Assessment # 1 Locating Credible Databases and Research 2025

Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP. Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies. Explain why the sources selected should provide the best evidence for the chosen diagnosis. Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision. Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting. Competency 4: Plan care based on the best available evidence. Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Professional Context As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices. Scenario You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information. You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality. Preparation To help ensure you are prepared to complete this assessment, review the following resources related to the school library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment. BSN Program Library Research Guide . Evidence-Based Practice in Nursing & Health Sciences . Databases A-Z: Nursing & Health Sciences . Get Critical Search Skills . Remember, it is also appropriate to look toward databases and resources outside of the school library, such as organizational policies, professional organizations, and government health care resources. You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement. Instructions The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes. For this assessment: Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario. Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence. Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources. Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score. Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources. Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting. Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis. Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Note : While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did. Submission Requirements Your assessment should meet the following requirements: Length of submission : 1–2 pages (not including the reference page) informal description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission. Number of references : Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old. APA formatting : References and citations are formatted according to current APA style.

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PICO(T) Questions and an Evidence-Based Approach 2025

Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question. PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation. It stands for: P – Patient/population/problem. I – Intervention. C – Comparison (of potential interventions, typically). O – Outcome(s). T – Time frame (if time frame is relevant). The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies. Explain the findings from articles or other sources of evidence. Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision. Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Competency 3: Apply an evidence-based practice model to address a practice issue. Define a practice issue to be explored via a PICO(T) approach. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Reference Boswell, C., & Cannon, S. (2015). Introduction to nursing research . Burlington, MA: Jones & Bartlett Learning. Professional Context As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. Scenario For this assessment, please use an issue of interest from your current or past nursing practice. If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment. Instructions For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it. Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question. If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the ” Create PICO(T) Questions ” page in the Capella library’s Evidence Based Practice guide) might be helpful. In your submission, make sure you address the following grading criteria: Define a practice issue to be explored via a PICO(T) approach. Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Explain the findings from articles or other sources of evidence. Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Example Assessment : You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Assessment 3 Example 1 [PDF] . Additional Requirements Your assessment should meet the following requirements: Length of submission : Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it. A title page is not required but you must include a reference list. Number of references : Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. APA formatting: Format references and citations according to current APA style. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

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Theory of Human Caring on APN Role Student Presentation A 2025

Explore the influence of Jean Watson’s Theory of Human Caring on your future role as an APN. The student will explore the concepts and caritas processes from the Theory of Human Caring and present how these concepts may impact their future APN role. Directions: The student will create a PowerPoint and include speaker notes that may be added to the speaker note section on each slide. The presentation should be limited to no more than 10 slides. See suggested slides below. If you are unfamiliar with Dr. Watson’s theory see this overview. A suggested outline for the presentation may include the following slides: Slide 1 – Introduction to yourself and future planned APN role and practice Slide 2 – Previous experience with Watson’s Theory of Human Caring Slide 3 – Core Concepts of the Theory Applicable to the APN role Slide 4 – Core Concepts of the Theory Applicable to the APN role (as needed) Slide 5 – Five Carative Factors or Caritas Processes You Plan to Use in the APN Role Slide 6 – Five Carative Factors or Caritas Processes You Plan to Use in the APN Role (as needed) Slide 7 – What Does the Theory of Human Caring Mean to You Slide 8 – APN Implications of Theory of Human Caring Slide 9 – Summary/Main Points Slide 10 – Reference Expectations Format: PPT Presentation with Speaker Notes Length: 10 Slides, maximum Save the file with Student First Name_Last Name_Watson_Presentation

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nursing multidimensional care2 2025

Module 02 Discussion – Multidimensional Care of the Cancer Patient Cancer is one of the leading causes of death in both men and women. Caring for the cancer patient and family requires a multidimensional approach. What does it mean to provide a multidimensional approach? What are some examples of how the care team can meet the patient and the family’s needs? Who are the members of the care team and how are they involved in providing multidimensional care?

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HIT Usability and Design Challenges 2025

HIT Usability and Design Challenges Reflect on your experiences with the integration of new technology. How have these implementations affected the procedures that you perform at work? As the end user, it can be easy to overlook all of the important decisions that went into the finished product that you see before you. In looking at the final data management screens, you may find yourself at the crossroads of two options. You may either 1) be ecstatic about the needed change that this system brought, or 2) frustrated because you feel the system brings new hurdles into your already busy day. If you have ever experienced the latter option, the comment “I could have implemented a better system than this” may resonate strongly with you. Though research agrees that user input assists HIT designers, the development and implementation of new systems is not as straightforward as it may appear. HIT development teams find themselves in constant phases of trial and error as they strive to meet the needs of all users within the proposed development timeline. Failure to achieve promised usability benefits can lead to increased costs and job complications. Applying effective strategies to overcome usability challenges is essential. In this week’s Discussion, you move from the standpoint of the “outsider looking in” (end user) and place yourself into a real-world implementation example. To complete this Discussion, you evaluate a case study to determine where the implementation process took a wrong turn. Use this week’s Learning Resources to propose changes that could have put this operation on the road to success. To prepare: Review the Learning Resources, focusing on the TIGER Usability and Clinical Application Design Collaborative. Consider the “Best Practice Exemplars” provided in the course text Nursing Informatics: Where Technology and Caring Meet . Review “Case Study 1: A Usability and Clinical Application Design Challenge” presented on page 238 of the course text Nursing Informatics: Where Technology and Caring Meet . (see bottom of this page for the case study) Determine the causes of the noted usability challenges (i.e., human factors, ergonomics, human-computer interaction), as well as potential usability concerns experienced by staff during implementation. Consider the possible design failures that lead to the usability challenges. What strategies might you employ to overcome these HIT usability challenges and concerns? By tomorrow Tuesday 10/03/17, 5 pm, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list of Required Readings below. Include all level one headings as numbered below: post a cohesive response to the following: Place yourself in the role of the clinical administrator tasked with implementing the case study’s new health information technology system . 1) Evaluate the usability challenges that you faced during implementation as well as the factors that caused these challenges. 2) Determine whether these challenges were a result of implementation or design. 3) Formulate strategies for overcoming these usability challenges. Required Readings Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag. Chapter 14, “Usability and Clinical Application Design” This chapter begins by defining the terms usability and application design as they are used in the field of nursing informatics. The authors then describe the literature review and analytic process that the TIGER Collaborative group underwent to positively transform the development of HIT systems. Gruber, D., Cummings, G. G., LeBlanc, L., & Smith, D. L. (2009). Factors influencing outcomes of clinical information systems implementation: A systematic review. CIN: Computers, Informatics, Nursing, 27 (3), 151–163. The authors analyze the outcomes of prior IT implementations to determine if certain strategies can guarantee success when launching new clinical information systems. Kaufman, D., Roberts, W. D., Merrill, J., Lai, T., & Bakken, S. (2006). Applying an evaluation framework for health information system design, development, and implementation. Nursing Research, 55 (2, Suppl. 1), S37–S42. This article emphasizes the indispensable role of continuous evaluation throughout the development and real-time application of new information systems into the workplace. Schlotzer, A., & Madsen, M. (2010). Health information systems: Requirements and characteristics. Studies in Health Technology and Informatics, 151, 156–166. Use this article to examine the importance of focusing on sound design, interoperability of systems, and fulfillment of user needs when developing an effective database. Case Study 1: A Usability and Clinical Application Design Challenge A medical center implemented an EMR with orders, clinical documentation, and results retrieval to improve efficiencies and enhance patient safety in the perinatal units of a small medical center, including Labor and Delivery (L& D), NICU, and Newborn Nursery Selection process The system was installed elsewhere in this integrated delivery network The executives wanted a fast 6-month installation at the maximum Usability challenges Existing order sets and documents from other sites were not uploaded and tailored to this site. Clinicians were asked to input individual orders (not acceptable). Needed computer terminals were ordered late and arrived the day of go-live. Clinicians competed for working terminals at the nurses’ stations Workflow among units was not considered or tested. Shared information such as mother’s blood type and L& D information was not available to NICU or Newborn Nursery, causing confusion about potential patient safety issues Generic training was given because the site tailoring was not done. On go-live, users did not know where to locate information before it had changed in the lag between training and go-live Outcomes The clinicians had to endure an unnecessarily painful implementation and its potential patient safety impacts Working out usability issues took months after go-live The system was tested/ validated for usability, design, and practice needs Education included practice changes along with how to use the system Developed a methodology to respond rapidly to end users Outcomes Standardized practice in three different acute care hospitals in 15 months Significant improvement in core measures and nurse-sensitive outcomes.

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