March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

1. Review the Resources and reflect on the definition and goal of EBP.
2. Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
3. Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond to at least two of your colleagues on two different days by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Will be adding two discussions that will need at least three references all in APA 7 format each.

The mail discussion will need at least 3 references and also in APA 7 format.

Micheals  discussion

Evidence based practice presents with summation of ideas, experiences, coupled with literature centered around dedicated man power and hours of work both in the clinical and or research setting which could span for a number of years based on the mission and or vision of the facility working on a certain intervention to bring about global change in the dynamics of either how healthcare is delivered, managed and or improved. Following from a careful perusing of the medical university of South Carolina, the institution presents with a healthcare setting centered on the need to achieve excellence through innovative implementation of quality assurance, patient centered care based on improved clinical practices based on improvements and incorporation of new data on evidence based practices. According to Crabtree et al., (2016, p172) “The MUSC Center for Evidence-Based Practice (EBP), housed jointly in the Library and the Quality Management department of the MUSC Hospital, aims to promote scientific inquiry, EBP, and quality outcomes at MUSC. Through education, the development of evidence-based clinical decision support tools and outcomes research, the Center for EBP has begun to transform the culture of MUSC into one that incorporates best evidence into clinical practice on both an individual and system level”.

     Following from the presentation as rendered by Crabtree et al., (2016, p172) “The EBP Nurse Scholars course provides nurses with a comprehensive overview of EBP, prepares them to frame clinical questions, perform literature searches, analyze and evaluate evidence, and translate that knowledge into something clinically meaningful… Pre- and post-course surveys demonstrated that the course improved nurses’ confidence with EBP methods and skills related to research tools, statistical concepts, and study designs. Data collected included responses from students from two EBP Nurse Scholars courses: Spring 2013 and Spring 2014”. The literature speaks to the mission, vision and philosophy of evidence based practice while also bearing in mind the goal of this organization in making their nurses frontiers in the quest and search for results that correlate with caring for patients with evidence based information at the top of their list.

     Based on the careful scrutiny and analysis of the recommended resource list, I would be made to understand that the organizations priority and goals centered on the need to show case, while also embracing the innovations of evidence based practices, and its contribution to the healthcare sector. “A regional, collaborative EBP fellowship program, the EBP Institute, was founded in 2006 by nurse leaders from multiple hospitals and academia in San Diego County, California, to promote implementation of EBP by hospital nurses. The fellowship program utilized institution-matched mentors to assist in executing unit-based EBP projects, and included didactic as well as interactive learning experiences in six daylong educational sessions over a 9-month period.” (Kim et al., 2016, p340)

     Following from some of the literature on the resource reading list and some of the organizations mode of operation in terms of their mission, philosophy and vision as set forth by their quest for in depth knowledge on evidence based practices and some of their acquired results individually and collectively, I would say I am convinced evidence based practice is worth the time, attention and resources utilized in sustaining researches, grooming future innovators, while also honing in on how to better incorporate evidence based practices into most if not all aspects of healthcare. An example of evidence based practice at work would be the change that was incorporated to the new ways of following through with CPR which formally was accessing a patients airway, breathing and circulation (ABC), but now following from innovative results backed by evidence based practice, the new order of CPR is circulation, airway and breathing (CAB). According to Melnyk (2018, p29) “It is time for practitioners from all healthcare professions to embrace EBP and quickly move from practices steeped in tradition or based on outdated policies to those supported by sound evidence form well designed studies.”

                                                                                                            References

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving Patient Care Through Nursing Engagement in Evidence-Based Practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. https://doi-org.ezp.waldenulibrary.org/10.1111/wvn.12126

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A., & Davidson, J. E. (2016). Predictors of Evidence-Based Practice Implementation, Job Satisfaction, and Group Cohesion Among Regional Fellowship Program Participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. https://doi-org.ezp.waldenulibrary.org/10.1111/wvn.12171

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Deannas discussion

The healthcare organization website I reviewed is the American Psychiatric Nurse Association (APNA). This organization is the largest membership organization that focuses on different aspects of mental health. For example, they focus on wellness, prevention, and treatment for mental health disorders (APNA, n.d.). As I look for evidence-based practice (EBP) on this website, it is spread out through their vision, structure, collegiality, and continuing education. According to Melnyk and Fineout-Overholt (2018), “EBP enhances healthcare quality, improves patient outcomes, reduces costs, and empowers clinicians”.

The work is grounded in EBP. In the vision statement, they promote EBP advances. In their structure, APNA shares research via online, conference calls, and through chapter meetings. APNA believes this is a way to distribute standards quickly and can reach a wide audience. With collegiality, APNA disperses state of the art information through the website and other modalities that are available to their members only. Lastly, APNA uses continuing education that provides the most current information in mental health research and practices (APNA, n.d.).

The information I discovered change my perception of the organization. I did not know very much about the organization, but after looking into it, I have a better appreciation for what they offer psychiatric nurses and providers who work in this field. I like the idea of conferences that provide continuing education and current information. APNA provides in-person education and online education (APNA, n.d.). It is important to belong to some type of professional organization and one that is specific to your field because they help promote policy and practice. They also provide career growth, networking, and education (Nichols, 2020).

References

American Psychiatric Nurses Association. (n.d.).  About the American psychiatric nurses association: An introduction. Retrieved December 1, 2020, from https://www.apna.org/i4a/pages/index.cfm?pageid=3277

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Nichols, J. (2020, September 2020). 10 benefits of joining professional nursing organizations and associations. Retrieved December 1, 2020, from https://nurseslabs.com/10-benefits-joining-professional-nursing-organizations-associations/

Post an explanation of how legal and ethical considerations for group and family therapy differ from those for individual therapy. Then, explain how these differences might impact your therapeutic approaches for clients in group and family therapy. Support your rationale with evidence-based literature.

Helpful links

Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx

Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change. Innovations in Clinical Neuroscience, 8(11), 20-23.

Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400-408.

Lego, S. (1998). The application of Peplau’s theory to group psychotherapy. Journal of Psychiatric and Mental Health Nursing, 5(3), 193-196. doi:10.1046/j.1365-2850.1998.00129.x

McClanahan, K. K. (2014). Can confidentiality be maintained in group therapy? Retrieved from http://nationalpsychologist.com/2014/07/can-confidentiality-be-maintained-in-group-therapy/102566.html

make an Essay about Advance Pharmacology class should be a Student Course Self-Reflection (Guided Essay) Learners must complete a final applied self-reflection essay on their performance of the course based on the documents and artifacts provided in the performance portfolio. This essay must include at least 5 paragraphs and be limited to a maximum of 2 pages. 1. What have you learned in the course that will help you continue to grow as a professional in your chosen career? 2. Which specific assignment for this course was your best work? Name one. What makes it your best work? What did you learn by creating it? What does it say about you as a student in regards to your degree concentration? How do you plan to use it in your field? 3. In which area(s) will you likely continue to strengthen your knowledge or competencies? 4. Which strategies did you use to learn the material in this course?, Which were the most effective? Why? 5. How did your communication skills improved with this course? Discuss new vocabulary, the style of the profession (writing and oral), others. 

 

Leadership Skills Toolbox

Submit Assignment

• Due Tuesday by 11:59pm
• Points 100
• Submitting a file upload

Consider what you might put in a toolbox if you were going to build something in your home. You might want a hammer, some nails, maybe a level, and if they were available power tools could be a big help and perhaps may the project finish more quickly. The most important part of your toolbox is having tools you know how to use properly and keeping them at your fingertips, ready to use when needed. 

Now that we have reviewed the benefits of focusing on your strengths, as much if not more than areas with room for growth, consider what you would want to have in your leadership toolbox. What strengths have you identified that are your primary tools as a leader? What strength would be the first tool you might take out of your toolbox if you needed to help organize a skilled team? Would you choose a different tool if you moved into a team that had never worked together before?

For this assignment, imagine you are the leader of a group in one of your courses and the assignment is to do a semester-long service learning project. You will need to identify and discuss specific things you could do to create a positive climate, positive relationships, positive communication, and positive meaning in a group with your peers.

First, consider the strengths you have that would help you lead this semester-long project. In your response of at least 300 words include what you would include in your leadership toolbox to help you create a positive and productive leadership style to support your team.

Create a 250-350 word response that includes the following:

• Paragraph 1: Identify at least three of your leadership strengths that are in your leadership toolbox that you can rely on supporting you as a leader in a variety of settings. Include a short description of the strength and why you feel it would be helpful to you as a leader.
• Paragraph 2: Describe what you would use from your toolbox if you were the new leader of a team that was highly skilled in their field. Why do you feel this would be the best choice for this team?
• Paragraph 3: Discuss which choice you would make if you were asked to be the leader of a team that had never worked together before. Provide an explanation of why you would or would not choose something different from your toolbox for this group. 

Please keep in mind, even if you have not had an opportunity to lead a group formally, you can reflect on how you have provided leadership in many different settings to help support your thinking for this reflection.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap. Explain the concept of a knowledge worker.

• Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
• Include one slide that visually represents the role of a nurse leader as knowledge worker.
• Your PowerPoint should Include the hypothetical scenario you chose. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.