NUR 513 Discussion Research and Evidence-Base Practice

NUR 513 Discussion Research and Evidence-Base Practice
NUR 513 Discussion Research and Evidence-Base Practice
The art and science of asking questions is the source of all knowledge.
– Thomas Berger, American novelist (Brainyqoute.com, n.d.).
This activity will address the following module outcomes:
MO 1: Describe the significance of fostering a spirit of inquiry in clinical practice. (EPSLO 6; SLO3)
MO 2: Formulate a clinical question based on current practice using the PICOT format. (EPSLO 6; SLO 3)
Developing a spirit of inquiry, one that questions how things are done, why, and its effectiveness is an important step in solving clinical problems or improving existing processes. Once a question has been identified, it is then necessary to develop a methodology to test and measure an alternative solution.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Formulate a clinical question from your own practice, using the PICOT formula. This question will be used as a basis for writing your Investigation of a Clinical Problem paper.
Explain why you think this topic is important.
Discuss the feasibility of investigating this topic in your practice environment. Are there “sacred cows” that may stand in the way of your investigation? Does the environment support and sustain a spirit of inquiry? Why or why not?
Module 2 Discussion
DQ1 Finding and Evaluating Evidence
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
Using key words from the compelling clinical question you developed in Module 1, perform a preliminary literature search for relevant articles, applying the information in Chapter 3 of Melnyk & Fineout- Overholt (2019). Complete either the quantitativePreview the document [XLSX, file size 21 KB] or qualitativePreview the document [XLSX, file size 21 KB] Research Score Card for one of the articles. This search will begin building the external evidence you need for the Investigation of a Clinical Problem Paper, Part I. You will eventually complete Research Critique Forms on all articles for your paper, but only one is required for this discussion.
NUR 513 Discussion Research and Evidence-Base Practice
Exemplars for quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.
Based on your learning activities, respond to the following prompts:
Did you find that your question was appropriate or did you need to revise or change it as you delved deeper into the problem and evidence? Did the literature search challenge any pre-conceived notions you had about the topic?
Briefly summarize in 1-2 paragraphs, all components listed on the Research Critique Form from the article you chose on your topic.
Did you feel the theoretical basis of the study (if identified) was appropriate? Why is it important for research to be guided by theory?
DQ2 Critique of Qualitative and Quantitative Research Studies: Part I
Image of hospital nurse using computer (Life in View, n.d.).Qualitative and quantitative research each have value in evidence-based practice and leading industry standards. In this discussion, you will critique research and respond to your peers’ evaluations for both types of research.
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
In this discussion, you will critique a quantitative and qualitative research study. To give everyone in class an opportunity to critique both types of research, please follow the instructions below. Examples of how to use the quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 28 KB] score card are provided for you.
If your last name begins with A-M:
Read the study by Spiva, et al. (2017). Complete the quantitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Spiva, et al. (2017).
Read the study by Hundt, et al. (2018). Reply to a minimum of two other classmates who have posted a Critique of Hundt, et al. (2018) for their initial discussion.
If your last name begins with N-Z:
Read the study by Hundt, et al. (2018). Complete the qualitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Hundt, et al. (2018).
Read the study by Spiva, et al. (2017). Reply to a minimum of two other classmates who have posted a Critique of Spiva, et al. (2017).
Spiva, L., Hart, P. L., Patrick, S., Waggoner, J., Jackson, C., & Threatt, J. L. (2017). Effectiveness of an evidence-based practice nurse mentor training program (Links to an external site.). Worldviews on Evidence-Based Nursing, 14(3), 183–191. https://doi-org.vlib.excelsior.edu/10.1111/wvn.12219 Hundt, N. E., Helm, A., Smith, T. L., Lamkin, J., Cully, J. A., & Stanley, M. A. (2018). Failure to engage: A qualitative study of veterans who decline evidence-based psychotherapies for PTSD (Links to an external site.). Psychological Services, 15(4), 536–542. https://doi-org.vlib.excelsior.edu/10.1037/ser0000212
Module 3 Discussion
DQ1 Honoring Ethical Principles in Translation and Generation of Research
Image of seven chemistry flasks with graphical representation of a baby in a womb representing the idea of human cloning. (Tissuepix/Science Photo Library, n.d.)
This activity will address the following module outcomes:
MO1: Identify ethical implications that may arise in the translation and generation of evidence. (EPSLO 2, SLO 5)
MO 2: Examine nursing’s historical involvement in research and the nurses’ role today. (EPSLO 6, SLO 3).
MO 4: Analyze social, cultural, and political factors that may impact ethical research practice. (EPSLO 2, SLO 5).
Based on your learning activities, respond to the following prompts:
Choose one of the Composite Case Studies presented by Ong- Flaherty, et al., (2016) that resonates most with you.
Identify which of the Fifteen Ethical Principles of the Universal Declaration on Bioethics and Human Rights were violated in the case (These principles are on p. 682 in Melnyk & Fineout).
Examine the cultural considerations embedded in the case.
How can this case be used to inform future practice?
DQ2 Applying Ethical Principles in Practice
Image of practitioner gathering information from her patient in an exam room. (Science Photo Library, n.d.)This activity will address the following module outcomes:
MO 1: Identify ethical implications that may arise in the translation and generation of evidence. (EPSLO 2, SLO 5)
MO 3: Describe various processes for protecting the rights of study participants. (EPSLO 2; SLO 5).
MO4: Analyze social, cultural, and political factors that may impact ethical research practice. (EPSLO 2; SLO 5)
The training you receive from The Research Clinic prepares you to uphold ethical principles in practice, but bear in mind that historically, evidence-based clinical management and quality improvement projects were often exempt from IRB approval. It was perceived there was no risk to human subjects, as there were no research participants. They were translating and implementing current evidence, not generating new evidence. However, any interaction with human subjects has the potential to violate ethical principles. It is now recognized that EBP and QI projects need to be reviewed to ensure they maintain ethical principles, although there are different considerations when evaluating an EBP or QI project versus a research proposal.
Based on your learning activities, respond to the following prompts:
Using your proposed project for The Investigation of a Clinical Problem Paper, discuss how you will address three of the following ethical principles:
Social or Scientific Value
Scientific Validity
Fair subject selection
Favorable risk-benefit ratio
Independent Review
Respect for potential and enrolled subjects
Informed consent (Melnyk & Fineout- Overholt, 2019, p. 694)
Then, describe how the nurses’ role in research has changed over time.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 4 Discussion
DQ1 Critiquing Quantitative and Qualitative Research Part II
Graphic image of a detective with magnifying glass. (Ingram Publishing, n.d.).“Critical feedback shared in good faith is inherently a constructive dialogue. A ‘critique,’ a term that is both a noun and a verb, represents the systematical application of critical thought, a disciplined method of analysis, expressing of opinions, and rendering judgments.”
? Kilroy J. Oldster, Dead Toad Scrolls
(Goodreads, n.d.c)
This activity will address the following module outcome:
MO 1: Analyze the methodology in quantitative and qualitative studies (EPSLO 2; SLO 5).
In this discussion, you will again critique a quantitativePreview the document [XLSX, file size 21 KB] and qualitativePreview the document [XLSX, file size 21 KB] research study using the provided score cards. Research Score Card exemplars on both quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.
To give everyone in class an opportunity to critique both types of research, please follow the instructions below. The articles chosen for this discussion are listed below.
Vedana, K. G., Magrini, D. F., Miasso, A. I., Zanetti, A. G., de Souza, J., & Borges, T. L. (2017). Emergency nursing experiences in assisting people with suicidal behavior: A Grounded Theory study (Links to an external site.). Archives of Psychiatric Nursing, 31345-351. doi:10.1016/j.apnu.2017.04.003. Retrieved from http://www.sciencedirect.com.vlib.excelsior.edu/science/article/pii/S0883941716301984?
McCarthy, M. S., Elshaw, E. B., Szekely, B. M., & Hobbs, C. (2017). A randomized controlled trial of nurse coaching vs. herbal supplementation for weight reduction in soldiers. (Links to an external site.) Military Medicine, 182274-280. Retrieved from http://dx.doi.org.vlib.excelsior.edu/10.7205/MILMED-D-16-00237
If your last name begins with A-M:
Read the study by Vedana, et al. (2017). Select and complete the appropriate score card (discussion board) as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource.
Post a brief summary (1-2 paragraphs) of all components listed on the Research Score Card. Please entitle your initial discussion post: Critique of Vedana, et al. (2017).
Reflect on your current level of skill in appraising evidence.
1. Are you feeling more confident as the course progresses?
2. Was this article easier to critique now that you have more knowledge?
3. Or, was it harder to critique because you are aware of the complex components of research design?
Read the study by McCarthy, et al. (2017).
Reply to a minimum of two other classmates who have posted a Critique of Mc Carthy et al. (2017) for their initial discussion.
If your last name begins with N-Z:
Read the study by McCarthy, et al. (2017). Select and complete the Research Score Card (discussion board) as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource.
Post a brief summary (1-2 paragraphs) of all components listed on the Research Score Card. Please entitle your initial discussion post: Critique of Mc Carthy et al. (2017).
Reflect on your current level of skill in appraising evidence.
Are you feeling more confident as the course progresses?
Was this article easier to critique now that you have more knowledge?
Or, was it harder to critique because you are aware of the complex components of research design?
Read the study Vedana, et al. (2017).
Reply to a minimum of two other two other classmates who have posted a Critique of Vedana et al. (2017) for their initial discussion.
DQ2 Crafting a Research Proposal
Image of a nurse and elderly patient. (Science Photo Library, n.d.)The way to do research is to attack the facts at the point of greatest astonishment.”
? Celia Green, author
(Goodreads.com, n.d.c)
This activity will address the following module outcome:
MO 4: Propose a tentative research proposal on a topic of interest. (EPSLO 6; SLO 3)
The purpose of this discussion is to envision yourself in the role of a novice researcher, and look at potentials for research opportunities in your practice environment. In this module, you have continued to explore methods of qualitative and quantitative research design and further refined your skills in the critical appraisal of existing research. Now, let’s practice writing a research proposal that will generate new knowledge. This is a very brief, preliminary proposal, as you probably have not finished your literature review yet, and may not have encountered a gap in the evidence. Consider it a hypothetical exercise that may lead to a study in the future.
In your discussion posting,
State your research question. You approach can be qualitative or quantitative. Choose only one method.
If your study is quantitative, discuss:
Significance of the problem
A summary of current evidence you have gathered so far
A theoretical or conceptual framework that could guide the study
Hypothesis, independent, and dependent variable
An appropriate research design
Sample population
If your study is qualitative, discuss:
Purpose of the Study
A summary of current evidence you have gathered so far
A theoretical perspective
An appropriate research design
Significance of the study
Sample population
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 5 Discussion
DQ1 Integrating All Types of Evidence
“The plural of anecdote is not data.
? Marc Bekoff (Goodreads.com, n.d.)
EBP diagram with three areas pointing to Evidence-Based Practice: Best Research Evidence, Clinical Expertise, and Patient Values and Preferences
This activity will address the following module outcome:
MO 4: Evaluate patient preferences, clinician expertise, external evidence, culture, and context in implementing practice change. (EPSLO 2; SLO 1)
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Identify a cultural model or theory that can be used to guide your proposal. You may use the Purnell Model for Cultural Competence (in the Learning & Assessment Activities) or another model you may already be working with in your specialty track, like Madeline Leininger or Josepha Campinha-Bacote (Links to an external site.). Examine how you will apply the concept(s) from that theory/model to your proposal (1-2 paragraphs).
Discuss the range of evidence you will use to implement your EBP proposal. Include a brief analysis of the applicability of the external evidence you have found thus far, and whether clinical guidelines (discussed on pp. 233 – 247 in Melnyk & Fineout-Overholt, 2019) will be used to manage your practice change. Explain how you will incorporate cultural considerations, contextual factors, patient values, and patient preferences in your proposal (1-2 paragraphs).
DQ2 Leadership Styles that Support Evidence-Based Practice
Image of doctor and nurse discussing patient care while reviewing charts. (Science Photo Library/UIG, n.d.)People ask the difference between a leader and a boss. The leader leads, the boss drives.
– Theodore Roosevelt, 26th president of the United States of America (BrainyQuote.com, n.d.b).
This activity will address the following module outcomes:
MO2: Examine the outcomes of evidence-based quality improvement. (EPSLO 6; SLO 3)
MO3: Explore leadership strategies that will foster and sustain evidence-based practice changes. (EPSLO 2; SLO 1)
As a graduate nursing student, you may already be one of the leaders in your practice setting. Consider the potential barriers to using styles such as Innovation Leadership, Transformational Leadership, Servant Leadership, or Authentic Leadership in your practice setting. Think also about the strengths inherent in your practice setting that may support a more progressive leadership style. How could you embrace EBP leadership in your current practice setting?
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Discuss which one of the following four leadership styles resonates most with you: Innovation Leadership, Transformational Leadership, Servant Leadership, or Authentic Leadership. If you have a background in military leadership, please incorporate your experience of transitioning to leadership in civilian life.
Explain why your chosen leadership style is conducive to evidence-based quality improvement.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 6 Discussion
DQ1 Using Conceptual Models to Guide EBP Changes
Image of a team discussion. (Birdsall, n.d.) “There is a profound difference between information and meaning.”
Warren Bennis, American writer (IZquotes, n.d.)
This activity will address the following module outcomes:
MO1: Describe how innovation and evidence support EBP change. (EPSLO 6; SLO 3)
MO5: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)
MO3: Evaluate models of organizational change. (EPSLO 6; SLO 3)
MO6: Investigate teaching of evidence-based practice. (EPSLO 2; SLO 1)
You have come to Week 10 in the course and are now armed with a wealth of knowledge about best practices for implementing EBP. In this module, you learned a bit more about EBP models and encountered new information about Organizational Change Models. Take a moment to reflect on how change is implemented in your practice setting. Now, consider the value of a theoretical model in supporting innovative evidence-based practice changes.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Discuss which one of the following four Organizational Change Models resonated most with you: The Change Curve Model, Kotter and Cohen’s Model of Change, Roger’s Diffusion of Innovations, and the Trans-Theoretical Model of Health Behavior Change
Describe how you would apply this model to the change you are proposing in your practice setting.
DQ2 Teaching Evidence-Based Practice
Image of a nurse attending to patient with nursing students assisting. (Thomas, n.d.)The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
– William Arthur Ward, inspirational writer (BrainyQuote, n.d.b)
This activity will address the following module outcomes:
MO1: Describe how innovation and evidence support EBP change. (EPSLO 6; SLO 3)
MO2: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)
MO3: Evaluate models of organizational change. (EPSLO 6; SLO 3)
MO4: Investigate teaching of evidence-based practice. (EPSLO 2; SLO 1)
Evidence-based practice improves patient outcomes and is required of many accrediting bodies (Melnyk & Fineout-Overholt, 2019). However, facilities can encounter barriers in implementing EBP due to a combination of factors, including lack of knowledge. Innovative evidence-based leaders need to make teaching EBP a priority, in both academic and clinical settings. There are models and guidelines that can be used to facilitate this process. Examining successful EBP teaching methods contributes to the knowledge base needed to teach EBP and will help guide instructors, mentors, and coaches in teaching EBP.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Consider your current practice setting. It can be academic or clinical.
Assess the organizational readiness for teaching EBP at your facility.
Analyze the strengths and barriers in your organization for teaching EBP.
Discuss strategies you could use to promote EBP teaching and how you would communicate the use of a conceptual model for EBP (such as the Stetler Model) to your team.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 8 Discussion
DQ1 Reflection on EBP Leadership
Image of nurses discussing staff development. (Bridsall, J., n.d.b)“A clear purpose will unite you as you move forward, values will guide your behavior, and goals will focus your energy
? Kenneth H. Blanchard, author of Collaboration Begins with You: Be a Silo Buster (Goodreads, n.d.c)
This activity will address the following module outcome:
MO2: Design questions for a nurse leader on EBP change (EPSLO 6, SLO 3).
In this course, you explored innovative leadership styles that support evidence-based practice change. You have also identified a leadership style that particularly resonates with you. Now, consider the questions you would ask a healthcare leader about the use of evidence-based practice in their setting, and how you would structure those questions to obtain information about whether the leadership style supports EBP. Perhaps you want to investigate your current leader’s thoughts on EBP, or perhaps you want to change jobs and there are specific questions that elicit information about that individual’s style of leadership in a different setting. Consider whether a leadership style that supports innovation, inquiry, and EBP would play a part in your current and future employment decisions.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Design 5 questions you would ask a nurse leader, and explain why each question is important for EBP.
Would a feeling of safety among employees lead to exploration and adoption of EBP changes? Why or why not? Support with evidence.
DQ2 Reflection on Scholarly and Personal Growth as an EBP Nurse LeaderImage of two hands cupped together to hold dirt and a blooming seedling of greenery. (Pedrazzini, C., n.d.)This activity will address the following module outcomes:
MO1: Outline your role as a novice nurse researcher (EPSLO 2, SLO 1).
MO3: Analyze your scholarly and personal growth as a nurse leader in generating and translating nursing knowledge (EPSLO 2, SLO 1).
Take a moment to reflect on your growth as a scholar and nurse researcher, and the impact this growth will have on your future practice. In this course, we explored research concepts that will prepare you to conduct a research study on a topic of interest. You are now well-prepared to present a research question based on a clinical problem. You even have a certificate from The National Institutes of Health to present to an Institutional Review Board.
It is good practice to try to pair up with an experienced researcher who can act as a mentor if you choose to conduct a research study. Explore the options available to you in your current environment for this opportunity, and don’t be afraid to ask an experienced colleague. Most nurse researchers are happy to help novice researchers develop their skills. If you work in a Magnet facility, there may even be a process in place to support you in your quest.
You have also explored different methods of initiating EBP changes, the importance of a spirit of inquiry in practice, and how certain leadership styles can nurture these processes. As a parting exercise, you will now take a moment to pull all this information together, think about what it means to your practice, and what you may still want to know.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
What did you find easy to understand about the translation and generation of knowledge?
What did you find difficult to understand about the translation and generation of knowledge? Are these concepts clearer to you now? If not, present what you need clarified for discussion.
Discuss how the knowledge you have learned in this course will impact your future practice as an EBP leader.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 6 Assignment
Investigation of Evidence for Nursing
This course has Turnitin® fully integrated into the course dropbox. This means that you should only submit your assignments to the dropbox below. Please do not submit your assignment directly to Turnitin.com.
Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers. Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately. The overall match can be no higher than 15%, with any one match no higher than 2%. You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report. Plan accordingly as you draft your assignment. Once the due date has passed, your assignment submission will be considered final.
In this assignment, you will identify a nursing problem, investigate available evidence, and either present a plan for practice change or a proposal for further research. You will use the Stetler Model as a guide. This paper has two parts, outlined below. The Stetler Model is explained on pp. 384-389 of your textbook. You may use material from your discussion posts in this paper, however, you will need to revise them as necessary to meet the objectives of this assignment.
This activity will address the following module outcomes:
MO2: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)
MO5: Explain the role of the master’s-prepared nurse in translating evidence for practice changes in an inter-professional team. (EPSLO 2; SLO 1)
Part I: Analysis of Evidence: Due Week 10
In Part I of the assignment, you will use Phase I, II, and III of the Stetler Model. These steps are described in further detail below. Please use the grading rubric to guide your work.
Phase I: Preparation
Define the nursing problem and present your research question. Make sure you describe the context of the problem, and why you think practice should change. Clearly identify the target population and potential benefits the population may reap from the proposed practice change.
Phase II: Validation
Assemble a body of evidence supporting your proposal for practice change. Perform a literature review to gather research evidence. Critique the merit of each article using the information in Chapter 5 & 6 in Melnyk & Fineout-Overholt (2019) as a guide. Present relevant cultural and contextual factors, your own individual experience and degree of expertise in this area, and preferences and values of the population.
Use the qualitativePreview the document [XLSX, file size 21 KB] and quantitativePreview the document [XLSX, file size 21 KB] research score cards to help organize your work and develop your own thoughts about the merits of each study. It is not necessary to complete a critique if one of your sources is a clinical guideline. A completed research score card must be submitted for each article when you submit your paper. Submit all research score cards to the separate dropbox, using the appropriate score card for each study, labeled M6A1: Research Critique Forms Submission Only.
You should have a minimum of seven sources (external evidence) that provide evidence about your proposed change in practice.
All seven external sources must be primary sources, robust systematic reviews, or clinical guidelines derived form a large data base.
Five of these sources must be from peer-reviewed nursing journals.
Two sources can be from other disciplines (if appropriate), but must also be peer reviewed.
You may use a clinical guideline as one of your sources, if appropriate.
Phase III: Comparative Evaluation/Decision Making
Synthesize the results of the evidence. Logically present and analyze the evidence, comparing and contrasting the results. This is not an annotated bibliography or a series of summaries of each article. It is a synthesis of pertinent information from the evidence. Evaluate all of the available evidence (external sources, relevant cultural and contextual factors, your own individual experience and degree of expertise in this area, and preferences and values of the population) and determine if it provides sufficient evidence to support an evidence based practice change.
This portion of the paper should be 8-10 pages in length (not including title page or references) and is due Week 10. You will receive a grade on this portion of the paper and instructor feedback. You should review the feedback, and incorporate it into Part II. Your grade on Part II will be partially dependent on revisions made to Part I.
Refer to the Master’s Library Guide (Links to an external site.) for additional assistance. You can locate your specific course by clicking on the dropdown menu under, the Courses tab.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 7 Assignment
Investigation of a Clinical Problem (Option A)
Turnitin®
This course has Turnitin® fully integrated into the course dropbox. This means that you should only submit your assignments to the dropbox below. Please do not submit your assignment directly to Turnitin.com.
Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers. Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately. The overall match can be no higher than 15%, with any one match no higher than 2%. You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report. Plan accordingly as you draft your assignment. Once the due date has passed, your assignment submission will be considered final.
In this assignment, you will identify a nursing problem, investigate available evidence, and either present a plan for practice change or a proposal for further research. You will use the Stetler Model as a guide. This paper has two parts, with Part 2 outlined below. The Stetler Model is explained on pp. 279- 283 of your textbook. You may use material from your discussion posts in this paper, however, you will need to revise them as necessary to meet the objectives of this assignment.
This activity will address the following module outcome:
MO3: Using the Stetler model, analyze evidence to present a practice change or a research proposal (EPSLO 7; SLO 4)
Part II: Translation/ Generation of Evidence to Practice: Due Week 13
Phase IV: Translation/ Generation
This section is your recommendation, based on the results of the review of evidence. Did you find evidence that supports a practice change? Or did you find a gap in the evidence that points to the need for further research? Depending on the results of your search, you will either complete Option A) write a plan for an evidence-based practice proposal or Option B) propose a plan to conduct research that addresses the gap in evidence. The instructions for Option B are outlined below. This portion of the paper may be written from a first person point of view, as this is your plan for a change in practice. However, bear in mind that this is not an opinion paper, it is a recommendation based on evidence. As an evidence- based leader, you will use current, pertinent evidence to support your proposal and strategies for implementation. Please use the grading rubric to guide your work.
You will add this portion of the paper to the revisions you made in Part I, submitting one document in Week 13, comprised of Part I (revised) and Part II. All references should

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Customer 452493, April 2nd, 2022
M5A1 Outline and Thesis
Paper was late
Customer 452457, November 15th, 2021
Chemical Engineering
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Customer 452443, September 1st, 2021
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