discussion 1.2 and identify a specific outcome for the capstone project as well as activities, a timeline, and a plan for evaluation.

Upon successful completion of the course material, you will be able to:

  • Construct a strategic plan to guide the capstone project.

Resources

  • Textbook: Fundamentals of Project Management
  • File: Strategic Planning Tool.docx
  • File: Strategic Planning Tool Resource.docx

Background Information

As discussed in Discussion 1.2, the planned change process is rather iterative in nature, with dynamics that are organic rather than static.  For this reason, we tend to think of a planned change project as a work in continual process.  With each workshop, you will polish and fine-tune aspects of your plan as part of the learning process.  Each facet of the planned change process will be unpacked, examined, and critically applied to your capstone project.  As you advance in the course, each workshop will bring an opportunity to carefully reflect upon and streamline your work.  When the capstone course ends, your final project documentation will accurately articulate the planned change process that you have created and managed. NUR-495 Strategic Plan for Your Capstone Project

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Instructions

  1. Review the rubric to make sure you understand the criteria for earning your grade.
  2. In the textbook, Fundamentals of Project Management, review chapters 3,18, 28, & 30.
  3. Revisit your Strategic Plan assignment from the NUR-415 course or your new plan under development in Discussion 1.2.  Your project must be patient-focused and include a goal to improve patient outcomes.  Your assessment of the problem  and feasibility of a solution must include direct input from patients or recipients of care (survey results, comments, interviews, patient data, etc).  Review chapter 22 in the textbook, Leading and Managing in Nursing (Yoder-Wise, 2019) regarding patient-centered care.
  4. Download the Strategic Planning Tool Resource.docx file.  Review this document before completing your Strategic Planning Tool document.
  5. Download the Strategic Planning Tool.docx file.
  6. Complete your strategic plan according to the following instructions.
    1. Using the Strategic Planning Tool.docx, update/adapt your strategic plan from NUR-415, or your new plan under development in Discussion 1.2 that meets the criteria listed above, to reflect the following components in a succinct manner:
      1. Clearly defined need or problem statement to be addressed through the planned change process
      2. Background support to validate the need (minimum of three scholarly sources current within the last five years) NUR-495 Strategic Plan for Your Capstone Project
      3. Desired SMART patient care focused outcome for the planned change capstone project
      4. Specific activities/action plan (to correspond with the outcome) that will facilitate achieving the outcome, along with a time frame for implementation (project scope of eight weeks)
      5. Evaluation plan corresponding with the SMART, patient care focused outcome to define specifically how achievement of the outcome will be determined
  7.  Navigate to the threaded discussion.
    1. Post your completed tool and share a succinct one paragraph summary of the impetus for your proposed project by the end of the fifth day of the workshop.  Be sure to await feedback from your instructor regarding your strategic planning tool; modify your strategic planning tool as recommended by your instructor before submitting your final draft to the 1.4 Assignment submission page.
    2. Read and respond to at least one of your classmates’ postings, as well as all follow-up instructor questions directed to you, by the end of the workshop.  You are expected to choose a classmate’s posting that has not received peer feedback.  If all classmates have received feedback, respond to a classmate of your choice.
    3. Your postings should be at least six sentences in length and be well developed by providing substantive feedback, specific suggestions, with evidence of critical thinking. NUR-495 Strategic Plan for Your Capstone Project