NUR 590 Topic 4 DQ 1
Grand Canyon University NUR 590 Topic 4 DQ 1-Step-By-Step Guide
This guide will demonstrate how to complete the NUR 590 Topic 4 DQ 1 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 NUR 590 Topic 4 DQ 1
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Topic 4 DQ 1 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 NUR 590 Topic 4 DQ 1
The introduction for the Grand Canyon University NUR 590 Topic 4 DQ 1 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 NUR 590 Topic 4 DQ 1
After the introduction, move into the main part of the NUR 590 Topic 4 DQ 1 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 NUR 590 Topic 4 DQ 1
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 NUR 590 Topic 4 DQ 1
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.
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DQ Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal
My PICOT: In patients with a central line (P), does use of a central line care bundle (I), when compared to no use of a central line care bundle (C), lead to lower central line associated blood infection (CLABSI) rates (O), over the course of three months (T)?
Careful identification of study intentions and meaningful data collection is an essential piece in the evidence-based practice study design process. Though daunting, statistics “play a key role in health and human related research… statistical analysis assists in arriving at right conclusions which then promotes generalization or application of findings to the whole population of interest in the study,” (Rebekah & Ravindran, 2021, p 62). My PICOT intervention aims to reduce the rate of CLABSI occurrence over the course of three months. This quantitative evaluation leads me to design a quantitative evidence-based practice study that considers the numbers and rates of CLABSI occurrence and whether or not implementing a standard bundle will effectively reduce these. Additionally, statistical analysis is essential to give meaning and a story behind a great deal of numbers, with ultimate positive impact on patient popultaion outcomes (Rebekah & Ravindran, 2021). Inferential statistics allow for statistical analysis of data collected to then draw conclusions from specific interventions or scenarios.
My PICOT data collection does not require an intermediate or advanced statistical software. Instead, I would use an Excel document to collect information on a randomized control trial approach to patient information, whether or not the intervention of a central line care bundle was implemented or not, and if CLABSI rates were seen to be decreased compared to those without use of a central line care bundle. This would need to be done with access to patient health records in EPIC, to review documentation as well as nurse interventions actually being performed with this patient group. Using basic excel formulas, analysis is able to be performed on this somewhat simple comparison (Rebekah & Ravindran, 2021). I anticipate the largest challenge will be identifying those who will participate in the study, and if it can be done in a randomized fashion.
References
Rebekah, G. & Ravindran, V. (2021). Statistical analysis in nursing research. Indian Journal of Continuing Nursing Education, 19(1), p 62-69.
In the evidence based research project I am proposing, observing the effect that education has on physical health changes such as weight loss in order to decrease obesity rates may be best suited in a quantitative research design. This is because collecting body measurements would include physical number categorizing as well as identifying nutritional amounts in meals could be an important
factor in evaluating if certain types of educational content are more effective than others (Metzgar & Nickols-Richardson, 2016). In order to collect quantitative data for the research project, the best data collection tool I believe would provide sufficient data for evidence based practice would be through survey. Surveys would be the most realistic option as my project setting would be set within the education department working with outpatient and public avenues (Lallukka, Pietilaeinen, Jaeppinen, Laaksonen, Lahti & Rahkonen, 2020). Controlled environments would cost too much resources to sustain and surveys that would include questions about changes in measurements what what type of foods being consumed within the time frame would provide data that can show direct correlation with less cost making them more efficient. However I would only distribute surveys for evaluation for those who have actively been contacted to participate in the project instead of using national surveys or general public ones.
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: DQ: Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal
References:
Lallukka, T., Pietilaeinen, O., Jaeppinen, S., Laaksonen, M., Lahti, J., & Rahkonen, O. (2020). Factors associated with health survey response among young employees: a register-based study using online, mailed and telephone interview data collection methods. BMC PUBLIC HEALTH, 20(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12889-020-8241-8
Metzgar, C. J., & Nickols-Richardson, S. M. (2016). Effects of nutrition education on weight gain prevention: a randomized controlled trial. Nutrition Journal, 15, 1–13. https://doi-org.lopes.idm.oclc.org/10.1186/s12937-016-0150-4
My PICOT: In patients with a central line (P), does use of a central line care bundle (I), when compared to no use of a central line care bundle (C), lead to lower central line associated blood infection (CLABSI) rates (O), over the course of three months (T)?
Careful identification of study intentions and meaningful data collection is an essential piece in the evidence-based practice study design process. Though daunting, statistics “play a key role in health and human related research… statistical analysis assists in arriving at right conclusions which then promotes generalization or application of findings to the whole population of interest in the study,” (Rebekah & Ravindran, 2021, p 62). My PICOT intervention aims to reduce the rate of CLABSI occurrence over the course of three months. This quantitative evaluation leads me to design a quantitative evidence-based practice study that considers the numbers and rates of CLABSI occurrence and whether or not implementing a standard bundle will effectively reduce these. Additionally, statistical analysis is essential to give meaning and a story behind a great deal of numbers, with ultimate positive impact on patient popultaion outcomes (Rebekah & Ravindran, 2021). Inferential statistics allow for statistical analysis of data collected to then draw conclusions from specific interventions or scenarios.
My PICOT data collection does not require an intermediate or advanced statistical software. Instead, I would use an Excel document to collect information on a randomized control trial approach to patient information, whether or not the intervention of a central line care bundle was implemented or not, and if CLABSI rates were seen to be decreased compared to those without use of a central line care bundle. This would need to be done with access to patient health records in EPIC, to review documentation as well as nurse interventions actually being performed with this patient group. Using basic excel formulas, analysis is able to be performed on this somewhat simple comparison (Rebekah & Ravindran, 2021). I anticipate the largest challenge will be identifying those who will participate in the study, and if it can be done in a randomized fashion.
For the evidence-based practice project proposal, which focuses on using a specialized bed to prevent pressure ulcers, I select a quantitative design to collect data and evaluate its effectiveness. Quantitative research gathers data numerically, allowing for statistical analysis and objective conclusions (Asenahabi, 2019). The design enables gathering measurable data on pressure ulcer incidence, bed usage, and patient outcomes. I would use a standardized assessment tool called the Pressure Ulcer Scale for Healing (PUSH) to collect the necessary quantitative data. The PUSH tool is widely recognized and utilized in clinical practice to assess the severity and progress of pressure ulcers. PUSH quantifies three critical dimensions of the ulcer: surface area, exudate amount, and tissue type (Ahmed et al., 2023). By systematically measuring these aspects over time, I can track changes and evaluate the effectiveness of the specialized bed in preventing and healing pressure ulcers.
The quantitative design and the use of the PUSH tool are particularly suitable for this evidence-based practice project proposal for several reasons. First, the numerical data collected through this approach will provide objective and quantifiable evidence regarding the impact of the specialized bed on pressure ulcers (Ahmed et al., 2023). It allows for analysis and comparison of the outcomes before and after implementing the intervention. The PUSH tool is a reliable and valid instrument that has been extensively tested and proven to have high inter-rater reliability among healthcare professionals. This ensures that the data will be consistent and dependable, reducing the potential for bias or subjective interpretation. These tools will also provide a comprehensive dataset that can be analyzed using standard statistical methods. This will enable the identification of trends, patterns, and statistically significant differences in pressure ulcer outcomes associated with the specialized bed intervention. The quantitative analysis will enhance the rigor and credibility of my evidence-based practice project proposal.
References
Ahmed, H. F., Mohamed, A. M., El Sawy, H. M., & Obeya, H. E. (2023). Class IV versus class IIIb laser therapy on median sternotomy incision healing after coronary artery bypass graft: A Randomize Control Trail. Journal of Survey in Fisheries Sciences 10(3S), pp. 4544–4554.
Asenahabi, B. M. (2019). Basics of research design: A guide to selecting appropriate research design. International Journal of Contemporary Applied Researches, 6(5), 76-89.