Application 2: Laying the Foundation for New Approaches to Practice

As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.

For your EBP Project in Week 2 (Application 1 [SEE ATTACHED FILES] ), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model ( The Iowa Model of Evidence-Based Practice to Promote Quality Care” Or you can use the Johns Hopkins Model) and change theory (USE THE THEORY OF PLANNED BEHAVIOR) or framework that will support your efforts.

To prepare for Application 2 address the following:

• How      current is the science underlying the practices related to your EBP      Project issue?
• Consider      possible causes of the difference in outcomes from what would be expected      according to the research literature.
• Evaluate      the effect the EBP Project issue is having in practice.
• Using      the Walden Library and other credible sources, locate current research      evidence of new practices that are effective in addressing the issue.
• Use      the GRADE model presented in the      Guyatt et al. (2011) article to evaluate the research evidence (see      attached file for the article)

The full Application 2 is due by Day 5 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.

To complete:

Write a 3- to 5-page paper, in APA format with a minimum of 6 scholarly references. PLEASE CITE OFTEN. include the following level one headers as numbered below:

1) Introduction

2) A brief summary of the currency of the science underlying the practices used to address your EBP Project issue

3) Possible causes of the difference in outcomes from what would be expected according to the research literature

4) The effect the EBP Project issue is having in practice

5) Current research evidence on new practices for addressing the EBP Project issue

6) A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue

7) Summary

PLEASE FOLLOW THE EXACT FORMAT IN THE GRADING RUBRIC. WRITE THE HEADERS EXACTLY AS IN THE GRADING RUBRIC AND ADD AN INTRODUCTION AND SUMMARY. INSERT MY PIICOT QUESTION IN THE BEGINNING OF THE PAPER.

• Please do not go       over 5 pages. Being concise, but scholarly       and well-cited is a skill. Make sure each word is needed and refrain from       using unnecessary verbiage.  CITE OFTEN
• Use       level 1 APA headers for each component of the assignment! See assignment       directions and grading rubric for components graded and note the items in       blue should be your headers. 
• You will need a theory to guide your work. For more information on theories… (for mine, please use the theory of       planned behavior that you chose on the first assignment).
• You will need to EBP model to frame your course-related (6410) EBP project EBP models give you steps       for proceeding in a logical manner. I would recommend you look up the       following article to help you.
  • Schaffer, M. A.,  Sandau, K. E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: Overview and practical applications.  Journal of Advanced Nursing, 69(5), 1197-1208.  doi:10.1111/j.1365-2648.2012.06122.x        (see attached article)

P.S. I’M ATTACHING THE PREVIOUS PAPER TO HELP REFRESH YOUR MEMORY AND ALSO SEE THE CORRECTIONS THE PROFESSOR MADE SO THAT YOU DON’T REPEAT THE SAME MISTAKES. I DIDN’T GET A GOOD GRADE ON THAT PAPER, PLEASE PAY CAREFUL ATTENTION TO EACH AND EVERY INSTRUCTION HERE. I NEED AN ‘A’ ON THIS PAPER TO MAKE UP THE FIRST ONE.

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients 

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients 

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months

REQUIRED READINGS

  

Gallagher-Ford, L., Fineout-Overhold, 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.

Rosswurm, M. A., & Larrabee, J. H. (1999). A model for change to evidence-based practice. Journal of Nursing Scholarship, 31(4), 317-322. (See attached file).

Pryse, Y., McDaniel, A., & Schafer, J. (2014). Psychometric analysis of two new scales: The evidence-based practice nursing leadership and work environment scales. Worldviews on Evidence-Based Nursing, 11(4), 240-247.

Sadeghi-Bazargani, H., Tabrizi, J.S., & Azami-Aghdash, S. (2014). Barriers to evidence-based medicine: A systematic review. Journal of Evaluation in Clinical Practice, 20, 793-802.

Schaffer, M.A., Sandau, K.E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: overview and practical applications. Journal of Advanced Nursing, 69(5), 1197-1209 (see attached file).

 

Based on your assessment of your personal needs, submitted on your “Request for Practicum Experience” prior to registering for this course, write your overall practicum goals.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

After your overall practicum goals have been approved, begin to write the learning goals that will guide your learning in meeting your overall practicum goals. This will be completed in your Nursing Education Practicum Documentation. Refer to materials from previous courses in the nursing education track to be sure that your goals are written appropriately.

This is what I wrote but the instructor wants it rewritten. She included her instructions

  

Practicum Goals

At the completion of this practicum I plan on doing the following goals:will be able to:

1. One of my first goals is to demonstrate a creative environment that will enable toassist  help the students in their learning process along with the course curricular manuals. The students I will be teaching are currently enrolled in the R.N. associates’ program. It is important that I have a good relationship and interaction with the students as well as having discussion groups, demonstrating and creating an environment in which the students will actively participate[LE1] .

2. The second goal will be that I will develop an interactive relationship with the instructor (mentor) that I will be assisting by developing my own communication skills. Having a good relationship with the instructor that will continue throughout the course will benefit both myself and the students involved. Networking and professional personal relationships can be a vital part of a new nursing educators’ success. 

3.  A third goal that I have for this practicum course is that I will develop the ability to adapt to different learning styles that the students may bring to the classroom and thus be[LE2]  able toto present a lesson plan that is understandable by all students. It is my intent to have an open-door policy as well as an open mind to enable me to adapt to different learning styles.

1.The fourth goal is that I would be able to be demonstrate effective instruction in the classroom by availing myself of the resources that are available both online and at the school. Understanding the resources, the students have available will help me succeed as an educator.

1. Accomplishing goals is one measure of success, helping others reach their goals is another! Making new goals and actively trying to achieve these goals are transferable traits that help improve oneself as well as the betterment of each other! 

The goals that are presented will be accomplished and then there will be new goals made. New goals are often made as different stages in life are accomplished, once one has been met then a new goal is being set up already often several at a time. Goals often motivate an individual to better themselves and further educate oneself. 

Diane, basically what you have to do here is clean up the narrative. Your goals or outcomes should be measurable and broadly stated. None of the explanations you provided are part of this. So you can see that much of what you have written I have red-lined. There are some revisions still needed with the goals, and I have inserted suggestions, so please revise them and resubmit. Then I can approve them and you should be ready to go.

    

[LE1]This is not part of the goal/outcome.

 

[LE2]If you write this you are adding a second verb and behavior to the outcome. You can only have one.