NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
Chamberlain University NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
Whether one passes or fails an academic assignment such as the Chamberlain University NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
The introduction for the Chamberlain University NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
After the introduction, move into the main part of the NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
Earlier in the course, an issue was identified that influences practice. The impact of the issue was explored, and an evidence-based intervention was proposed via development of a PICOT statement. Scholarly literature was reviewed to identify evidence in support of the intervention in order to achieve the outcome described in the PICOT statement.
The purpose of this assignment is to draw upon previous learning in the course to create a proposal for an evidence-based practice intervention. The outline will include the following elements: overview and significance of the practice issue, PICOT statement, description of proposed intervention and expected outcome, synthesis of evidence from scholarly literature to support the proposed intervention, and stakeholder implications.
ALSO READ:
NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
NR 505 Week 8: Future Use of Evidence-Based Practice
NR 505 Why are research and evidence-based practice important for professional nursing?
NR 505 Using Evidence to Address Practice Issues SOLUTION
NR 505 Reflect upon the nursing practice issue of interest that you identified in earlier discussion assignments
NR 505 Collaboration Café – Qualitative Research (graded)
NR 505 What factors might influence the particular data collection method that is used within a research study?
NR 505 Reflect upon the impact of evidence-based practice on health outcomes, the nursing profession, and healthcare delivery
|
Overview and Significance of the Practice Issue
|
Cervical cancer is a critical public health concern in not only the US but also other global states too. The statistics from ICO and IARC shows that about 14065 women are diagnosed with cervical cancer with 5266 dying from it in America on an annual basis. Cervical cancer has been ranked as the 14th leading frequent cancer affecting women in the USA. The crude incidence rate of the disease in the US is estimated to be 6.5% while its cumulative risk in individuals aged between 0 and 74 years is 0.6% (ICO/IARC, 2018). The disease burden of cervical cancer is high. The affected women are predisposed to poor quality of life due to increased demands of the disease. Patients also incur significant costs due to the increased need for frequent hospitalizations, hospital visits, and loss of productivity (Arbyn et al., 2019).
Screening is an effective tool that is used to reduce the prevalence and incidence rate of cervical cancer in women. Women aged between 20 and 30 years have been shown to be highly vulnerable to cervical cancer. However, their uptake and utilization of cervical cancer screening services is low. Factors such as stigmatization, lack of awareness, and fear towards cervical cancer screening have been identified to hinder women in this age group to utilize cervical cancer screening (Kong et al., 2019). Poor uptake of cervical cancer screening services among women in this age group have adverse implications on their health. They include the late diagnosis of cervical cancer and its associated poor prognosis in treatment. The mortality rate in advanced stages of cervical cancer is usually high due to its metastasis (Oluwole et al., 2017). Nurses have a critical role to play in educating women aged between 20 and 30 years on the benefits of cervical cancer screening. They dispel the false information about cancer screening to influence them utilize their services (Li et al., 2020). Through this role, nurses can address stigma associated with cervical cancer and increase the uptake and utilization of cervical cancer screening by women of this age group. |
|
PICOT Statement
|
Does the provision of education on the need for cervical cancer screening by the nurses compared to no education reduce the stigmatization and improve the uptake on cervical cancer screening among the women aged between 20 and 30 years with six months? |
|
Proposed Intervention and Expected Outcome
|
The proposed intervention entails the provision of education on the need for cervical cancer screening by nurses to women aged between 20 and 30 years. The provision of education is anticipated to increase the level of awareness and attitude that women aged between 20 and 30 years have towards cervical cancer screening. The increase in the level of awareness is anticipated to result in the behavioral transformation where the women will adopt screening services for cervical cancer. The anticipated outcomes of the project will be varied. They will include the increase in the knowledge of the women about cervical cancer screening. It is also expected that the attitude that women have towards cervical cancer screening will improve. There is also the anticipated increase in the utilization of the cervical cancer screening by women aged between 20 and 30 years. Lastly, it is estimated that the stigma associated with cervical cancer screening among the target group will be eliminated.
|
|
Synthesis of Evidence to Support the Proposed Intervention
|
Studies have evaluated the effectiveness of health education on the increased uptake of screening services for different cancers including cervical cancer. The study Li et al., (2020) investigated the effect of nurse led interventions that included education, counseling, and patient reminders on the uptake of cancer screening services. The study showed a significant improvements in the uptake rates of screening services that included mammography, clinical breast examination, colonoscopy, and regular breast self-examination (Li et al., 2020). While this study did not focus on cervical cancer, it provides great insights into the benefits of education on the uptake of cancer screening services. Ndikom et al., (2017) examined the effects of nurse-led educational intervention on the knowledge as well as uptake of cervical cancer screening in selected hospitals in Nigeria. The results of the study showed that nurse-led education resulted in a significant improvement in the knowledge of the participants on the cause of cervical cancer and its transmission. The intervention also led to an increase in the uptake of cervical cancer screening from 1.4% to 3.6% (Ndikom et al., 2017). A systematic review performed by Naz et al., (2018) showed that educational interventions that aim at creating awareness among the population on the utilization of cervical cancer screening are effective. The review showed that the interventions increase the level of awareness and modify the behaviors of those at risk of cervical cancer (Naz et al., 2018). Therefore, the provision of nurse-led educational interventions are likely to result in an increase in the utilization of cervical cancer screening by women aged between 20 and 30 years. |
|
Stakeholder Implications
|
One of the implications of the project will be the increased utilization of cervical cancer screening by women aged between 20 and 30 years. The increased utilization will translate into the early identification and management of cervical cancer in the populations diagnosed with the disease. The other implication will be the provision of patient-centered care by the nurses in the organization. Nurses will play a proactive role in ensuring that women aged between 20 and 30 years adopt healthy behaviors that minimize their risk of developing cervical cancer. The last implication is the need for the healthcare providers to work in collaboration to ensure the success of the project.
|
References
Arbyn, M., Weiderpass, E., Bruni, L., Sanjosé, S., Saraiya, M., Ferlay, J., & Bray, F. (2019). Estimates of incidence and mortality of cervical cancer in 2018: A worldwide analysis. The Lancet Global Health, 8. https://doi.org/10.1016/S2214-109X(19)30482-6
ICO/IARC. (2018). United States of America: Human Papillomavirus and Related Cancers, Fact Sheet 2019. Fact Sheet, 2.
Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051–2058. https://doi.org/10.2147/CMAR.S195098
Li, C., Liu, Y., Xue, D., & Chan, C. W. H. (2020). Effects of nurse-led interventions on early detection of cancer: A systematic review and meta-analysis. International Journal of Nursing Studies, 110, 103684. https://doi.org/10.1016/j.ijnurstu.2020.103684
Naz, M. S. G., Kariman, N., Ebadi, A., Ozgoli, G., Ghasemi, V., & Fakari, F. R. (2018). Educational Interventions for Cervical Cancer Screening Behavior of Women: A Systematic Review. Asian Pacific Journal of Cancer Prevention : APJCP, 19(4), 875–884. https://doi.org/10.22034/APJCP.2018.19.4.875
Ndikom, C. M., Ofi, B. A., Omokhodion, F. O., & Adedokun, B. O. (2017). Effects of educational intervention on women’s knowledge and uptake of cervical cancer screening in selected hospitals in Ibadan, Nigeria. International Journal of Health Promotion and Education, 55(5–6), 259–271. https://doi.org/10.1080/14635240.2017.1372693
Oluwole, E. O., Mohammed, A. S., Akinyinka, M. R., & Salako, O. (2017). Cervical Cancer Awareness and Screening Uptake among Rural Women in Lagos, Nigeria. Journal of Community Medicine and Primary Health Care, 29(1), 81–88. https://doi.org/10.4314/jcmphc.v29i1
Sample Answer 2 for NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION
Nursing Practice Concern/Problem
Patient education at the time of discharge is vital in enabling them to take part in their health and be able to manage their health issues outside of the hospital. Due to the immense benefits of patient education during discharge, patient satisfaction with discharge education currently characterizes an excellent part of hospital reimbursement nationwide, as measured by the Hospital Consumer Assessment of Healthcare Providers and Systems survey (HCAHPS) scores. In this context, the teach-back method has been proposed as the best way to ensure that the older adult patient retain the discharge instructions taught to them and gain confidence in the management of their health at the time of discharge (Da Hinh et al., 2016). However, this noble practice is reportedly done poorly in many health care settings. Therefore, the nursing practice concern is the provision of ineffective and inadequate patient education during discharge. Essentially, providing ineffective and inadequate patient education at discharge is associated with many adverse impacts to patients such as increasing the chances of readmission, poor disease management, and patient/caregiver medication errors. Eventually, there is likelihood of poor patient satisfaction and outcomes and also reduction in HCAPS results and hospital reimbursement for care rendered (Allen, Hutchinson, Brown & Livingston, 2014).
PICOT Question
For the older adults (over 65), being discharged from the Geriatric Enhanced Medicine (GEM) unit at Columbia University Medical Center (CUMC), can the use of the teach-back method with discharge education, compared to not using the teach-back method with discharge education, improve patient satisfaction within eight weeks, as measured by the HCAHPS survey questions?
Key Stakeholders
The key stakeholders involved include the patients, physicians, patients, nurse practitioners, insurance companies, management of the health facility, and pharmacists. These stakeholders provide valuable resources and necessary support in planning and initiating the proposed teach-back method of providing patient education during patient discharge.
Theoretical Framework
This EBP project will be guided by the Dorothea Orem theory of nursing. The theory is divided into three parts namely theory of self care, theory of self care deficit, and theory of nursing system. According to Orem, self-care connotes practices initiated and performed by a person for personal benefits such as maintaining life, health, and wellness. On the other hand, the theory of self-care deficit specifies when nursing is required. In particular, it states that nursing is needed when an adult is incapable of providing continuous good self care. Therefore, Orem advances five nursing helping techniques including guiding others, teaching another, acting for and doing for others, providing a good environment to foster personal development to realize future demands, and supporting another. Finally, the theory of nursing systems illustrates the manner in which the self care needs of the patients will be met by the nurse, the patient, or both of them. Overall, the major assumptions of this theory are;
- Individuals should be self-dependent and responsible for own care and the family members who need care.
- Individuals are distinct
- Attaining self-care needs is crucial element of primary care and prevention of poor health.
- An individual’s awareness of possible health challenges is vital in enhancing self-care behaviors.
- Self-care and autonomous care behaviors are learned within the context of socio-cultural.
Essentially, the Orem’s theory is applicable in nursing practice as it assists nurses to enhance the health of patients by making them autonomous. In the present EBP project, providing ways to improve effective discharge teaching to enable patients leave the hospital with more confidence and better understanding of how to manage their health conforms to the provision of theory’s perspective that a patient has skills to create actions that meet personal needs of the patient becomes suitable for self care.
Literature Review
Over the past decade, the conversion from hospital to home care has been associated with increased risks, especially for older adults with intricate care needs. This risk is associated with many factors including patient’s lack of or poor understanding of discharge instructions. According to Waniga et al. (2016), the time of discharge from the hospital is extremely vulnerable for patients with nearly 19% of patients experiencing adverse events of post discharge such as uncertainty, anxiety, and lack of understanding about discharge instructions. All these lead to readmission rates, and influence the overall perception of the hospital experience. Therefore, non-sophisticated discharge instructions are vital to ensure seamless change from hospital to home, when the care responsibility changes from the providers to patients and care givers (Navanandan et al., 2017). Consequently, nurses play a crucial role in providing discharge instructions to patients.
Moreover, older adults face challenges such as functional capacity, inability for self care, and deteriorated health status. Therefore, before hospital discharge, it is imperative for nurses to provide discharge education that considers the perspectives of the adults to prevent challenges associated with self-care (Ghiasvand et al., 2017). One of the best discharge instructional methods is teach-back method. This method refers to a communication technique used by the nurses to verify whether or not a patient understands what they are told. If the patient understands, he or she is able to accurately teach-back the information. This method is crucial in enhancing the patient understanding of post-discharge care requirements (Griffey et al., 2015). Moreover, it is imperative for nurses to utilize written and visual materials to further increase patient understanding and appeal for various learning methods such as visual and auditory.
Data Collection Methods
The data will be collected using the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) surveys. HCAHPS connotes a patient satisfaction survey recommended for all health care settings in America. It seeks to produce comparable data on the views of the patient on health care to facilitate objective and focused comparisons between facilities (Piper & Tallman, 2016). The other method entails the use of questionnaires, which consist of a set of questions that are intended to obtain information from respondents. Other methods that can be used include interviews, focused groups, and observations.
Analysis
After completing data collection, the data analysis will begin by manipulating the data in various ways including plotting the data out and seeking correlation or developing a pivot table in Excel. The pivot table is important in fostering sorting the data based on various variables (Grech, 2018). However, if the outcome of the manipulation of the data does not result in the required data, it is necessary to collect more data or revise the original survey questions. Nonetheless, the original analysis of the correlations, trends, and variations is crucial in focusing the data analysis to effectively answer the question and address any objection that may arise.
Expected Outcomes
It has been established that patients who are discharged without proper understanding of discharge instructions tend to develop significant complications. Such complications could lead to adverse patient outcomes such as hospital readmission, medication errors, post-operative infections, and influence of overall perception of hospital experience. Therefore, it is expected that effective methods of providing discharge education such as teach-back method would address such challenges and equip the patients with increased knowledge on self care management.
References
Allen, J., Hutchinson, A., Brown, R., & Livingston, P. (2014). Quality care outcomes followingtransitional care interventions for older people from hospital to home: A systematic review. BMC Health Services Research, 14, 346. doi: 10.1186/1472-6963-14-346.
Ghiasvand, F., Riazi, H., Hajian, S., Kazemi, E., & Firoozi, A. (2017). The effect of a self-care program based on the teach-back method on the postpartum quality of life. Electronic physician, 9(4), 4180–4189. https://doi.org/10.19082/4180
Grech, V. (2018). WASP (Write a Scientific Paper) using Excel–2: Pivot tables. Early human development, 117, 104-109.
Griffey, R. T., Shin, N., Jones, S., Aginam, N., Gross, M., Kinsella, Y., Williams, J. A., Carpenter, C. R., Goodman, M., & Kaphingst, K. A. (2015). The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: A randomized, controlled study. Journal of communication in healthcare, 8(1), 10–21. https://doi.org/10.1179/1753807615Y.0000000001
Ha Dinh, T. T., Bonner, A., Clark, R., Ramsbotham, J., & Hines, S. (2016). The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review. JBI database of systematic reviews and implementation reports, 14(1), 210–247. https://doi.org/10.11124/jbisrir-2016-2296
Navanandan, N., Schmidt, S. K., Cabrera, N., DiStefano, M. C., & Mistry, R. D. (2017). The caregiver perspective on unscheduled 72-hour return visits to pediatric acute care sites: a focus on discharge processes. Academic pediatrics, 17(7), 755-761.
Piper, L. E., & Tallman, E. (2016). Hospital consumer assessment of healthcare providers and systems: An ethical leadership dilemma to satisfy patients. The health care manager, 35(2), 151-155.
Waniga, H. M., Gerke, T., Shoemaker, A., Bourgoine, D., & Eamranond, P. (2016). The impact of revised discharge instructions on patient satisfaction. Journal of patient experience, 3(3), 64-68.