Feb 23, 2024 NR 505 Week 1 Discussion Question, Identification of Area of Interest
NR 505 Week 1 Discussion Question, Identification of Area of Interest NR 505 Week 1 Discussion Question, Identification of Area of Interest Evidence-Based Practice Interest from NR500 In NR 500 the Evidence-Based Practice (EBP) interest that was chosen was research of healthcare interventions and how it can lower the rates of unplanned healthcare in the rural population. The use of emergency and unplanned care in rural communities have long been increasing. Unplanned care is defined as the use of healthcare to include all care sought without an advance appointment, such as visits to emergency rooms, unscheduled hospital admissions, and drop-in clinics (Brainard, et, al., 2016). Patients in the rural areas seek unplanned healthcare due to their decreased involvement with health prevention programs, low socioeconomic statuses, decreased health education, delayed diagnosis of diseases, and decreased support from caregivers who assist with chronic illnesses (Brainard, et. al., 2016). Specialty Track and Evidence-Based Interest from NR500 The FNP specialty track will assist with obtaining advance knowledge that can be used to educate patients in the rural population about ways to improve their health. The quality of health in rural areas suffers due to the lack of exposure to proper healthcare, which includes health education, preventative programs, and confusion about the proper healthcare regimen (Brainard, et, al., 2016). This area of specialty will allow research of evidence-based practices that will be the driving force for many quality improvement initiatives, creation of standardized practices, and development of new or improved healthcare policies (Brainard, et. al, 2016). Compared to the urban population, patients in the rural population seek care that is in the chronic states instead of the initial occurrence of symptoms. This is due in part to their low socioeconomic status and less health education. As a FNP who plans to provide care in rural areas, the opportunity to initiate care, education, and provide preventative measures is great. Evidence-based information can be given to patients in the rural population in order to prevent unplanned healthcare. The use of interventions to improve the populations’ health status can be the main focus of healthcare. For example, the encouragement of self-care, compliance, symptom management, and the adoption of health related behaviors can be key to the prevention of unplanned healthcare. NR500 Evidence-Based Interest My area of EBP interest will remain the same. As a FNP, the focus will be to utilize advance studies and guidelines into practice. These interventions will decrease health disparities and reduce the incidence of unplanned healthcare for the rural population, along with the improvement of healthcare cost. With the planned format of health education and preventative measures, patients can become more familiar with their required medical regimen, thus a reduction of unplanned healthcare can occur. Struggling to Meet Your Deadline? Get your assignment on NR 505 Week 1 Discussion Question, Identification of Area of Interest done on time by medical experts. Don’t wait – ORDER NOW! Meet my deadline Evidence-Based Interest Importance to Specialty Track The research of EBP interest is of importance to the FNP specialty track because new approaches and interventions to reduce unplanned healthcare due to chronic disease and illnesses is needed. The FNP specialty track will promote an advancement in advance knowledge, allowing the future FNP to use evidence- based practices to guide decisions in the practice setting. As a FNP, advance knowledge can be used to create interventions that can introduce ways to improve health and ensure consistency in treatment within the rural communities. For example, encouraging patients to use technology to gain increase education about diagnoses and interventions to prevent further health complications. The recipe for moving toward health in rural, underserved areas will need to include a focus of innovation and outcomes using evidence-based practice and technology (Brainard, et, al., 2016). This will assist the rural communities with an improved state of health, decreasing mortality, morbidity, improving healthcare cost, and lowering the rates of unplanned healthcare. PICO In the rural population (P) does health education, early diagnosis, and health care programs (I) compared to deploying health resources geographically (C) reduce the incidence of unplanned healthcare (O)? Reference Brainard, J.S., Ford, J.A., Steel, N. & Jones, A.P. (2016). A systemic review of health service interventions to reduce use of unplanned healthcare in rural areas. Journal of Evaluations in Clinical practice, 22(2), 145-155. doi: 10.111/jep.12470 Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS NR 505 Week 1 Discussion Question, Identification of Area of Interest: The use of both qualitative and quantitative inquiries are important when it comes to research. I think that for my project, the use of qualitative research will be more suitable. The way questions guide selection of research methods and how to analyze the collected data can be challenging (Park & Park, 2016). My project is focused on a particular population and gaining opinions about the topic will be beneficial with group discussions. The use of a semi-structured, smaller groups will allow group discussions and a chance to gather accurate data. The qualitative research will also allow a deeper discussion on the topic and deeper insight into the problems. From the gathered information, collected data can begin the formulation of a hypotheses. This method will allow an hypothese to be formed that is more geared toward the issue and may potentially lead to quantitative research. The integration of both qualitative and quantitative research will allow a better statistical analysis framework and a greater chance for resolution. Even though, both qualitative and quantitative research are different, both play an crucial role in healthcare and in improving evidence-based practices. Dr. L, thanks again for your response. Reference Park, J., & Park, M. (2016). Qualitative versus Quantitative Research Methods: Discovery or Justification? Journal Of Marketing Thought, 3(1), 1-7, doi: 10.15577/jet.2016.03.01.1 NR 505 Week 1 Discussion Question, Identification of Area of Interest NR 505 Week 1 Discussion Question, Identification of Area of Interest Evidence based practice is a concise problem-solving approach to clinical practice that incorporates the best evidence from scholarly studies, patient outcomes and preferences, and a clinician’s expertise in making decisions about a patient’s care. The impact of evidence-based practice (EBP) has echoed across nursing practice, education, and science. The call for evidence-based quality improvement and healthcare transformation underscores the need for redesigning care that is effective, safe, and efficient.” (Stephens, 2013). EBP simply translates evidence into practice. My professional track of choice is Family Nurse Practitioner. My area of interest in NR 500 was simply Hospice Care. In the hospice setting nurse practitioners are vital in determining a patients ongoing need for the medicare hospice benefit. Medicare requires that once a hospice patient has been on service for six months, their needs have to be reassessed and they must be recertified to continue receiving services. The NP goes out to the patient’s home or care facility to perform face-to-face assessments. This assessment provides the Hospice Director/Physician with the information needed to certify the patient’s hospice appropriateness. The Nurse Practitioner attestation process includes; reviewing the patient’s electronic medical record, communicating with the patient’s case manager, consulting with facility staff (long-term care facility patients), and doing a head-to-toe assessment of the client. The Nurse Practitioner is looking for specific markers of decline according to the specific hospice diagnosis/diagnoses. These markers may present as weight loss, decreased appetite and increased pain for example. The National Consensus of Quality Palliative Care states that “Evidence-based practice has the potential to improve the quality of care and enhance clinical judgment in serious and life-threatening illness. Hospice and palliative nurses must know how to obtain, interpret, and integrate the best available research evidence with patient data and clinical assessment.” (2013). The example of why the Hospice Nurse Practitioner is an indispensable discipline within the hospice team I will give is simply, the Nurse Practitioner is the physician’s eyes and ears in the community setting. A Decision making regarding the hospice patient’s eligibility to receive hospice benefits lies in the NPs research and assessment. He/ She is the primary link between the field nurse, physician and Medicare. I have modified my area of interest to be focused on addressing the underuse and misuse of hospice and palliative care in the chronically ill aging community. The National Academy of Medicine authored a report in 2014 titled Dying in America: Improving Quality and Honoring Individual preferences. In this report, several barriers to the provision of high-quality care for patients electing palliative or hospice care were identified. These roadblocks include; unavailability to disadvantaged groups, a mismatch between what patients and families need and the services that are available, inadequate numbers and education of palliative care employees, and a fragmented care system that is driven by “perverse financial incentives” (2014). I would prefer to focus less on the actual activity of Hospice Attestations performed by the Hospice Nurse Practitioner (as stated in NR500) to the responsibility of the advanced degree nurse, as a clinician, to provide the community with the information needed for informed decision making regarding end-of-life care. I chose the aging population, because that is the sector of the local community that I currently care for. Nurse Practitioners play an integral role in research and implementation of care in the community in which he/she serves as an effort to maximize healthcare in that area. PICOT: In community dwelling residents age 65 or older, with a chronic medical condition, does having an advanced care planning discussion with a healthcare provider increase the likelihood that a patient and/or their designated primary caregiver will be comfortable making an informed decision in the election of palliative or hospice care services? Stevens, K., (May 31, 2013) “The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas” OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 4. National Consensus Project for Quality Palliative Care. Clinical Practice Guidelines for Quality Palliative Care. 3rd ed. Pittsburgh, PA: National Consensus Project; 2013. The National Academy of Medicine; Committee on Approaching Death: Addressing Key End-of-Life Issues. (2014, September 17). Dying in America: Improving Quality and Honoring Individual Preferences Near the End of Life. Retrieved May 5, 2018, from https://www.nap.edu/catalog/18748/dying-in-america-improving-quality-and-honoring-individual-preferences-near For this discussion the focus is on presenting the area of interest for the evidence-based practice proposal that is … for this course. State your area of research or evidence-based practice (EBP) interest from NR 500; remember that the topic must be consistent with your specialty track. State your MSN program specialty track. Defend how your selected area of research or EBP interest from NR 500 is consistent with your selected MSN program track. Would you like to change your area of research or EBP interest from NR 500? Why or why not? If you changed or modified your area of research or EBP interest, please identify the revised area of research. Defend how your area of research/EBP interest is of importance to the MSN program specialty track you have selected. Scholarly references. Identify an initial PICOT/PICo question that reflects you area of interest for the evidence-based practice proposal … for this course. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 505 Week 1 Discussion Question, Identification of Area of Interest Participation Guidelines Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week. NR 505 Week 1 Discussion Question, Identification of Area of Interest Direct Quotes Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category. Grading Rubric Guidelines Performance Category 10 9 8 4 0 Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion. Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic. Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable Performance Category 10 9 8 4 0 Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life. Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life Performance Category 5 4 3 2 0 Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week. Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week. Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments Does not post to the thread No connections are made to the topic Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition 2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication. 4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused. 6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand. 8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand. Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor 0 points lost -5 points lost Total Participation Requirements per discussion thread The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days Early Participation Requirement per discussion thread The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week This week we begin our discussion by writing about our area of interest. In NR500, I chose to focus on the issue of language barriers in healthcare. My specialty track for my studies is of the Family Nurse Practitioner. This area of interest is consistent with my selected program track because it involves patient care. I feel I should keep this area of interest because it is one that I have had personal experience with both as a patient and as a nurse. English was my second language growing up so I have known what it can be like not having the ability to communicate properly to others. The importance of language barriers is a growing issue that can produce negative health outcomes for patients. Failure to communicate properly the seriousness of risk can have negative consequences: patients may fail to comply with instructions or elect not to have potentially life-saving treatment. (Meuter, Gallois, Segalowitz, Ryder, & Hocking, 2015). It is vital for healthcare workers and nursing leaders to be aware of this issue to provide adequate care for their patients. As an FNP, I must be mindful of any language barrier that may be present and take steps to ensure the proper treatment and education has been given. I think if I had to change my area of interest or research it may be directed towards the opioid epidemic in healthcare today. This area is also another issue that I have had experiences with and it is an area that interests me greatly. As an emergency room nurse, I get to treat many patients battling addiction and I enjoy this topic of care. For the PICo question regarding this issue, I thought it best to ask a simple question regarding the effect of using a qualified interpreter in healthcare. PICo question- “Does using a qualified language interpreter have a positive effect on patient satisfaction and healthcare outcomes for patients experiencing a language barrier? I look forward to reading other ideas and areas of interest in class. thank you references Meuter, R. K., Gallois, C., Segalowitz, N.S., Ryder, A.G., & Hocking, J. (2015). Overcoming language barriers in healtcare: A protocol investigating safe and effective communication when patients or clinicians use a second language. BMC Services Research, 15371. Doi:1186/s12913-015-1024-8
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