SPP Evidence-Based Practice

SPP Evidence-Based Practice

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.
Grading Category: Discussions
Initial Post
This week you will determine your project approach and identify a practice Model best suited to guide your project. Moran et al. (2020) indicate that a “DNP projects use a variety of approaches including quality improvements, program and policy evaluation, evidence-based practice initiatives and components of quantitative and qualitative research methodologies to evaluate, innovate or improve practice.” Methods such as PDSA; Six Sigma; or RCA in a QI project or the IOWA; the Rosswurm and Larrabee or Stelter models on an EPB project need “congruence between the project aim(s) and the study design, and the data collection and the analysis plan” (Moran et al., 2020, p. 156). NU-740: Week 8 Discussion: SPP Evidence-Based Practice Model
In Moran et al. (2020, p. 157), review Table 7-1 for the various approaches to the DNP project that include research /practice-based inquiry, quality improvement, evidence-based practice, or program evaluation. As you begin to consider your project design,

1. Review and select the DNP approach consistent with your population, intervention, and outcome measurement for your study and provide a rationale for your selection.
2. Describe the EBP model that will guide your project and the rationale for choosing this EBP model. You may refer to Table 7-1: DNP Project Approaches (Moran et al. 2021 p. 157) in your text for guidance.
3. Define practice inquiry as it relates to the development of your scholarship practice project outlined in Holly (2019, p. 47) and the importance of practice inquiry as you develop your SPP proposal. NU-740: Week 8 Discussion: SPP Evidence-Based Practice Model
Your DNP project can take many forms. In Figure 5-2, Moran et al. (2020, p. 141), give some examples for review
Quality Improvement Projects (a focus on analyzing elements of specific areas of performance to gain some measure of improvement). Quality Improvement Projects might use Plan-Do-Study-Act, Six Sigma, Lean Methodology, Failure Mode Effect Analysis, Root Cause Analysis, or Structure Process Outcome to name a few frameworks.
Examples:
• Deploying a Geriatric Nurse Practitioner in an Emergency Department to Improve Outcomes for Geriatric Patients
• Fall Prevention in the Medical-Surgical Setting
• Optimizing Inpatient Heart Failure Education to Support Self-Care After Discharge
Translating Evidence into Practice Projects (incorporate evidence into practice; translate practice guidelines; develop, implement, and/or evaluate practice initiatives). Evidence-based Practice Projects might use the IOWA Model, the Advancing Research & Clinical Practice through Close Collaboration, the Academic Center for Evidence-Based Practice, the Promoting Action on Research Implementation, the Stetler Model, the John Hopkins Hospital Nursing Evidence-based Practice Model, the JBI Model of Evidence-based Healthcare, or the Rosswurm and Larrabee Model, to name a few. Regis College oftentimes uses the Rosswurm and Larrabee Model as an exemplar for evidence-based practice

Examples:
• Translation of Autism Screening Research into Practice
• An Evidence-Based Toolkit to Prevent Meningococcal Meningitis in College Students
• An Evidence-Based Ovarian Cancer Education Toolkit: A Pilot Study
• Evidence-Based Practice Update for Nurse Practitioners in Urgent Care
• Implementing Evidence-Based Practice in an Acute-Care Hospital
• Development of an Evidence-Based, In-Patient Alcohol Detoxification Guideline for Culturally Diverse Adults
Clinical or Practice-based Inquiry Projects (asking questions about clinical practice)
Examples: NU-740: Week 8 Discussion: SPP Evidence-Based Practice Model
• Predictors of the First-Year Nursing Students at Risk for Early Departure
• Prevalence of Symptoms in Multiple Sclerosis Patients
• The Predictive Value of Second Trimester Blood Pressures on the Development of Preeclampsia
Healthcare Delivery Innovation Projects (leading interdisciplinary teams, using technology to promote change, cultural competency advances)
Examples:
• Development of a Web-Based Health Information Database and Call Center
• A Web-Based Group Intervention for Patients with Recurrent or Metastatic Pancreatic Cancer
• Development of a Virtual Nursing Learning Lounge to Bridge the Practice Gap
• Interdisciplinary Simulation Training for Evidence-Based Obstetric Crisis Management
Program Development and Evaluation Projects. Program Evaluation Projects might use the CDC Framework, Logic Model, Balanced Scorecard, or Context, Input, Process and Product, to name a few.
Examples:
• A Strategic Plan for the Development of a Model of Care for HIV Co-Infected Diabetics in an Inner-City Clinic
• Smoking Cessation Program for Patients with Coronary Artery Disease
• An Evaluation of a School-Based Asthma Protocol
• A Medication Safety Education Program to Reduce the Risk of Harm Caused by Medication Errors
• Effectiveness of Chronic Disease Self-Management Programs for Mentally Ill Inmates with Diabetes
• A Multi-Method Approach to Evaluating Online Distance Learning in Nursing Education
• Strategic Plan for a Patient-Centered Medical Home Adaptation. NU-740 : Week 8 Discussion: SPP Evidence-Based Practice Model
• Development of a Strategic Plan for a Dedicated Education Unit and Clinical Teaching Associate Role
Demonstration Projects (test and measure the effects of program changes in real-world situations)
Examples:
• A Community Based Approach to Promoting Nutritional Awareness and Improving Dietary Habits
• Empowering Community Health: A Faith-Based Approach
• Safe Foot Care in African American Type 2 Diabetes
• Effects of Health Education on Nutrition and Physical Activity of School Children
Healthcare Policy (opportunities to advocate)
Examples:
• Leadership, Advocacy, and Policy: Development of a Professional Organization for Doctors of Nursing Practice
• Criterion-Based Job Description and Performance Assessment for the Advanced Practice Nurse
• Nursing Informatics Certification and Competencies: A Report on the Current State and Recommendations for the Future
• Nursing Incivility: Leadership Response
Generating New Evidence or Knowledge (quantitative, qualitative, mixed-methods research studies)
Replies
Review other students’ initial posts to gain additional insight on the topic of discussion. Review and reply to two posts.
Please refer to the Grading Rubric for details on how this activity will be graded.
Posting to the Discussion Forum
1. Select the appropriate Thread.
2. Select Reply.
3. Create your post.
4. Select Post to Forum.
Week 8: Learning Materials
Readings
Required
• Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
o Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question pp. 155-185.
• Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.). Springer.
o Part 1 Chapter 3: The DNP Project
________________________________________
Instructional Materials
The expectation is that you will explore and review all instructional materials to meet the criteria of the course, further your understanding of course content, and help you prepare for upcoming assignments and exams.
• Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
• The Essentials of Doctoral Education for Advanced Nursing Practice (PDF) NU-740: Week 8 Discussion: SPP Evidence-Based Practice Model

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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