Feb 23, 2024 NR 451 Week 1 Discussion Types of Nursing Models and Frameworks of EBP Recent
NR 451 Week 1 Discussion Types of Nursing Models and Frameworks of EBP Recent
NR 451 Week 1 Discussion Types of Nursing Models and Frameworks of EBP Recent
Evidence-based practice is not a new idea or concept. Its history dates to the mid-1800s with Florence Nightingale. “While outcomes are essential, the [Evidence-Based Practice] process itself provides a framework for clinicians, educators, and nurse researchers to ponder, and then expertly construct the most relevant, patient-centered, and testable questions, which in turn yield important practice guidelines for optimizing patient outcomes” (American Nurses Association, 2015, p. 18).The purpose of utilizing models in evidence-based practice is to develop a methodical and efficient approach when examining data. There are multiple models of evidence-based practice. No individual model will fit every area of patient care. Stevens states that there are “forty-seven prominent EBP models” (Stevens, 2013). Johns Hopkins Nursing Evidence-Based Practice Model, Stetler Model, Advancing Research and Clinical Collaboration Model, Iowa Model, Promoting Action Research Implementation in Health Services Framework Model, and the ACE Star Model of Knowledge Transformation are all models that are discussed in this week’s lesson.
After data is collected, it is important to decide the strength of the evidence to determine if practice changes should be implemented. Evidence is rated from Level I to Level VII. Level I means that the evidence is “from a systematic review of all relevant randomized controlled trials (RCT’s), or evidence-based clinical practice guidelines based on systematic reviews of RCT’s” and Level VII means that the evidence is “from the opinion of authorities and/or reports of expert committees” (LibGuides, n.d.). This hierarchy of evidence rates Level I as the strongest evidence for change. Reviewing the purpose, population, methods and materials is also important when determining strength. Verifying that the results are clearly defined and that the conclusions are based on supporting evidence is imperative. The stronger the evidence, the more likely the positive outcome from a change in practice.
It is important to integrate evidence-based practice with patient and family preferences when delivering patient care. For evidence-based practice to work, the patient must be willing to participate in the plan of care. Patients must be given all their choices and options for care prior to deciding the best fit. The Evidence-Based Practice “paradigm calls for the integration of patient preferences, best available evidence and clinical expertise within the context of healthcare planning and decisions” (Veterans Health Administration Office of Nursing Services Evidence-Based Practice Curriculum, 2016). In evidence based practice, “patient preferences are the ‘trump card’” and it is the nurse’s responsibility to adhere to the patient’s requests within the nursing scope of practice (Veterans Health Administration Office of Nursing Services Evidence-Based Practice Curriculum, 2016).
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References:
American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author.
LibGuides: Nursing Resources: Levels of Evidence (I-VII). (n.d.). Retrieved August 28, 2017, fromhttp://researchguides.ebling.library.wisc.edu/c.php?g=293229&p=Links to an external site. 1953406
Stevens, K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2), manuscript 4. doi:10.3912/OJIN.Vol1 8No02Man04. http://search.proquest.com.proxyLinks to an external site.. chamberlain.edu:8080/docview/1449497144?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=147674Links to an external site.
Veterans Health Administration Office of Nursing Services Evidence-Based Practice Curriculum: Patient Preferences. (2016, August 30). Retrieved August 28, 2017, fromhttps://www.va.gov/nursing/ebp/docs/DefiningPatientPreferencesCurriculumLinks to an external site._www.pdf
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Types of Nursing Models and Frameworks of EBP
What are some of the models and frameworks of EBP currently in use? How does the strength of the evidence determine translation into practice? Why is it important to integrate both evidence-based practice and patient and family preferences? What is the nurse’s responsibility when EBP and patient and family practice do not match?
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
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☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources:Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include:Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals:Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStormto check your writing.
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.
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 Course Resources, 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 did enjoy reading your posts. As we are translating research into our practices, we meet upon challenges that must be addressed to achieve our goal in providing quality care. It is the right of the patient to refuse treatment and, they have the right to be informed about their treatment, the options that are available and the risk and benefit, as well. Nurses are responsible for providing the patients with all the necessary information regardless of their own values and belief, we should respect and advocate for the patients. Encouraging patients to take an active role in their healthcare decisions will not only help them to understand terms but it will also give them the opportunity to ask questions, state their concerns and share information to overcome barriers.
The best practice for us to incorporate patient preference into our clinical practices to achieve patients centered outcome to improve the best quality of care and by doing so, we can transfer knowledge by clear communication between nurses and the patients.
According to our text, “Nurses are at the forefront of this work as they implement evidence-based practice into clinical care, lead research teams to investigate barriers and facilitators of knowledge translation, and advocate at all policy levels for the adoption of these practices throughout the healthcare system.” (American Nurses Association, 2015).
References:
American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author.
Importance of clarifying patients’ desired role in shared decision making: BMJ 2013;347: f7066 Retrieved from http://www.bmj.com/bmj/section-pdf/750201?path=/bmj/347/7936/Analysis.full.pdfLinks to an external site.
Evidence-based practice is not a new idea or concept. Its history dates to the mid-1800s with Florence Nightingale. “While outcomes are essential, the [Evidence-Based Practice] process itself provides a framework for clinicians, educators, and nurse researchers to ponder, and then expertly construct the most relevant, patient-centered, and testable questions, which in turn yield important practice guidelines for optimizing patient outcomes” (American Nurses Association, 2015, p. 18).The purpose of utilizing models in evidence-based practice is to develop a methodical and efficient approach when examining data. There are multiple models of evidence-based practice. No individual model will fit every area of patient care. Stevens states that there are “forty-seven prominent EBP models” (Stevens, 2013). Johns Hopkins Nursing Evidence-Based Practice Model, Stetler Model, Advancing Research and Clinical Collaboration Model, Iowa Model, Promoting Action Research Implementation in Health Services Framework Model, and the ACE Star Model of Knowledge Transformation are all models that are discussed in this week’s lesson.
After data is collected, it is important to decide the strength of the evidence to determine if practice changes should be implemented. Evidence is rated from Level I to Level VII. Level I means that the evidence is “from a systematic review of all relevant randomized controlled trials (RCT’s), or evidence-based clinical practice guidelines based on systematic reviews of RCT’s” and Level VII means that the evidence is “from the opinion of authorities and/or reports of expert committees” (LibGuides, n.d.). This hierarchy of evidence rates Level I as the strongest evidence for change. Reviewing the purpose, population, methods and materials is also important when determining strength. Verifying that the results are clearly defined and that the conclusions are based on supporting evidence is imperative. The stronger the evidence, the more likely the positive outcome from a change in practice.
It is important to integrate evidence-based practice with patient and family preferences when delivering patient care. For evidence-based practice to work, the patient must be willing to participate in the plan of care. Patients must be given all their choices and options for care prior to deciding the best fit. The Evidence-Based Practice “paradigm calls for the integration of patient preferences, best available evidence and clinical expertise within the context of healthcare planning and decisions” (Veterans Health Administration Office of Nursing Services Evidence-Based Practice Curriculum, 2016). In evidence based practice, “patient preferences are the ‘trump card’” and it is the nurse’s responsibility to adhere to the patient’s requests within the nursing scope of practice (Veterans Health Administration Office of Nursing Services Evidence-Based Practice Curriculum, 2016).
References:
American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author.
LibGuides: Nursing Resources: Levels of Evidence (I-VII). (n.d.). Retrieved August 28, 2017, fromhttp://researchguides.ebling.library.wisc.edu/c.php?g=293229&p=Links to an external site. 1953406
Stevens, K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2), manuscript 4. doi:10.3912/OJIN.Vol1 8No02Man04. http://search.proquest.com.proxyLinks to an external site.. chamberlain.edu:8080/docview/1449497144?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=147674Links to an external site.
Veterans Health Administration Office of Nursing Services Evidence-Based Practice Curriculum: Patient Preferences. (2016, August 30). Retrieved August 28, 2017, fromhttps://www.va.gov/nursing/ebp/docs/DefiningPatientPreferencesCurriculumLinks to an external site._www.pdf
I was reading a nursing text on policy for one of my classes and did not realize that in history the separation of nursing from medicine really did not start until 1929 when a nurse in the Philippines was convicted of manslaughter for following an erroneous order from a physician (the physician was found not guilty). Until that time, nursing was loyal to the Physician. It was not until the courts decided that we had a duty to use our own knowledge to practice did we come out as a profession. This still did not fully blossom until the 1950-1960s with feminism and consumer rights bring the concept of nursing as being the advocate for the patient sometimes being at odds with the medical profession. EBP for nurses really did not come into the lime light until 1970s-1980s. I never heard of EBP in my first nursing program and in my AD program, it was mentioned but not dwelled upon. In my BSN and MSN program, is were I learned the most about EBP and how to become a change agent for the good of the patient.
Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (Eds). (2016). Policy & politics in nursing and healthcare (7th ed.). Retrieved from https://bookshelf.vital
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