Comment 1

Random sampling usually provides a sample that is representative of a population because each member of the population is selected independently and has an equal chance, or probability, of being included in the study. (Grove, 2015, p. 37). It is important to conduct random sampling because it allows the study to be presented in the most unbiased form of data collection. Choosing factors at random and by chance provides a general understanding for what statistic is being collected. It limits and prejudice from the collectors, whether it is intentional or unintentional selections for the study. On the contrary, there are complications that may arise in random sampling. When sampling, there must be multiple trials in order to fully grasp a complete understanding that the statistics are accurate. Collecting one sample is only a snap shot of what is occurring at that one particular time. Multiple data collection trials should take place to guarantee the accuracy based on reoccurrence and the mean and mode of the elements in question. With random sampling, your data lacks a baseline to compare information because elements are nonspecific. To prevent from having an unsteady baseline for random sampling, some limitations must be put into play to ensure accuracy of the statistic. For example if you wanted to conduct a study about how often people wash their hands through out the day, maybe conduct the study among a certain occupation or hobby instead of generalizing the population.

Comment 2

Random sampling (also known as probability sampling) is to extract samples with equal, unbiased approach to include in the study. The goal of this method is to have subset of participants or samples that will most represent the target population. This is one of the most common methods used in statistics in conducting a quantitative research to decrease sampling error. Before random selection, a sampling frame (or list of all elements in the population from which sample is drawn) is established (Grove & Cipher, 2017). With this, all participants have same probability of being chosen.

The limitations or issues in using random sampling are the time and costs required gather full list of the population. It requires great effort (man power) to contact possible participants. Another problem is the size of the sample; it might be too small to represent the target population. An alternative to random sampling is to utilize systematic sampling. Systematic sampling is a method where a participant is picked based on random starting point, every “kth” position or interval. k is obtained by dividing the potential participants by desired sample size (Grove & Cipher, 2017). For example, in a population, there are 2000 possible nurses (samples) who can participate in the survey and desired sample size is 200 nurses. So, 2000 ÷ 200 = 10, which means, the 10th nurse on the list will be the participant. With this method, researcher must ensure that the original list was pre-ordered to avoid influencing the result.

 

Evidence-Based Practice

 

Within a busy healthcare environment, it can be difficult to recognize the influence of theory; yet theory plays a critical role in nursing practice as well as nursing research. The ultimate purpose of learning about theory in this course, and throughout the DNP program, is to strengthen your ability to promote evidence-based practice. Consider what you have learned in this course about the relationships among philosophy, science, theory, and practice; how could the insights you have gained help you to facilitate the application of evidence-based practice in a health care setting? How can an EBP model support this application?

 

For this Discussion, you will consider the various EBP models as well as the difference between EBP and clinical research.

 

To prepare:

 

• Reflect on the EBP models presented in the Learning Resources and their application in clinical practice.

• Recall the clinical practice problem you identified for Application #5, and consider which EBP model would best support investigating that problem.

• Also, contemplate the difference between the application of research in evidence-based practice and clinical research and the role of the DNP-prepared nurse in both.

 

By tomorrow Wednesday 8/9/17, write a minimum of 550 words essay with a minimum of 3 references that include the level one headers as numbered below:

post a cohesive response that addresses the following:

• Which EBP model would best support the exploration of the practice problem you utilized for Application #5? Include a brief summary of your practice problem and the rationale for your EBP model selection.

• Provide a summary of how evidence-based practice differs from clinical research, and include your perception of the role of DNP-prepared nurses in both.

Required Readings

McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

• Chapter 19, “Application of Theory in Nursing Research”

• Chapter 19 delves into the application of theory to nursing research and provides examples of its importance and use.

 

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

• Review Chapter 1, “Discovering the World of Nursing Research”

• Review Chapter 1 focusing on how theory is applied to nursing through evidence-based practice.

• Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”

• This section of Chapter 19 presents strategies for transitioning the nursing profession toward EBP.

 

Fitzpatrick, J. (2010). Connecting or disconnecting the dots between research and evidence-based practice. Applied Nursing Research, 23(1), 1. doi:10.1016/j.apnr.2009.10.001

This brief editorial calls for practitioners to be aware of the difference between research and evidence-based practice.

 

Ganz, F., Fink, N., Raanan, O., Asher, M., Bruttin, M., Nun, M., & Benbinishty, J. (2009). ICU nurses’ oral-care practices and the current best evidence. Journal of Nursing Scholarship, 41(2), 132–138. doi:10.1111/j.1547-5069.2009.01264.x

This article explores the use of evidence-based practices in the ICU.

 

Kenny, D. J., Richard, M. L., Ceniceros, X., & Blaize, K. (2010). Collaborating across services to advance evidence-based nursing practice. Nursing Research, 59. S11–S21.

This article discusses the implementation of EBP through the collaborative efforts of nurses at two medical facilities.

 

Krom, Z., Batten, J., & Bautista, C. (2010). A unique collaborative nursing evidence-based practice initiative using the Iowa model: A clinical nurse specialist, a health science librarian, and a staff nurse’s success story. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 24(2), 54–59. doi: 10.1097/NUR.0b013e3181cf5537

This article discusses the efforts of a clinical nurse specialist, a health science librarian, and a staff nurse to heighten staff nurse awareness of the evidence-based practice process.

 

University of Iowa Hospitals and Clinics (2010). The Iowa model of evidence-based practice. Retrieved from http://www.uihealthcare.org/otherservices.aspx?id=1617

This website provides numerous resources that explain and support the Iowa Model of EBP.

 

Required Media

 

Laureate Education (Producer). (2011). Theoretical and scientific foundations for nursing practice: An evidence-based practice model [Video]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes.

In this media presentation, Dr. Kathleen White discusses the Johns Hopkins model for evidence-based practice. Dr. White presents how the model was developed and provides examples of how each stage of the model is applied in nursing practice.

Optional Resources

 

Dufault, M. (2004). Testing a collaborative research utilization model to translate best practices in pain management. Worldviews on Evidence-Based Nursing, 1. S26–S32. doi:10.1111/j.1524-475X.2004.04049.x

 

Fineout-Overholt, E., & Johnston, L. (2005). Teaching EBP: Asking searchable, answerable clinical questions. Worldviews on Evidence-Based Nursing, 2(3), 157–160.

 

 

Maramba, P., Richards, S., Myers, A., & Larrabee, J. (2004). Discharge planning process: applying a model for evidence-based practice. Journal Of Nursing Care Quality, 19(2), 123–129.

 

Newhouse, R.P. (2007). Diffusing confusion among evidence-based practice, quality improvement, and research. JONA: The Journal of Nursing Administration, 37(10), 432–435. doi:10.1097/01.NNA.0000285156.58903.d3

 

Newhouse, R., Dearholt, S., Poe, S. Pugh, L., & White, K. (2005). Evidence-based practice: Practical approach to implementation. Journal of Nursing Administration, 35(1), 35–40.

 

History of OM chanting prior to modern postural yoga (MPY) and its adoption

and appropriation by MPY.

Questions: How does OM chanting affect the brain, and how did this adoption

allow for scientific breakthroughs surrounding OM chanting and vibration as a

potential treatment for neurological and/or psychological disorders? Can OM

chanting be used therapeutically for neurological and psychological conditions?

Points;

 History of OM and its use in MPY

 Vocal vibration is necessary for “cleansing” cerebrospinal fluid. Mantras

are more vibratory than normal speech.

 How modern medicine uses vibration for treatment and diagnosis,

including brain ultrasound for administering drugs

 fMRI study of OM

 Individual experiences of OM chanting as a healing ritual.

The attached document gives a good background.

Additional materials;

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3099099/

https://www.ncbi.nlm.nih.gov/pubmed/26891768

https://marcjwolf.com/articles/sound-vibrations-the-brain-new-connections-

paradigms/

 

Please respond to the following: “New Product Process”

• Create an argument in support of the assertion that the Product Life Cycle enhances marketing outcomes in the health care industry. Provide support for your argument.
• Suggest at least two (2) examples that support the notion of the limiting life span of health care products as a necessity in the ongoing and systematic product succession planning effort.