NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course (5 credits)

• EP4001 Evidence-Based Practice Models for Research
  • Understand the importance of using models to facilitate evidence-based practice.
• EP4002 Clinical Nursing Issues
  • Develop an evidence-based practice question based on a clinical nursing issue.
• EP4003 Evaluating Research
  • Evaluate research related to a clinical practice issue.
• EP4004 Designing Interventions
  • Recommend evidence-based clinical interventions or process improvements to promote positive patient health outcomes.

Walden University Essays – NURS 4100 Quality & Safety Through Evidence-Based Practice

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 Walden University Essays – NURS 4100 Quality & Safety Through Evidence-Based Practice Course Readings

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Peterson, M.H., Barnason, S., Donnelly, B., Hill, K., Miley, H., Riggs, L., & Whiteman, K.(2014). Choosing the best evidence to guide clinical practice: Application of AACN levels of evidence. Critical Care Nurse, 34(2), 58-68.

Sand-Jecklin, K. & Sherman, J. (2014). A quantitative assessment of patient and nurse outcomes of bedside nursing report implementation. Journal of Clinical Nursing, 23(19/20), 2854-2863.

Smucker, D., Regan, S., Elder, N., & Gerrety, E. (2014). Patient safety incidents in home hospice care:  The experiences of hospice interdisciplinary team members. Journal of Palliative Medicine, 17(5), 540-544.

Stetler, C. B., Ritchie, J. A., Rycroft-Malone, J., & Charns, M. P. (2014). Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP. Worldviews On Evidence-Based Nursing, 11(4), 219-226.

NURS 4100 – Quality and Safety Through Evidence-Based Practice 

Assignment 1

In this Discussion you will identify three clinical practice problems in your current (or past) practice as a nurse that risk compromise to quality of care and patient safety You will select one of these problems to clearly define the risk and ask a question using the PICO format Asking the question and selecting the problem is the first step of the Impact Model that is discussed in the textbook Evidence-based practice questions are asked and written in the PICO format and you will use this process as you develop an evidence-based practice project that will be completed in steps during the course.

Note Initial Post: A three-paragraph (at least 350 words) response Be sure to use evidence from the readings and include in-text citations Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames Avoid quotes; paraphrase to incorporate evidence into your own writing A reference list is required Use the most current evidence (usually ? 5-years-old)

NURS 4100 Quality and Safety Through Evidence-Based Practice

Assignment 1

Evidence-Based Problem and Question Template

To begin your EBP project for the course you will develop your PICO statement and practice question using the Evidence-Based Problem and Question template in this week’s resources. The template covers all three parts of this assignment:

(1) Identify one nurse sensitive indicator that you think is a problem in your workplace. (For the purposes of this class it is not recommended students attempt to select the topics of staff ratios/mix or turnover, job satisfaction, nursing care hours provided per patient day, or insurance issues. Focus on everyday nursing practice issues such as, falls, pressure ulcers, unsafe work environment, pain assessment, peripheral intravenous, physical restraints, healthcare associated infections, or education.)

(2) Use the four PICO categories to describe this clinical problem.

(3) Develop an answerable EBP question.

(4) Save your Assignment using the following naming convention: WK1Assgn+last name+first and submit.

Nurse Sensitive Indicator See example in the course text.

Develop an answerable EBP question.

A “PICO Advice” discussion forum has been added to the Contact the Instructor section of the course to assist in development of the PICO related information. This forum is to provide students a centralized place to ask the instructor questions related to formation and revision of their PICO. All students are encouraged to review the discussion board as a way to learn from each other as PICO questions are explored and developed.

Template/example

Step 1                  Ask and Search

ASK– identify evidence-based practice (EBP) question

Write in PICO format

P –  patient population

I  –  intervention/issue

C – comparison intervention

O – outcome(s)

PICO Question Example

What are the best interventions to reduce the incidence of Practice Question falls in the confused geriatric patient in acute care settings?

Initial	Patient falls and injury prevention in the confused geriatric population
Population	P: Can falls and injury be prevented without the use of sedatives or antianxiety medications in the confused geriatric population in acute care facilities?
Intervention	I: The use of big boards containing date, time, location, nurse, and physician to reorient the confused geriatric patient in acute care settings.
Comparison	C: Compared to sedatives and antianxiety medications.
Outcome	O: Affect the number of falls in the confused geriatric population in acute care settings and decrease the incidence of falls.

 

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 Week 4 Quiz / NURS4100 Week 4 Quiz: Quality and Safety through Evidence Based Practice- Walden University (Already graded A)

Question 1 – The purpose of this study was to:

1. Describe patient safety incidents from emergency call records
2. Explore patient safety incidents as described by patients in hospice care
3. Explore patient safety incidents as described by health care team members
4. Extract patient safety incidents from documentation in medical records

Question 2 – The methodology used in this qualitative study is appropriate because:

1. Administering a questionnaire with open-ended questions is the best method to described lived experiences
2. Broad interview questions are the best method to describe lived experiences
3. Observing patients and families in the hospice environment is the best method to describe patient safety issues
4. Using focused interview questions requiring a yes or no answer is the best method to describe lived experiences

Question 3 – The study design is:

1. Ethnography
2. Exploratory descriptive
3. Grounded theory
4. Historical

Question 4 – The subjects selected to participate:

1. Are a convenience sample which is appropriate for qualitative research
2. Should have been randomly selected from the hospice agencies
3. Should have been purposely selected based on years of experience in home hospice
4. Would have provided better descriptions of issues if they had been identified through the snowball method

Question 5 – The research team was described as meeting to discuss and corroborate on the coding. This method:

1. Introduces bias into the data analysis process
2. Is an accurate process in qualitative research
3. Is a threat to the internal validity of the study
4. Should have included several of the interviewees to expand the perspective of how to code the results

Question 6 – The phase 2 data review panel is an appropriate process because it strengthens the of the phase 1 results.

1. Credibility
2. Reliability
3. Sustainability
4. Validity

Question 7 – The results of the study are presented as themes that emerged from the data analysis. To provide an accurate reflection, they need to be supported by:

1. A table listing the number of times the theme was mentioned by the interviewees
2. Direct quotes from previous studies that reported the same theme
3. Direct quotes and examples from the interview transcription
4. Paraphrased quotes from the interview transcription

Question 8 – The summary of common patient safety harms and contributing factors that were categorized under the themes in Table 1 includes all but:

1. Caregiver’s physical and/or cognitive limitations
2. Medical errors made by the health care providers
3. Patient or caregiver difficulty in understanding care instructions
4. Poor or physically hazardous living conditions

Question 9 – The most commonly cited contributing factor for patient safety incidents discussed in the phase 1 interviews was:

1. Frail or debilitated patients living alone, or being left alone by caregivers
2. Injuries from falls
3. Medication diversion by family members or caregivers
4. Non-adherence to instructions provided by the hospice team

Question 10 – The limitations of the study were identified as:

1. Sample size
2. Selection of interview process
3. The type of opening questions may have prompted responses from the interviewees d. The data analysis process

Question 11 – The authors recommend additional research should be conducted.

1. This is an expected result of qualitative research
2. This should only be discussed in quantitative research articles
3. This should be presented as a hypothesis to be tested
4. This skews the results of the data analysis

Question 12 – The researchers controlled bias and preconceptions by:

1. Asking the interviewees to critique and recommend changes to the questions
2. Recruiting participants from the Population-based Palliative Care Research Network
3. Selecting interview questions from a national data bank of qualitative interview questions
4. Using the International Classification for Patient Safety definition as a guide when developing the interview questions

Question 13 – The data collection method was appropriate for qualitative research because it used:

1. Administration of a questionnaire to families of hospice patients
2. Extraction of patient safety incidents from medical records
3. Interviewing health care providers about experiences with home hospice patient safety incidents which gives first- hand knowledge
4. Participant observation of care being provided to home hospice patients

Question 14 – Which of the following qualitative appraisal credibility criteria would be of concern to the nurse evaluating the results?

1. Conducting the participant interviews by telephone
2. Improving the interview guide to probe for additional types of patient safety incidents in the home
3. The study was published in a non-peer reviewed journal
4. Using a computer program with qualitative analysis software to assist in the data analysis

Question 15 – Which statement accurately reflects analysis of the sample of 62 hospice workers in Phase 1?

1. The sample is too small for qualitative research to provide any significant results.
2. The sample is too large for the study to be classified as a qualitative study.
3. Sample size isn’t of concern as sampling continues until data saturation is met.
4. Sample size isn’t of concern as sampling continues until all interested persons have the opportunity to be interviewed.

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

EP 4001 Walden University Iowa Model of Evidence Based Practice Research Paper

Description

respond to the following prompts. Be sure to support your responses with evidence from scholarly literature.

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Prompt:

1. Consider some of the models that are used in evidence-based practice (ACE Star, Iowa, Stetler, Ottawa, PARiHS, ARCC, JHNEBP, or KTA).
2. Select one model that you could apply to your current facility or to the type of facility you plan to work.

In a 1–2-page paper, address the following:

1. • Explain why you chose this model to apply to your practice.
   • Describe how you would apply this model in practice focusing on the essential steps within the model and why this would be important to your practice.
   • In addition, use the Walden Library to locate one resource where the model is applied and summarize the resource.

Be sure to include a reference to the resource at the end of your 1–2-page paper

 

© 2020 Walden University 1 EP4001: Evidence-Based Practice Models for Research: Understand the importance of using models to facilitate evidence-based practice.

Assessment Rubric

Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations

Module 1: Evidence-Based Practice Models

Select one model that you could apply to your current facility or to the type of facility you plan to work. Learning Objective 1.1: Identify evidence-based practice models Response does not adequately select an evidence-based practice model that could be applied to either current or potential work environments. Response adequately selects an evidence-based practice model that could be applied to either current or potential work environments. Response clearly selects one evidence-based practice model that can be appropriately applied to either current or potential work environments. Explain why you chose this model to apply to your practice. Learning Objective 1.2: Defend the selection of evidence-based practice models Response does not adequately justify the selection of an evidencebased practice model. Response adequately justifies the selection of an evidence-based practice model. Response clearly, thoughtfully, and completely justifies the selection of an evidencebased practice model.

Module 2: Application of Evidence-Based Practice Models

Explain how you would apply this model in practice focusing on the essential steps within the model. Response does not adequately explain how you would apply this model in practice, or it does not focus on the essential steps within the model. Response adequately explains how you would apply this model in practice and adequately focuses on the essential steps within the model. Response clearly and completely explains how you would apply this model in practice and thoughtfully focuses on the essential steps within the model. © 2020 Walden University 2 Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations Learning Objective 2.1: Analyze evidence-based practice models in professional practice Locate one resource where the model is applied and summarize the resource. Learning Objective 2.2: Summarize literature related to evidence-based practice models Response does not adequately locate one resource where the model is applied, or the resource is not adequately summarized. Response adequately locates one resource where the model is applied and adequately summarizes the resource. Response clearly locates one resource where the model is applied and thoughtfully summarizes the resource.

Professional Skills Assessment

Professional Writing Professional Writing: Clarity, Flow, and Organization Content contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization. Content contains few spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is satisfactorily clear, logical, and/or organized, but could benefit from additional editing/revision. Content is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is clear, logical, and well-organized. © 2020 Walden University 3 Professional Writing: Context, Audience, Purpose, and Tone Content minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone and/or is not free of bias. Style is inconsistent with the professional setting/workplace context and reflects the need for additional editing. Content demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from bias, and style is mostly consistent with the professional setting/workplace context. Content clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is appropriate for the professional setting/workplace context. Professional Writing: Originality, Source Credibility, and Attribution of Ideas Content does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference. There are numerous and/or significant errors. Content adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references. There are one or two minor errors. Content reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.

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