interview – 2025 Implementing Change Your interview should be 2000 2500 words and should include at

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interview – 2025

 

Implementing Change – Your interview should be 2000-2500 words and should include at least three (3) citations. Clearly mark each heading to identify the interviews and summaries. Follow the guidelines for APA writing style. Be sure to use APA guidelines for referencing in an interview.  

Interview a Nursing Leader. Develop questions about the practice change process and how practice change was used to influence patient outcomes. Discuss how the outcome was chosen and what goals were intended by the practice change process. Include how success or failure was achieved and what metrics were developed or used to determine the outcome of the practice change. Include a discussion of the practice change process, what the Nursing Leader’s expectations were and if these expectations were met. Describe anything the Nursing Leader would have liked to done differently in implementing the change.

Interview – the hospital’s CNO

HSS 261 IP4 – 2025 550 600 words APA 6 format in text citation Use at least two 2 scholarly references to

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HSS 261 IP4 – 2025

550-600 words, APA 6 format, in-text citation, Use at least two (2) scholarly references to substantiate your work. Please provide a copy of all references used.

**Reference and links to the ” review standards on this website” section and  four case study videos are provided below

Assignment Details

Racial and ethnic diversity is increasing in the United States, and healthcare organizations have been working to decrease inequities in access and quality of healthcare. Delivery of healthcare services must be responsive to an individual’s communication needs, preferred language, health-literacy level, and cultural beliefs and practices. To help healthcare organizations establish guidelines for meeting the needs of a diverse patient population, the Office of Minority Health of the U.S. Department of Health and Human Services (HHS) developed the Culturally and Linguistically Appropriate Services (CLAS) standards. The CLAS standards are designed to improve health outcomes and reduce health inequities by showing respect for the culture and language preferences of patients.

Review the standards on this Web site.**

Consider the CLAS standards as you watch the following case study videos:**

Choose 1 video case study as the basis for your writing assignment, and answer the following questions:

  • Briefly describe what type of healthcare inequity was depicted in the video.
  • Which CLAS standards are or are not demonstrated in the video? How would meeting the standards reduce health inequity in the example that you chose?
  • What could the healthcare organization do better to provide patients with the best care and eliminate the health inequities illustrated in the video?
  • If you were faced with similar types of situations in the future, explain how you would be better prepared to handle them appropriately after viewing the standards.

**Reference and links to case study videos

HHS Office of Minority Health. (2016a, August 8). Think cultural health case study: Culturally tailored health care in obstetrics [Video]. YouTube. https://www.youtube.com/watch?v=uwsV09K4n0s

HHS Office of Minority Health. (2016b, August 8). Think cultural health case study: Using language access services [Video]. YouTube. https://www.youtube.com/watch?v=cxT9VILjXAU

Think Cultural Health. (2019a, May 1). Think cultural health case study: Cultural and religious beliefs [Video]. YouTube. https://www.youtube.com/watch?v=pKbXpuE6ZKA&feature=emb_logo

Think Cultural Health. (2019b, May 1). Think cultural health case study: Culturally tailored healthcare in orthopedics [Video]. YouTube. https://www.youtube.com/watch?v=OkbcMt48ylg

**Reference and links to ” review standards on this website” section

Think Cultural Health. (n.d.). National culturally and linguistically appropriate services standards. Office of Minority Health, U.S. Department of Health and Human Services. https://thinkculturalhealth.hhs.gov/clas/standards

Capstone – 2025 Capstone Project Change Proposal Presentation for Faculty Review and Feedback Create a professional presentation

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Capstone – 2025

Capstone  Project Change Proposal Presentation for Faculty Review and Feedback 

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You

Providing a detail analysis of the product or services failure – 2025 Sometimes a new product or service endeavor fizzles in the marketplace Looking back it seemed like a

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Providing a detail analysis of the product or services failure – 2025

 Sometimes a new product or service endeavor fizzles in the marketplace. Looking back, it seemed like a “good idea” at the time; however, it is evident that the promising new product or service is now headed toward obsolescence. Assume the role of the lead marketer of a struggling (or failed) product. Provide a detailed analysis of the product or service failure; and present a step-by-step description of how these (and future) product failures could be avoided. Include links to relevant marketing materials to illustrate your ideas. In replies to peers, discuss whether you agree or disagree with the analysis provided by your peers and explain why. 

Reflective journal – 2025 fessional Capstone and Practicum Reflective Journal Students are required to submit weekly reflective narratives

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Reflective journal – 2025

fessional Capstone and Practicum Reflective Journal 

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 not required to submit this assignment to LopesWrite

PUBLIC HEALTH NURSING PRACTICUM – 2025 I need these questions answered between 120 150 words each Please include each question with its

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PUBLIC HEALTH NURSING PRACTICUM – 2025

I need these questions answered between 120-150 words each. Please include each question with its references.

MODULE 1

DQ1

Compare similarities and differences of ANA Public Health Nursing (PHN) Standards, CAL Public Health Nursing (PHN) Standards, and the ANA Standards of Professional Performance. Discuss the importance of standards of practice and how they guide your practice and inform nursing care. Explain the role of the advanced public health nurse as a trusted source of information.

DQ2

Discuss and cite three components within the PHN standards. Apply the components to initiatives or processes within your practicum setting. How are they important to your practicum setting? Provide a specific example of how they are used in your practicum setting.

Study Materials

Read pages 1-26 in Public Health Nursing: Scope and Standards of Practice.

Read “Community/Public Health Nursing (C/PHN) Competencies,” by the Quad City Coalition (2018), located on the coalition’s website. URL: http://www.quadcouncilphn.org/wp-content/uploads/2018/05/QCC-C-PHN-COMPETENCIES-Approved_2018.05.04_Final-002.pdf

Read “Writing S.M.A.R.T. Goals,” by UHR Employee Development, located on the University of Idaho Human Resources website. URL: https://www.uidaho.edu/-/media/UIdaho-Responsive/Files/human-resources/forms/manager-resources/performance-development/writing-smart-goals.pdf

MODULE 2

DQ1

Describe the practicum setting where you will complete your hours. Describe the role of advanced public health nurse within the practicum setting. Discuss the overall practicum goals you have selected. Provide specific examples of how they align to ANA Public Health Nursing Standards.

DQ2

Review the assigned article “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders.” Discuss the principles of leadership management and how they apply to your practicum setting. Select three characteristics of caring leaders from the readings. Explain how these three characteristics might relate to a Christian worldview. Does a Christian worldview complement these characteristics? Why or why not?

STUDY MATERIALS

Read Standard 12. Leadership in Public Health Nursing: Scope and Standards of Practice. 

Read “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders,” by Spears, from Journal of Virtues and Leadership (2010). URL: https://www.regent.edu/acad/global/publications/jvl/vol1_iss1/Spears_Final.pdf

Read “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

Explore “Chapter 13. Orienting Ideas in Leadership” in Management and Leadership, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas

Explore “Chapter 14. Core Functions in Leadership,” located on the Community Tool Box website (2018). URL: https://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions

Read the “Code of Ethics for Nurses with Interpretative Statements ANA Code of Ethics,” from the American Nurses Association (2015). URL: https://www.nursingworld.org/coe-view-only

MODULE 3

DQ1

Use the “SWOT Analysis” template to identify internal and external factors that can help or hinder organizational or program success in your practicum setting. After completing the template, answer the following questions: How can weaknesses be converted into strengths? Can strengths be used to overcome threats? If so, provide an example. How can opportunities be maximized? Do not upload the template into the discussion forum–it is for guidance only.

DQ2

In the first discussion question in this topic, you completed a SWOT analysis for your practicum site. Using current evidence-based practice resources, explain how you would apply practice improvement strategies to minimize the weakness that you indicated in your completed SWOT analysis.

STUDY MATERIALS

Read Standard 9. Evidence Based Practice and Research in Public Health Nursing: Scope and Standards of Practice.

Read “Framework for Selecting Best Practices in Public Health: A Systematic Literature Review,” by Ng and de Colombani, from Journal of Public Health Research (2015). URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4693338/

Read “Tools for Implementing an Evidence-Based Approach in Public Health Practice,” by Jacobs, Jones, Gabella, Spring, and Brownson, from Preventing Chronic Disease (2015), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/pcd/issues/2012/11_0324.htm

Explore the Agency for Healthcare Research and Quality (AHRQ) website. URL: https://www.ahrq.gov

Read “Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats” in Chapter 3 of Community Assessment, located on the Community Toolbox website. URL: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/swot-analysis/main

Explore the Evidence-Based Resources page of the Healthy People 2020  website. URL: https://www.healthypeople.gov/2020/tools-resources/Evidence-Based-Resources

Explore the Databases of Best Practices page on the Community Tool Box website. URL: https://ctb.ku.edu/en/databases-best-practices

MODULE 4

DQ1

Locate the organizational chart of stakeholders in your practicum setting. Identify and discuss stakeholders and partnerships. Differentiate between formal and informal leaders.

DQ2

Explain how communication occurs between the organization and external and internal stakeholders in your practicum setting. What works well and what strategies could be implemented to improve communication between the organization and external and internal stakeholders?

STUDY MATERIALS

Read Standard 5c. Consultation and Standard 11. Communication in Public Health Nursing: Scope and Standards of Practice.

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

Read “Nurse Partnerships Across the Public Health System,” by Towne and Chaudry, from Nursing Management (2017). URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006247-201701000-00006&LSLINK=80&D=ovft

Explore “Chapter 6. Communications to Promote Interest” in Communications to Promote Interest and Participation, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/participation/promoting-interest

MODULE 5

DQ1

What methods of collaboration between internal and external stakeholders have you observed in your practicum setting? What are the benefits and challenges with their methods of collaboration?

DQ2 

What collaboration methods could you use to advocate for a practice improvement strategy? Provide a specific example of how the collaboration methods you selected are effective.

STUDY MATERIALS

Read Standard 13. Collaboration in Public Health Nursing: Scope and Standards of Practice.

MODULE 6

DQ1

Compare two conceptual frameworks that can be used in public health nursing. Select a conceptual framework and apply it to an issue in public health nursing. Apply the nursing process at the micro-level, meso-level, and macro-level for the public health issue you selected.

DQ2

Select and cite an article demonstrating how systems theory applies to public health nursing. Compare systems theory and nursing process. Explain how systems theory applies to a public health issue in your practicum setting.

STUDY MATERIALS

Read Standard 10. Quality of Practice in Public Health Nursing: Scope and Standards of Practice.

Read “System Theory,” by the National Center for Environmental Heath (2017), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/nceh/ehs/ehsnet/system-theory.htm

Read “The Nursing Process Applied to Population-Based Public Health Nursing Practice,” from Minnesota Department of Public Health/Center for Public Health Nursing Practice (2003), located on the Minnesota Department of Health website. URL:https://www.health.state.mn.us/communities/practice/ta/phnconsultants/docs/0303phn_processapplication.pdf

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

MODULE 7

DQ1

Describe three determinants of health used in your practicum setting. What steps in research did you use to locate the resources for the determinants of health used in your practicum setting? Identify how data are collected, analyzed, and stored for determinants of health.

DQ2

Identify how the determinants of health are used in an initiative in the practicum setting. What database did you retrieve data from to benchmark the determinants of health for your initiative? How is progress benchmarked and analyzed?

STUDY MATERIALS

Read Standard 1. Assessment and Standard 3. Outcomes Identification in Public Health Nursing: Scope and Standards of Practice.

Read “Developmental Monitoring and Screening for Health Professionals,” located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/ncbddd/childdevelopment/screening-hcp.html

Read “FACETS: Using Open Data to Measure Community Social Determinants of Health,” by Cantor, Chandras, and Pulgarin, from Journal of the American Medical Informatics Association (2017). URL: https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC5885799/

Read “Measurement of Health Disparities, Health Inequities, and Social Determinants of Health to Support the Advancement of Health Equity,” by Penman-Aguilar, Talih, Huang, Moonesinghe, Bouye, and Beckles, from Journal of Public Health Management and Practice (2016). URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00124784-201601001-00007&LSLINK=80&D=ovft

Explore “Chapter 17. Analyzing Community Problems and Solutions” in Analyzing Community Problems and Designing and Adapting Community Interventions, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/analyze/analyze-community-problems-and-solutions

Explore “Chapter 18. Deciding Where to Start” in Analyzing Community Problems and Designing and Adapting Community Interventions, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/analyze/where-to-start

Explore “Chapter 19. Choosing and Adapting Community Interventions” in Analyzing Community Problems and Designing and Adapting Community Interventions, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/analyze/choose-and-adapt-community-interventions

MODULE 8

DQ1

Why is it critical to measure determinants of health? List three strategies for measuring determinants of health in populations and identify which strategy applies to each determinant of health.

DQ2

What are disparities of health and why are they important to address? List three resources needed to benchmark disparities of health and what information they provide. 

STUDY MATERIALS

Read Standard 2. Population Diagnosis and Priorities in Public Health Nursing: Scope and Standards of Practice.

Review “Measurement of Health Disparities, Health Inequities, and Social Determinants of Health to Support the Advancement of Health Equity,” by Penman-Aguilar, Talih, Huang, Moonesinghe, Bouye, and Beckles, from Journal of Public Health Management and Practice (2016). URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00124784-201601001-00007&LSLINK=80&D=ovft

Read “Disparities,” located on the Healthy People 2020 website. URL: https://www.healthypeople.gov/2020/about/foundation-health-measures/Disparities

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

MODULE 9

DQ1

What are the sources of data used in your practicum setting? Explain the process of how data is collected, stored, and analyzed in your practicum setting. What information is gained from this data and how it is utilized in your practicum setting?

DQ2

Describe the Quad Council Competencies in regards to data. How have you applied the Quad Council Competencies in your practicum work? Provide one or two specific examples.

STUDY MATERIALS

Review “Community/Public Health Nursing [C/PHN] Competencies,” located on the Quad City Coalition website (2018). URL: http://www.quadcouncilphn.org/wp-content/uploads/2018/05/QCC-C-PHN-COMPETENCIES-Approved_2018.05.04_Final-002.pdf

MODULE 10

DQ1

Compare two models that can be used for public health nursing assessments. Describe what each model is used to assess.

DQ2

Choose a health issue and identify a public health nursing model that would be appropriate to your practicum setting. Provide one or two specific examples of how the model is appropriate for your practicum setting.

STUDY MATERIALS

Review Standard 1. Assessments and read Appendix A in Public Health Nursing: Scope and Standards of Practice.

Read “Appendix: Public Health Nursing Assessment Tool,” by Lewenson and Truglio-Londrigan. URL: http://samples.jbpub.com/9780763766542/41764_TruglioLondrigan_Appendix.pdf

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

Focused SOAP Note for Anxiety, PTSD, and OCD – 2025 The Assignment Develop a Focused SOAP Note including your differential diagnosis and critical thinking process to formulate a primary

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Focused SOAP Note for Anxiety, PTSD, and OCD – 2025

 

The Assignment

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?  
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
  • Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you could follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
  • Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children – 2025 PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW 1 ZERO 0 PLAGIARISM 2 AT LEAST 5 REFERENCES NO

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Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children – 2025

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:

1). ZERO (0) PLAGIARISM

2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS (WITHIN 5YRS, OR LESS THAN 5YRS)

3).  PLEASE SEE THE ATTACHMENT FOR RUBRIC DETAILS.

4). Please review and follow the grading rubric details, and include each component in the assignment as required. Also, follow the APA 7 writing rules and style/Format, Title page, Introduction, Purpose statement, Literature Review, Conclusion, References. 

Thank you very much.   

ASSIGNMENT:

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

 For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. 

 

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.

  • Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?

  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.

  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

 

The Assignment:

Assignment (3–4 pages, not including title and reference pages):

 

Assignment Option 2: Child Health Case:

 

#2 Child Health Case:

Severely underweight 12-year-old Hispanic girl with underweight parents who has been bullied in school just recently

Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.

Formulating the Evidence Based Practice Question – 2025 Course Project Introduction to Course Project Evidence based practice involves a great deal more than simply reading nursing periodicals

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Formulating the Evidence Based Practice Question – 2025

Course Project: Introduction to Course Project

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review the Course Project Overview document located in this week’s Learning Resources.

Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.

Course Project: Part 1—Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.

—Karen Sue Davies

 

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

1.     Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

2.     Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.

3.     Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.

4.     Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

5.     Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:

Write a 3- to 4-page paper that includes the following:

1.     A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

2.     The 5 questions you have generated and a description of how you analyzed them for feasibility

3.     Your preliminary PICOT question and a description of each PICOT variable relevant to your question

4.     At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

 

Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.

Reference: 

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 

Learning Resources

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 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

 

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

 

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

 

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

 

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

 Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

 

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

 This resource provides a graphical representation of different approaches to research and gives examples of each.

 

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

 

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

 

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

 

 Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

 

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

 Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course.

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.

 

Laureate Education (Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author.

Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.

 

 Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.

This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

 

 

 

Assessment 2 Instructions: Quality Improvement Initiative Evaluation – 2025 Deliver to the interprofessional team a presentation 20 minutes 12 15 slides that

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Assessment 2 Instructions: Quality Improvement Initiative Evaluation – 2025

 

Deliver to the interprofessional team a presentation (20 minutes; 12-15 slides) that analyzes an existing workplace quality improvement initiative related to a specific disease, condition, or public health issue of interest. The presentation’s purpose is to inform and get buy-in from the interprofessional team.

Introduction

Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.

In this assessment, you will have the opportunity to analyze a quality improvement initiative in your workplace. You will then present your analysis to a group of nurses and other health care professionals. The purpose of your presentation is to inform and enlist support for the initiative from your audience.

Preparation

Quality Initiative Selection

In this assessment you will deliver an analysis of an ongoing quality improvement initiative in your workplace. The initiative you analyze must relate to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of your analysis is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your audience consists of nurses and selected health care professionals with specializations or interest in your selected condition, disease, or issue. You hope to inform and garner support for the initiative from your audience.

Recording Your Presentation

To prepare to record a voice-over for your presentation:

  • Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio quality is sufficient.
  • Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.
  • Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.
  • Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at [email protected] to request accommodations.

Instructions

The optional QI Initiative Evaluation Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Guidelines for Effective PowerPoint Presentations [PPTX].

In your presentation, you will:

  • Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives.
    • Explain the rationale behind the QI improvement initiative. What prompted the initiative?
    • Detail problems that were not addressed and any issues that arose from the initiative.
  • Evaluate the success of a current quality improvement initiative according to recognized national benchmarks.
    • Analyze the benchmarks used to evaluate success. Which aspects of the initiative were most successful? What outcome measures are missing or could be added?
    • Incorporate one appropriate supporting visual (such as a graph or chart) that showcases the most critical aspect of this presentation.
  • Incorporate interprofessional perspectives related to initiative functionality and outcomes.
  • Integrate the perspectives of interprofessional team members involved in the initiative. Who did you talk to? What are their professions? How did their perspectives impact your analysis?
  • Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.
    • Identify specific process or protocol changes as well as technologies that would improve quality outcomes.
  • Ensure slides are easy to read and error free. Provide detailed speaker notes. Also ensure audio is clear, organized, and professionally presented.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).