Prevention of Central Line-Associated Bloodstream Infections
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
Prevention of Central Line-Associated Bloodstream Infections
Prevention of Central Line-Associated Bloodstream Infections (CLABSIs)
Submitted by
Kerry Sean Murphy
DPI Project Proposal Chapter 3 – Methodology
Doctor of Nursing Practice
Grand Canyon University
Phoenix, Arizona
July 20, 2019
CHAPTER THREE: Methodology
Introduction
This project will be exploring the prevention of Central Line-Associated Bloodstream Infections (CLABSIs). In this chapter, the discussion will focus on examining the variables that would help in preventing, controlling, and reducing the incidences of bloodstream infections. The methodology section will describe the objectives and describe the activities the project will entail to meet the objective of lowering infection rates. Further, the chapter will look into the methods of data collection and ways of analyzing the data as well as the ethical considerations the project will need to take into account.
Statement of the Problem
There is a need to have the CLABSI maintenance bundles due to cases of infection that have been recorded involves the adults that have been admitted to the intensive care units. According to Mishra et al., (2016), there are still several cases reported in India on such infections and in spite of the existence of guidelines for maintenance Central Line-Associated Bloodstream Infections (CLABSIs) continue to remain a problem. Clear Lake Regional Medical Center in Webster Texas reported a total of 18 hospital-acquired infections (HAI) in 2018. In 2019 in two quarters the facility has already reported 20 HAI (“SIR Report | HAI | CDC,” 2019). There is a need to develop procedures and expand education that would improve and reduce the number of HAI like CLABSI. Comment by Kathryn Flynn: Please describe what this is to the non nurse before terminology is used. Comment by Kathryn Flynn: It would be a lot more credible for the justification to be in research from US. Comment by Kathryn Flynn: Use APA format (author, year)
Clinical Questions
The clinical questions are how to develop different ways in which the CLABSI can be minimized, specifically among patients greater than 65 years of age. Objectives of the project will look to answer the following questions
(i) What is the influence of the staff training on maintenance of a higher level of hygiene after insertion and cleanliness of insertion sites? Comment by Kathryn Flynn: This is subjective. Use evidence based, etc. and nte why it’s better than existing care.
(ii) How is consistency in the application of the evidence-based practices likely to impact infections rates after insertion using improved site maintenance? Comment by Kathryn Flynn: How will this be measured? Has this question been approved? Comment by Kathryn Flynn: Subjective. State what intervention you are implementing and use the same name for the intervention at every location in your writing. This will give the reader clarity.
(iii) How CLABSI maintenance bundles (specifically the using of chlorhexidine gluconate bathing (CHG)) lower the number of HAI infections.
There is a need to have a higher level of training among the staff regarding proper CHG bathing to maintain a higher level of cleanliness that would consequently reduce the number of infections. The cleaner the sites of insertion, the better the possibility of reducing the infections related to CLABSIs (Guerin, Wagner, Rains, & Bessesen, 2010). CHG bathing is a part of the CLABSI maintenance bundle and performed adequately with other aspects of the bundle can prevent post-insertion infections. The measuring outcomes will consist of a periodical survey among the nurses that have CLABSIs patients before and after the maintenance bundle use. A consistent survey of one month is effectively going to determine if the intervention has achieved the objectives of the lowering CLABSI rates. Comment by Kathryn Flynn: Justify why Comment by Kathryn Flynn: Like what? Comment by Kathryn Flynn: What’s the validated tool? Name it here and refer to it in index. Comment by Kathryn Flynn: No, it will give you the data to apply statistical significance to, so you can see if a correlation exists.
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. 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