Feb 23, 2024 NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional
NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional Nursing as a health care science focuses on serving the needs of humans as a biophychosocial and spiritual being. Its practice requires not only scientific knowledge, but also interpersonal, intellectual and technical abilities and skills. This means a composition of knowledge, clinical work and interpersonal communication. Communication is a vital element in nursing in all areas of activity and in all its interventions such as prevention, treatment, therapy, rehabilitation, education and health promotion. Good Communication also improves the quality of care provided to patients, which is observed in the results. Additionally, it is considered an inalienable right and a prerequisite for building a genuine and meaningful relationship between patients and nurses and other health professionals. Kourkouta (2014). Effective communication between nurses and physicians is extremely important to patient safety. The Joint Commission reports that communication errors contribute to the majority of sentinel events reported. Thomas (2009) I would like to share an experience I had recently involving poor communication, teamwork and collaboration. It involved a scheduled procedure on a patient’s left hand. This patient was evaluated and diagnosed by her surgeon, seen by him the morning of the procedure, completed all the pre-operative assessments and was ready to be transported to the operating room. While performing my assessment and interview, I noticed a bangle bracelet on her left wrist, the operative limb. I kindly asked her to remove the bracelet. Patient stated that the bracelet has been on for the past 20 years and she was physically unable to remove it. She became emotional and tears begin to flow. She shared with me how special the bracelet was to her and if it must be removed she would not proceed with her surgery. By taking the time to listen and sympathize with my patient, I recommended that she reconsider her decision. I pointed out that she had mentally and physically prepared for the procedure. She would still have the pain and problems that she had previously. Upon further dialogue, it was discovered that the bracelet was actually made of glass and therefore, could not be removed safely in the hospital setting. I explained that we would try to figure out a solution together. Struggling to Meet Your Deadline? Get your assignment on NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional done on time by medical experts. Don’t wait – ORDER NOW! Meet my deadline I contact the surgeon and he said he would not perform the procedure if the bracelet was not removed. At this point, I communicated the situation to my supervisor. My supervisor consulted the surgeon and explained the predicament. At this point, he decided to perform the procedure with the bracelet left in place but secured and kept out of the sterile field. Again, I returned to the patient and explained what the plan was moving forward. She was to immediately seek treatment in the emergency department should swelling occur because the bracelet could cause harm and increase the risk for potential loss of hand/limb. She understood and agreed to use ice and elevation to minimize the swelling. I also spoke to the husband and explained the events, the delay and the importance of monitoring for swelling. My patient was relieved, the procedure safely performed and her bracelet remained in place. The roles assumed by nurses require that they have a repertoire of clinical, cognitive and communication skills. Adaptation to situations is necessary as nurses often encounter complicated patient situations. Hood ( 2018). This event included communication, teamwork and collaboration, safety, patient centered care, quality improvement, leadership and professionalism on my part as a nurse. These core competencies came together to allow me to provide excellent patient care. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional: References Hood, L. J. Leddy and Pepper’s Professional Nursing (9th ed.). Philadelphia, PA Wolters Kluwer Kourkouta, L. Communication in Nursing Practice (February 2014). https://www.ncbi.nlm/nih.gov/pmc/articles/PMC3990376/ NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional Purpose This week’s graded topics relate to the following Course Outcome (CO). CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO 3) CO6: Relate application of the legal and ethical requirements of nursing laws and standards to patient-centered care and systems-based practice. (PO 6) CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using success resources provided to Chamberlain students. (PO 5) Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional Participation: RN-to-BSN In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following. 1. Attendance Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required. NR 351 Week 3 Discussion Topic, Integration of Evidence-Based Practice Into Professional 2. Guidelines and Rubric for Discussions PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students: Demonstrate understanding of concepts for the week Integrate scholarly resources Engage in meaningful dialogue with classmates Express opinions clearly and logically, in a professional manner Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Participation points: It is expected that you will meet the minimum participation requirement described above. If not: You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days. 3. Threaded Discussion Guiding Principles The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 4. Participation Guidelines You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline. 5. Grading Rubric Discussion Criteria A(100%)Outstanding or highest level of performance B(87%)Very good or high level of performance C(76%)Competent or satisfactory level of performance F(0)Poor or failing or unsatisfactory level of performance Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.16 points Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points Integrates evidence to support discussion. Sources are credited.*( APA format not required)12 points Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points Does not integrate any evidence. 0 points Engages in meaningful dialogue with classmates or instructor before the end of the week.14 points Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points Responds to a classmate and/or instructor but does not further the discussion. 10 points No response post to another student or instructor. 0 points Communicates in a professional manner.8 points Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points PARTICIPATION:Response to initial question: Responds to initial discussion question(s) byWednesday, 11:59 p.m. M.T. 0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. -5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. PARTICIPATIONTotal posts: Participates in the discussion thread at least three times on at least two different days. 0 points lost Posts in the discussion at least three times AND on two different days. -5 points Posts fewer than three times OR does not participate on at least two different days. NOTES:* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. *** Scholarly source – per the APA Guidelines in Doc Sharing, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. NOTE: A zero is the lowest score that a student can be assigned. I use many resources in the professional setting to improve my communication skills. The communication skill I use the most is listening. This is the best communication you could give to your patients and to your coworkers. Many of my patients do not have family or friends visit. I like to take the time and sit with them for a few moments. I give them my full attention and just listen to their concerns or stories. I feel like this allows the patient to build trust in me, this helps to provide the best care. Actively listening to patients conveys respect for their self-knowledge and builds trust (Leaonard, 2017). At my hospital all med surge floors participate in daily rounds on every patient. Generally during rounds the primary RN, social worker, case manger, hospital’s discharge doctor, and charge RN discuss patient’s plan of care. Each professional plays a different role in rounds to provide the best patient care. The primary RN uses the SBAR format to communicate needed patient information including any open test, if the patient is waiting for results of test, IV medications the patient is on, and the plan for after discharge. Social workers than take all this information and they communicate what they may need from the nurse. For example, if the patient’s plan is to be discharged to rehab, social workers may need physical therapy orders for the rehab. Discharge Doctor escalates all open test and/ or the needed test results for discharge. The charge RN takes notes of the collaborative care during rounds in the case that the primary RN the next day does not have any questions. Collaborative care interactions are essential in providing good patient care. Mutual respect and collaboration among healthcare professionals leads to quality patient outcomes (Masters, 2020). Leaonard, B. (2017, October 13). The importance of making time to really listen to your patients | AAPL publication. American Association for Physician Leadership – Inspiring Change. Together. https://www.physicianleaders.org/articles/the-importance-of-making-time-to-really-listen-to-your-patients Masters, K. (2020). Role development in professional nursing practice (5th ed., p. 667). Jones & Bartlett.
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