Research Proposal 2025

Research Proposal Overview/Description: The final project for NSG6101 consists of the development of a novel research proposal specific to your role specialization. The project must include an intervention appropriate to nursing practice and consistent with your MSN role option. An alternative to the above includes the selection of a specialty organization to focus research proposals based on the priorities of that organization. Examples of these organizations could include (but are not limited to): Sigma Theta Tau International, American Nurses’ Foundation, Oncology Nursing Society, Association of Nurses in AIDS Care, American Psychiatric Nursing Association, American Association of Critical Care Nurses, National Association of Pediatric Nurse Associates and Practitioners, National League For Nursing, etc. Throughout this course you have been developing various sections of the research proposal. This week you will assemble the final proposal (addressing faculty feedback). This paper is to be developed in APA format/style using the required template and not to exceed 15 pages (excluding title page/references/appendices). Criteria: Introduction Background and Significance of Problem Statement of the Problem and Purpose of the Study Literature Review Summary of the Evidence for the Proposed Study Research Question, Hypothesis, and Variables with Operational Definitions Theoretical Framework Overview and Guiding Propositions(s) Described in Theory Application of Theory to Your Study’s/Project’s Focus Methodology Sample/Setting: Number and criteria for inclusion and description of place in which data will be collected. Sampling Strategy Research Design: Type (e.g., Quasi-Experimental), description, and rationale for selection. Extraneous Variables (and plan for how controlled). Instruments: Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s). Description of the Intervention Data Collection Procedures Data Analysis Plans Describe plan for data analysis for demographic variables (descriptive statistical tests). Describe plan for data analysis of study variables (descriptive and inferential statistical tests). Ethical Issues Describe ethical considerations and your plan to protect human rights. Limitation of Proposed Study Implications for Practice References Appendices Informed Consent Letter Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable). CRITERIA WEIGHT Introduction Background and Significance of Problem 10 Statement of the Problem and Purpose of the Study 10 Literature Review 40 Research Question, Hypothesis, and Variables with Operational Definitions Research Question, Hypothesis 10 Variables with Operational Definitions 5 Theoretical Framework Overview and Guiding Propositions(s) Described in Theory 15 Application of Theory to Your Study’s/Project’s Focus 15 Methodology Sample/Setting: Number and criteria for inclusion and description of place in which data will be collected. 15 Sampling Strategy 15 Research Design: Type (e.g., Quasi-Experimental), description, and rationale for selection. 10 Extraneous Variables (and plan for how controlled). 5 Instruments: Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s). 20 Description of the Intervention 20 Data Collection Procedures 20 Data Analysis Plans Describe plan for data analysis for demographic variables (descriptive statistical tests). Describe plan for data analysis of study variables (descriptive and inferential statistical tests). 20 Ethical Issues Describe ethical considerations and your plan to protect human rights. 10 Limitations and Implications 10 Scholarly Research References and Appendices 10 Informed Consent Letter Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable). 10 Academic Writing Free of grammatical, spelling, or punctuation errors. Citations and references written in the correct APA Style. 30 TOTAL 300

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Discussion 1 week 2 2025

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Discussion Question 1 Children and adults often present with complaints of ear pain. Your differential diagnoses should include otitis media and otitis externa, in addition to other possibilities such as foreign body obstruction and cerumen impactions. Give a brief overview of otitis media and otitis externa, including signs and symptoms of the most common causative agents for both. In addition, discuss the physical exam findings that you might see with the conditions when visualizing various parts of the ear such as ear canal or the tympanic membrane. How will your assessment of the ear differ in children versus adults? What would be essential health history questions to ask patients that present with ear pain and why? Support your answers with appropriate references. Discussion Question 2 Discuss the physical assessment of a patient who presences with the complaint of cervical lymphadenopathy. What are the specific lymph nodes that you will assess? How do you palpate the lymph nodes and what are the normal versus abnormal findings? In the presence of abnormal findings, what diagnostic tests would you order and why? Also, what are the possible differential diagnoses and would your recommendations differ for adult, pediatric, and geriatric patients?

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Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. NRS-433V-RS-Research-Critique-Guidelines.docx

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Week 3: Epidemiology, the Basis for Public Health The study of epidemiology includes the examination of infectious disease, mental health and health-related events such as accidents or violence, and occupational and environmental exposure and their effects, as well as the examination of positive health states (Stanhope & Lancaster, 2016). Additionally, the study of epidemiology includes research into the morbidity and mortality of chronic illnesses that are found in the United States and across the globe. Infectious diseases like polio, TB, measles, and malaria have been almost eliminated in the United States; however, these diseases continue in other parts of the world for a variety of reasons. Highly contagious infectious diseases can and do lead to death despite the fact that many are preventable. The United States has used childhood vaccinations to prevent and eradicate illnesses such as smallpox and polio. In order to reduce the incidence of malaria in the United States, DDT—a known carcinogen in humans that is also toxic to birds—and other pesticides were used in the past and have since been replaced with nontoxic insecticides and larvicides to reduce the numbers of mosquitoes. Unfortunately, developing countries often do not have the resources to engage in the same sorts of prevention programs and may have to resort to unsafe or toxic means to control vectors. They may not have the financial resources or health care personnel available to engage in mass vaccination campaigns. In addition, countries that experience frequent wars, acts of terrorism, and political instability face additional challenges to the provision of health care to their populations, especially when faced with an outbreak of an infectious disease. This week, you will focus on the epidemiology of infectious and communicable disease and how nursing practices change in response to threats and outbreaks. Learning Objectives Students will: Analyze public health settings in relation to prevention of disease transmission Analyze public health nurse’s role in outbreak investigations Apply the epidemiological triangle for an infectious or communicable disease outbreak Analyze leadership roles of nurses in bringing an outbreak under control Evaluate nursing strategies for health promotion in mitigating outbreaks Photo Credit: IAN HOOTON/Science Photo Library/Getty Images Learning Resources Required Readings Holtz, C. (2013). Global health care: Issues and policies (2nd ed.). Burlington, MA: Jones & Bartlett. Chapter 7, “Infectious Diseases from a Global Perspective” (pp. 159–182) Chapter 13, “Global Perspectives on Violence, Injury, and Occupational Health” (pp. 325–354) Chapter 15, “Global Perspectives on Mental Health” (pp. 385–408) Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier. Chapter 13, “Infectious Disease Prevention and Control” (pp. 286–318) Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center. Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier. Chapter 12, “Epidemiology” (pp. 256–285) Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center. Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier. Chapter 24, “Public Health Surveillance and Outbreak Investigation” (pp. 529–544) Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center. HealthyPeople.gov. (2016). Global health. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/global-health Required Media Laureate Education, Inc. (Producer). (2016). The role of the nurse in public and global health with Dr. Letitia Robinson. Baltimore, MD: Author. Note: The approximate length of this media piece is 7 minutes. TED. (2014). What makes us get sick? Look upstream. Retrieved from https://www.ted.com/talks/rishi_manchanda_what_makes_us_get_sick_look_upstream Note: The approximate length of this media piece is 18 minutes. Dr. Rishi Manchanda suggests physicians and health care workers look upstream to discover the root causes of why patients are sick. Writing Resources and Program Success Tools Document: AWE Checklist (4000) (Word document) This checklist will help you self-assess your writing to see if it meets academic writing standards for this course. Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (6th ed.). Retrieved May 20, 2016, from http://academicguides.waldenu.edu/ld.php?content_id=7980455 Dr. Mary Bassett (Health Commissioner of New York City) discusses why physicians, nurses, and other health care professionals should not keep silent about health care disparities, based on her insights from her work in Zimbabwe. Discussion: Preventing Disease in Communities: The Role of Public Health, the Silent Sentinel Our “world” starts with our own community, county, and state, then moves out in concentric rings from that point to include our country and eventually the world. Disease is transmitted from person to person through direct contact, or from a source such as a vector or contaminated water through a variety of means, such as flood waters or even terrorist actions. Individuals with limited or no knowledge of safe sex methods may have unprotected sexual relations and knowingly or unknowingly transmit disease to their partners, then to their partners’ partners, and on and on. Often it is the role of the public health nurse to investigate a disease outbreak, contain it, and then educate others so that the same situation doesn’t happen again. In this Discussion, you will visit a site and interview people who work there about risks for disease transmission, then report on your findings. To prepare, select which site you will visit from the following options: High school nurse’s office Water treatment plant Public health department Pediatrician’s office Create a brief description of your setting, providing some context; for example, how many patients are seen, size or capacity of the facility as applicable, and/or the location of the office or organization. While you are at the site, check to see if you are allowed to take pictures. If so, include your photos in your Discussion post to give your colleagues a better understanding of the environment you are describing. Then, during your site visit, pose the questions listed in the following chart: High school nurse What is the school’s policy on giving students advice about birth control? How often do you get requests for information about birth control or how to protect oneself from an STD? How do you track vaccination compliance, and what happens to students who fall out of compliance? Local water treatment plant Where does your community’s water come from? Where is it stored? How often is it tested for purity? What safeguards are in place to prevent tampering with the water supply? Local public health department Does this department have an STD clinic? In addition to testing, does the department offer treatment of one party or both parties? What is the most frequently diagnosed STD? A pediatrician’s office What is your policy on accepting patients who refuse vaccinations? What are the most common reasons parents decline vaccinations for their children in this particular office? What is the policy at this office for giving antibiotics to treat viral syndromes? Now, look at the site you visited through the eyes of the public health nurse (PHN). Imagine you are the PHN and have been asked to investigate an outbreak at this facility. What questions would you ask? What suggestions could you make to avoid a disease outbreak at the facility? What would your role as a change agent be for any deficiencies you find in your on-site inspection? By Day 3 Post your brief description and pictures of the site you visited. Share the answers you were given to the questions you posed. Then, respond to the above prompts through the eyes of a PHN asked to investigate an outbreak at this facility. Support your response with references from the professional nursing literature. Note Initial Post: A 3-paragraph (at least 250–350 words) response. Be sure to use evidence from the readings and include in-text citations . Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames . Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old). Read two or more of your colleagues’ postings from the Discussion question (support with evidence if indicated).

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Theory, Research, and Evidence-Based Practice in Nursing 2025

USE ONLY THE RESOURCES LISTED APA FORMAT 500 WORDS COUNT Theory, Research, and Evidence-Based Practice As they explore the world around them, young children often want to know the “why” and “how” of the things they observe. This is similar to what researchers do when they approach a new problem. Researchers develop new theories or build on old ones to explain the “why” of the world around them. They use models and conceptual frameworks to help explain “how” the processes and events they observe occur. Together, theories and models provide an understanding of the world and allow researchers to explore it in meaningful ways. Virtually all research questions can benefit from the use of an existing theory or model. Researchers should consider their research questions and select the most suitable theory or model, which then serves as a foundation for the research design. The selection of a theory or model is an important part of the research process. In this Discussion, you focus on the role of theory and models in research and evidence-based practice. To prepare: Review the information in Chapter 6 of the course text. Focus on the various conceptual theories and models that are currently used in nursing research. Select one of the theories or models described that is of interest to you. Using the Walden Library, search for and identify a research article that uses the theory or model you selected. Reflect on how the theory or model provides structure to the research study described in the article. Now, think about an issue in your practice area that you would be interested in exploring through research. Review this week’s media presentation and consider strategies for locating and identifying a relevant theory or model for a research study. By Day 3 Post a summary of the article that you located and explain how the theory or model that you selected was used in the research study. Assess the value of basing research on an established theory or model. Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31) Chapter 6, “Theoretical Frameworks” In this chapter, you are introduced to the concept of theories, models, and frameworks and how they serve as the foundation for research. The chapter examines key theories for both quantitative and qualitative research. Finally, critiquing frameworks in research reports is detailed. Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37 (4), 188–189. Retrieved from the Walden Library databases. This article discusses the primary aspects of a prominent quantitative research design as used in a specific research study. The author analyzes the advantages and disadvantages of the design, along with the rationale for choosing that design. Finn, P. (2011). Critical thinking: Knowledge and skills for evidence-based practice. Language, Speech, and Hearing Services in Schools, 42 (1), 69–72. Retrieved from the Walden Library databases. This article responds to the assertion that “rational or critical thinking is an essential complement to evidence-based practice.” The author stipulates how critical thinking is relevant to EBP, what skills and thinking dispositions are important, and how thinking can go wrong. Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge. British Journal of Nursing (BJN), 18 (8), 484–489. Retrieved from the Walden Library databases. This article illuminates key barriers to undertaking and implementing nursing research. The authors suggest a framework for improving the implementation of evidence and research.

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