Implications of an Evidence-Based Project
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Week 6 & 7: Implications of an Evidence-Based Project
Imagine a still pond. Then visualize a pebble being dropped into the water. The effects of an evidence-based project can ripple through the interconnected systems of a practice setting and the larger health care environment much like the dispersing rings of shimmering water after a pebble has dropped through its surface. Throughout this DNP Program, you have considered how to apply evidence to a practice situation with the goal of improving patient care. It is important to keep this change-agent perspective in mind as you consider the often far-reaching implications of your project outcomes.During Weeks 4 and 5, you examined the evaluation methods of your project or other evidence-based projects. You may also have considered the project’s outcomes. Now, in Weeks 6 and 7, you examine how this interpretation of findings provides the foundation for determining the implications of an evidence-based project. As addressed this week, it is important to not only assess what the data means, but also consider the pivotal question of “What next?”
In addition, during these weeks you may continue to work with your small-group colleagues to refine your presentation skills and support one another on developing a project scholarly product for dissemination. You also begin developing a Post-Graduation Plan, which will be shared during Week 11.
Learning Objectives
By the end of this week, you will be able to:
Assess the implications of the outcomes of an evidence-based practice project
Analyze ethical considerations of a health intervention
Evaluate practicum experiences
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.Required Readings
Resources for the Post-Graduation Plan (to be shared during Week 11):Dickerson, P. S. (2010). Continuing nursing education: Enhancing professional development. The Journal of Continuing Education in Nursing, 41(3), 100-101.
This article examines current frames of reference for continuing nursing education and the work that is guiding the future.
American Association of Colleges of Nursing. (2012). Career resource center. Retrieved from http://www.aacn.nche.edu/students/career-resource-center
This website provides a battery of resources for nursing graduates seeking employment.
American Nurses Association. (2012). Career & credentialing. Retrieved from http://www.nursingworld.org/MainMenuCategories/CertificationandAccreditation
This website provides links to guides on careers and credentialing. The website also highlights special membership benefits for ANA members.
Robert Wood Johnson Foundation. (2019). Retrieved from https://www.rwjf.org/
This website supplies a variety of guides on applying for jobs.
Optional Resources
Bolles, R. N. (2012). What color is your parachute? 2012: A Practical Manual for Job-Hunters and Career-Changers. New York, NY: Ten Speed Press.Isaacs, K. (2010). Surviving and thriving in the workplace: resume tips for nurses. Ohio Nurses Review, 85(6), 5.
Discussion: Implications of an Evidence-Based Project
Following the implementation and evaluation of an evidence-based project, it is critical to examine the overarching implications of the findings. In some instances, you may be surprised to discover an implication you had not anticipated. When that is the case, what do you do with the information?Consider the following example: An intervention is implemented that, according to the evidence, should give critical care nurses greater access to relevant, high-quality patient data. The intervention uses newly developed monitors to provide an abundance of data on patients’ vital signs. The monitors perform the desired function, but the findings reveal that nurses are encountering a high number of false alarms and they feel stressed by various challenges related to the monitors. For the DNP-prepared nurse, this situation should attract careful attention and raise questions of what to do in response.
In this Discussion, you and your colleagues address the implications of evidence-based projects, including those implications that may have been unexpected. This form of deep analysis is essential for promoting practice changes that are beneficial and sustainable.
To prepare:
Consider the outcomes of your project or other evidence-based projects with which you have been involved. Were your findings as anticipated? What unexpected outcomes, if any, arose?
Apply the concepts you have studied in previous courses to the data you gathered for your project or for other evidence-based projects. Consider social, political, technological, and financial factors as well as factors related to quality and your area of specialty.
How does your analysis of the project outcomes inform the discussion and implications of your project? What impact could your findings have as they ripple out through multiple systems?
Have you identified any ethical implications that require attention? If so, what are they?
By Day 3 of Week 6
Post a cohesive response that addresses the following:Discuss the implications of your project outcomes or the outcomes of other evidence-based practice projects. Integrate concepts from previous courses to explain the significance of your findings, and be sure to address ethical implications.
Read a selection of your colleagues’ responses.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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