Step 1 Review an article.

Using the Cochrane Collaboration website, browse a topic of interest related to your nursing practice. Find a peer-review research article in your area of interest and read the article.

Step 2 Post a summary of the article.

Post a brief summary of the article and results.

Step 3 Answer additional questions.

After providing the article summary, answer the following questions:

• Describe how this EBP research supports your practice.
• If your practice is different than the recommendations in the evidence-based article, how could you use this article to support your practice? NUR 435 Denver School of Nursing Week 9 EBP in the Workplace Discussion

Step 4 Read other students’ posts and respond to at least two of them by Friday at 11:59pm Mountain Time.

Use your personal experience, if it’s relevant, to support or debate other students’ posts. In your responses, offer your peers one description of an EBP that you use at your workplace. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.

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Peer Discussion (Kristen)

The article I chose discusses how accurate rapid test are for diagnosing COVID-19. There are two types of rapid test, antigen and molecular tests. “Antigen tests identify proteins on the virus, often using disposable devices while molecular tests detect the virus’s genetic material, using small portable or table-top devices” (Dinnes, Adriano, Davenport, & Cunningham, 2020). The goal of this study was to see if these two rapid tests could replace the PCR for diagnosing infection. The study included assessing any rapid antigen compared to the standard test. Participants were classified as known to have and not to have COVID-19. The studies then identified false negative and positives. “Antigen tests identify proteins on the virus, often using disposable devices. Molecular tests detect the virus’s genetic material, using small portable or table-top devices” (Dinnes, Adriano, Davenport, & Cunningham, 2020). The results were that five studies reported eight evaluations of five different antigen tests. These antigen test gave false positive results in less than one percent of the samples. NUR 435 Denver School of Nursing Week 9 EBP in the Workplace Discussion

This article was interesting to read considering that working in the emergency room, we do both types of test. If a patient is in need of emergency surgery, we do a rapid test and for other patients we do the PCR test. Typically, the PCR test takes about 2 or 3 days to come back while the rapid is back within an hour. It was interesting to read about a study that was done on both types of test.

Reference:

Dinnes, J., Adriano, A., Davenport, C., & Cunningham, J. (2020, August 26). How accurate are rapid tests, performed during a health-care visit (point-of-care), for diagnosing COVID-19? Retrieved August 31, 2020, from https://www.cochrane.org/CD013705/INFECTN_how-accurate-are-rapid-tests-performed-during-health-care-visit-point-care-diagnosing-covid-19

Peer Discussion (Leslie)

Post a brief summary of the article and results.

The article I chose to research from the Cochrane website is related to Labor and Delivery where I am currently employed. In summary the article discusses about utilizing a vaginal antiseptic solution such as chlorhexidine and or povidone-iodine solutions prior to a cesarean section and how such utilization of antiseptic solutions reduce the risk of causing a uterine infection or complications with the surgical incision (Haas et al, 2020). Authors Haas et al (2020) state even if women receive antibiotics prior to their cesarean section, antibiotics alone may not be sufficient in preventing such infections due to the possibly of not being able to completely eliminate the bacteria with the antibiotics or there may be bacteria that is resistant to the antibiotic thus causing women to still suffer from these complications. Authors Haas et al (2020) conducted an updated search and reviewed 21 randomized controlled studies of women who received cesarean sections. The studies were conducted in 10 different countries, and the studies included different types of groups (Haas et al, 2020). The groups were the control group that did not use a vaginal antiseptic solution, a group that used a saline vaginal preparation, the group that used povidone-iodine, the chlorhexidine antiseptic solution group and the group that used benzalkonium chloride (Haas et al., 2020). In the study, the authors found that utilizing an antiseptic solution such as the povidone-iodine or chlorehexidine solution in comparison to a saline solution or no solution at all found that such antiseptic solution used does reduce the risk of a uterine infection, postoperative fever and surgical wound infection (Haas et al, 2020).

•Describe how this EBP research supports your practice.

This EBP research supports my practice because as a labor and delivery nurse, cesarean sections are a common procedure and my current labor and delivery unit does utilize a povidone-iodine sponge sticks that are a part of the cesarean section process. In combination with the povidone-iodine if a woman develops a uterine infection, a postoperative fever or a surgical wound infection antibiotics are then utilized to further treat the infection happening. Regardless of whether the woman has been laboring, whose membranes are ruptured or not, our protocol for the preparation of a cesarean section always includes utilizing the povidone-iodine sponge sticks before the cesarean section is performed. Authors Haas et al (2020) state that the use of a vaginal antiseptic solution reduced the incidence rate of endometritis post-cesarean from 7.1% to 3.1%. The studies further support the EBP utilized in my practice.

•If your practice is different than the recommendations in the evidence-based article, how could you use this article to support your practice?

The recommendations in this article do not differ from my practice and further supports the utilization of vaginal antiseptic solution preparation in cesarean sections.

Reference

Contreras, K., Haas, D. M., Kimball, S., Morgan, S. (2020). Vaginal preparation with antiseptic solution before cesarean section for preventing postoperative infections. Cochrane Database of Systematic Reviews. Retrieved from https://www.cochranelibrary.com/cdsr/doi/10.1002/1…

Week 10: Part 8: Implement and Measure Results

This assignment is due Sunday night of Week 10 at 11:59pm Mountain Time.

Before starting this assignment, you may want to watch the following PowerPoint presentation 

again to gain a better understanding of how to complete this assignment.

Step 1 Because of a lack of time, you will not be able to fully implement your change project. However, consider how you would implement the project and how you would measure the results. In a two- to three-page paper, discuss the following:

1. 1. Implementation
   1. 1. Who needs to be involved in the change process?
      2. Who has to approve the change?
      3. How does the plan get communicated to those affected by the change?
      4. Step-by-step process to implement the change from beginning to end (more detail than perhaps what was provided in the change theory discussion).
   1. Measuring results
   1. 1. How will results be measured or data collected (survey, observation)?
      2. Validity/reliability of the pre- and post-assessment tool used for measuring intervention.
      3. What will you do with the results?

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Step 2 Save and submit your assignment.
When you have completed your assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor. NUR 445 Denver School of Nursing Week 10 Implement and Measure Results Paper
Cite all sources in APA format.
For grading details, see the rubric 

In this written assignment, you will explore a patient incident using root cause analysis.

For all writing assignments, you will run your paper through a program called SafeAssign. This will formulate a similarity report and will give you a percentage. If you percentage is greater than 30%, please review the report and see where you are flagged for similarity. If you have properly cited your information with a quote or an in-text citation, you are good to go! If you have neglected to cite your information, please do so and re-submit your paper for grading to prevent plagiarism. Denver College of Nursing Professional Issues in Nursing Root Cause Analysis Chart Worksheet

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Step 1 Read the scenario.

Download and read the Root Cause Analysis Scenario handout

Step 2 Complete the chart.

You have been charged with leading the interprofessional team that will investigate Mr. Jones’s issue. Your analysis should focus on systems and processes, not individual performance. Download and complete the Root Cause Analysis Chart

Step 3 Develop a plan of action.

Based on your investigation, develop a two-page (minimum) plan of action detailing the recommendations the team makes. Your plan should answer the question “What can be done to prevent a similar incident?” Denver College of Nursing Professional Issues in Nursing Root Cause Analysis Chart Worksheet

Handout for Assignment 9.1: Root Cause Analysis Scenario

For your assignment, read the scenario below.

Scenario:

John Jones requires a blood transfusion due to hemorrhage following a motor vehicle accident. The physician enters the order for blood to be drawn for a type and cross-match and then to transfuse one unit of packed red blood cells using computerized physician order entry. The nurse confirms the order for the blood work and prints the laboratory forms and stickers. The nurse gives the laboratory forms to the student nurse technician and asks him to draw blood on Mr. Jones and send it to the laboratory. The student nurse technician reviews the chart and confirms the order for blood work.

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When the student nurse technician arrives at John’s semi-private room, he has to wade through several family members to reach the patient’s bed. John seems distracted by the questioning of his well-meaning family members. So the student, not wanting to interrupt their discussion, quickly asks the patient if his name is Mr. Jones. John responds with a simple yes while continuing his discussion with his family. With just the verbal confirmation and without checking the patient’s ID band, the student nurse technician proceeds to draw the blood and send it to the laboratory.

When the blood arrives on the unit two hours later, the nurse performs a cross check with another nurse to confirm the patient name, unit number, and blood type on the blood and the blood slip. They then go the patient’s room to administer the blood. The nurse asks the patient his name and he states, John Jones, which matches his ID band. The two nurses then check the ID band against the blood and the medical record. All names match. The nurses continue with their bedside check and hang the blood.

Within minutes of hanging the blood, Mr. Jones begins to complain to shortness of breath. The nurse immediately stops the blood and begins infusing normal saline. She notifies the physician and the blood bank of a possible transfusion reaction. The physician immediately comes to see the patient, who responds well to treatment. The blood bank reports that the blood and tubing that were returned to them did not match the patient’s blood type. Denver College of Nursing Professional Issues in Nursing Root Cause Analysis Chart Worksheet