Week 8 & 9: Dissemination, Part 1: Delivering Effective Presentations
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 8 & 9: Dissemination, Part 1: Delivering Effective Presentations
Imagine that a health care team has adopted the use of an evidence-based hygienic practices checklist in their setting, and they have subsequently noted a significant drop in infection rates. This successful intervention could have a widespread impact on patient outcomes if it were implemented on a large enough scale. Yet, without proper dissemination, this intervention is unlikely to catch the attention of those with the ability to make a difference in various organizations.Dissemination of the findings and implications of an evidence-based project is critical for improving health outcomes. Furthermore, dissemination of your project is a key turning point as you near the conclusion of this graduate program.
As a requirement for this course, you have been preparing to present your project to key stakeholders in the setting where you implemented your project. Weeks 8 and 9 discuss presentations as a form of dissemination, and provide an opportunity to examine qualities of effective scholarly presentations.
As a reminder, at this point in the DNP Program, you should be preparing to present (or have already presented) your project to your committee via phone or videoconference.
Learning Objectives
By the end of this week, you will be able to:
Evaluate characteristics of effective scholarly presentations
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
Oermann, M. H., & Hays, J. C. (2019). Writing for publication in nursing (4th ed.). New York, NY: Springer Publishing Company.Chapter 14, “Final Paper and Submission to Journal”
In this chapter, the authors describe the steps in preparing the components of a final paper to submit to a journal. The chapter provides examples of the components and a checklist.
Chapter 15, “Editorial Review Process”
This chapter explains the editorial review process from the point at which a paper is received to the final editorial decision.
Chapter 16, “Publishing Process”
Chapter 16 explores the publishing process that begins with the acceptance of a paper.
Forsyth, D. M., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: poster design and evaluation. Clinical Scholars Review, 3(1), 14-21.This article provides suggestions for EBP poster creation and describes the development process of a Poster Evaluation Rubric for Evidence-Based Practice.
Hand, H. (2010). Reflections on preparing a poster for an RCN conference. Nurse Researcher, 17(2), 52-59.
In this article, the author describes the planning, preparation, and presentation of a poster she developed for an RCN annual nursing research conference.
Ploeg, J., Skelly, J., Rowan, M., Edwards, N., Davies, B., Grinspun, D., & . . . Downey, A. (2010). The role of nursing best practice champions in diffusing practice guidelines: A mixed methods study. Worldviews on Evidence-Based Nursing, 7(4), 238–251.
This article details a study that sought to determine how nurses championing a best practice influence the diffusion of Best Practice Guideline recommendations.
Walden University. (n.d.). Disseminating your research. Retrieved from https://waldencss.adobeconnect.com/p3lnvwww7wm2/default/CONTENT/Disseminating_Your_Research/welcome.html
This presentation provides a tutorial for those who wish to disseminate their research. It discusses reasons for and methods of disseminating your research, as well as venues for publication and key considerations.
Discussion: Delivering Effective Presentations
As a DNP-prepared nurse, you will likely encounter many different methods of disseminating the findings and implications of an evidence-based project. Each method has unique benefits. As discussed in this course, oral presentations can be an effective medium for delivering the findings of projects.For this Discussion, consider what makes an oral presentation effective. How might presentation approaches vary for an academic presentation versus a practice-based presentation?
To prepare:
Review various forms of disseminating the findings of an evidence-based project, as well as strategies for delivering effective presentations in this week’s Learning Resources.
If applicable, reflect on your experiences practicing with colleagues in a small group and presenting in other professional or academic situations. Conduct additional research as necessary to enhance your awareness of what makes a presentation most effective.
Consider how the needs or dispositions of the intended audience may inform your presentation.
By Day 3 of Week 8
Post a cohesive response that addresses the following:Share two or more insights related to presentation approaches and explain how this information may be used to promote the delivery of an effective project presentation. Be sure to note any considerations related to the intended audience that are important.
Read a selection of your colleagues’ responses.By Day 3 of Week 9
Respond to at least two of your colleagues in one or more of the following ways:Ask a probing question, substantiated with additional background information, evidence, or research.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
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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