NR 505 Week 7: Exploring Research Results

Chamberlain University NR 505 Week 7: Exploring Research Results– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 505 Week 7: Exploring Research Results 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: Exploring Research Results

Whether one passes or fails an academic assignment such as the Chamberlain University NR 505 Week 7: Exploring Research Results 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: Exploring Research Results

The introduction for the Chamberlain University NR 505 Week 7: Exploring Research Results 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: Exploring Research Results

After the introduction, move into the main part of the NR 505 Week 7: Exploring Research Results 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: Exploring Research Results

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: Exploring Research Results

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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Sample Answer for NR 505 Week 7: Exploring Research Results

PICo questions: How do nurses in an inpatient setting perceive the value of bedside shift report?

Completing last week’s research, it is apparent that bedside shift report adds a layer of safety for the patients. A qualitative study in an inner-city, acute care teaching hospital, was done to gain insight on what experiences nurses had with BSR. Jeffs et al. (2013) interviewed 43 female nurses from various clinical specialties. The participants were asked to list the positive and the negatives about BSR. Topics that were covered included describing the positives and negatives of face to face interactions with nursing colleagues; the negative outcomes associated with the interactions and involvement of patients in care planning; and if they felt that the care was more patient-centered and safer. Over six months, the nurses took in observations and found that they could identify, intercept and correct potential errors. In addition, they could clarify the care plan and patient needs. The nurses were also able to prioritize care with a quick assessment. The results may be affected by the limitation of the study only taking place in one hospital. The study was well rounded to include nurses from different units.

My plan in implementing a change to bedside shift report is to improve patient safety

by improving nurse to nurse communication and reducing hospital events including patient falls. I would gather the baseline quality data for the hospital units involved in the study. Once the plan is discussed with all members involved and the education on how to conduct the BSR is provided to the nurses involved in the implementation the next step is to do. Set the date and start monitoring and evaluating the new process of BSR. Conducting interviews with nurses at the beginning and several weeks later to understand barriers and successes from the new process. The length of time to conduct interviews can be difficult to determine in a qualitative study. In this process change scenario, I would continue to conduct interviews until I started to receive redundant responses to questions multiple times. Next, I will study the data obtained through the interviews and the quality data collected over that same time period. I should be able to determine if I reached the outcome I predicted and if the implementation went as I planned. This is a good time to evaluate any barriers or challenges encountered during the implementation. The step in the PDSA is act. Taking the information learned during the implementation and ensuring that the solutions remain sustainable.

Jeffs, L., Acott, A., Simpson, E., Campbell, H., Irwin, T., Lo, J., Beswick, S., & Cardoso, R. (2013). The value of bedside shift reporting: Enhancing nurse surveillance, accountability, and patient safety. Journal of Nursing Care Quality,

28(3), 226-232. doi:10.1097/NCQ.0b013e3182852f46

NR 505 Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion

NR 505 Week 7: Evidence-based Practice Project Proposal

NR 505 Week 7 Assignment: Evidence-based Practice Project Proposal Outline SOLUTION

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

Sample Answer 2 for NR 505 Week 7: Exploring Research Results

I think using a pilot as a way to test an Evidence Based Practice concept is the best way to roll new ideas out in the clinical area. Using the Plan-Do-Study-Act (PDSA) model ensures the trial has the best chance for appropriate results. Currently in our ED we have several trials going on at one time. Many times, we find that we need to make small corrections to the process based on the feedback from staff. No one concept will work in every environment in the exact same way so a trial allows the team to strive towards meeting the ultimate goal with specific components included, but maybe using different methods or processes. We wanted to solve the problem of having outdated supplies in the patient rooms. During our Gemba walks we discovered wasted steps, time, and resources to this one issue. We needed someone to restock the rooms when we needed those minutes of work doing actual patient care. So our ED LEAN staff members went to work to identify possible solutions with their co-workers during their multiple daily huddles. Our trial based on their ideas consisted of pulling all stocked supplies out of our ED patient rooms and created areas in the hallways in proximity to their ‘pods’. Each pod has a quick supply cart, IV cart, EKG machine, portable vital signs machine, and a crash cart. We placed ta

pe on the floor where each cart should be placed and color coded each cart with the coordinating color of the pod and floor tape. We have four areas in our main ED space so we have a red, orange, blue and green pod with equipment in the hall for each. This has proven to be a great success and we are now having the tape professionally applied to the floor so our EVS can seal it to the floor.

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Your post regarding bedside shift report (BSR) is quite interesting. I believe there is a need for more data supporting the efficacy and benefits associated with bedside shift report. I have worked in facilities where the staff was transitioned to bedside shift report. For the most part, staff was extremely resistant to the idea for a myriad of reasons that varied from BSR extends the length of time it takes to report off to concerns regarding the risk of breaks in patient confidentiality to the staff just simply did not see a need to do so. Roslan and Lim (2016) conducted an interpretive, descriptive, qualitative study using focus group interviews with semi-structured questions. Twenty nurses were asked about their perception of bedside clinical handover. Results of this study concluded that the nurses found bedside clinical handover to be a possible cause of breaks in patient confidentiality, a source of interruption and distraction by patients and family members. On the other hand, research subjects also found bedside clinical handover to be a foundation for communication between patients and nurses. As an acute care nurse, I know and understand the angst caused from bedside report. Despite this fact, I remain a staunch supporter of bedside shift report. When I was a manager, I cannot recall the number of times I received complaints from staff who complained because the patient in room 301 had an infiltrated IV at the start of the shift or the patient in room 345 was dirty at the beginning of the shift or the patient in room 320 was complaining because they have been asking for pain meds for over an hour. Each of the issues would have been known and could have been addressed during shift report. Most nurses do not intentionally leave work undone but there is the occasional unicorn who leaves work undone on a consistent basis. Although healthcare is a 24-hour rotation, no nurse wants to follow someone who consistently leaves a mess for the next shift. BSR hinders the possibility of this becoming a persistent issue.

I look forward to your continued research on this matter.

Roslan, S. & Lim, M. (2016). Nurses’ perceptions of bedside clinical handover in a medical-surgical unit: An interpretive descriptive study. Retrieved from: http://journals.sagepub.com/doi/full/10.1177/2010105816678423

Sample Answer 3 for NR 505 Week 7: Exploring Research Results

It is imperative that healthcare providers, communities, state and local public health departments, and other government entities promote high-quality end-of-life care so that the negative consequences of living with and dying from chronic terminal illness can be prevented. The WHO strategy for palliative care recommends educational initiatives directed toward both the public and healthcare professionals. “Examples, such as the Dying Matters Coalition in England and Good life, Good death, Good grief in Scotland, have been established with the aim of engaging society in becoming more open about death, dying and bereavement.” (Brogaard et Al, 2016)

Fit- Knowing whether or not a Nurse practitioner could enhance the election of hospice or palliative care in community residing aging individuals would definitely fit into the target group.

feasibility- It is entirely feasible to incorporate an Np at different levels of healthcare to communicate the importance of quality end-of-life care within the community setting.

Appropriateness- It is certainly appropriate to implement an end-of-life specialist in the form of an advanced degree nurse to educate the aging community on hospice and palliative care

Plan- Identify the need to improve understanding regarding end-of-life care in the community dwelling aging population. Illustrate an interview process designed to better understand participants’ position on electing hospice care when curative treatments are no longer beneficial, and further disclosing their outlook on the impact having an informative conversation with a nurse practitioner. Do– Using a comprehensive interview process, the project leader is able to gather information on participants’ past, ideas, understanding on the subject, as well as their experiences with hospice and palliative care. The researcher will develop a blue print for the interview made up of open-ended questions about hospice underuse and misuse, but at the same time, will allow the conversation to unfold in the way that the subject leads. Follow-up questions should be tailored to individual discussions, and should be based around the respondent’s initial answers. Trust must be established early on between the project coordinator or researcher and participant or subject so that true feelings, thoughts, and actions are shared. Because of the dynamic interaction, the project coordinator or researcher is unable to take notes, so recording of the interview is done with the participant or subject’s permission. The interview is then transcribed from the audio into text format so that the project coordinator or researcher can reflect upon common themes present within the interview and compare responses of different participants or subjects. Study– review the recordings performed during the interview process and document all pertinent information making special note of trends and similarities in responses. Act– follow up with participants to gather any additional information that may be beneficial to improving the underuse and misuse of hospice and palliative care. One way to overcome the roadblock of utilizing the knowledge gathered in this evidence based project would be to incorporate critical listening skills. A critical listener looks beyond the words for the message by picking up on body language, and emotion from the speaker in order to gather a more accurate perception of the message.

Resources needed for my action plan will include: a computer, paper, printer, an environment to analyze the data collected, research assistance to help with data transfer from voice recording to computer program.

Success of this particular study would materialize as literature included in educational developments for the advancement of community based hospice and palliative care.

One future research study that would be useful in extending knowledge on the misuse and underuse of hospice and palliative care would be a study to identify bereaved families’ views on and experiences with end of life care, specifically, how the families viewed availability of staff, symptom control, spiritual support, and overall quality of care.

Brogaard, T., Neergaard, M. A., & Murray, S. A. (2016). Promoting palliative care in the community: a toolkit to improve and develop primary palliative care throughout Europe. Scandinavian Journal of Primary Health Care, 34(1), 3–4. http://doi.org/10.3109/02813432.2016.1152092

Sample Answer 4 for NR 505 Week 7: Exploring Research Results

A Dedicated Education Unit is a recent concept which has been effectively used in university hospital systems, such as University of Portland in Oregon. The unit is staffed by staff nurses in a clinical instructor role. Nursing faculty are on hand to provide effective teaching methods to the clinical instructors, but otherwise they are not part of the learning process for the students. The DEU allows for nursing students to gain practical knowledge; therefore, helping the student to gain confidence in their skills prior to graduating. In my EBP, I suggest the use of such a unit for new graduate RN’s. I have read many articles pertaining to this subject ranging from the student to the patient perspective. One specific article, written by Nishioka, Coe, Hanita, and Moscato in 2014 focuses on the student perspective on a DEU. In this article, the writers conducted a mixed-methods study to compare the use of a DEU and traditional 1:1 precepting (Nishioka, Coe, Hanita, and Moscato, 2014, p. 301). They wanted to know the thoughts of the students. There were many good results of this study, but the one I shall focus on is the consistency of teaching in the DEU. This area is extremely important for a future nurse educator. The students felt the learning environment on the DEU was very fluid and high quality (Nishioka et al., 2014, p. 306). Because of this positive environment, students were more at ease, able to learn, and felt part of the team. A couple of students reported the DEU clinical instructors taught the more practical side of nursing, not just the theory (Nishioka et al., 2014, p. 303). These areas are frequently areas of dissatisfaction for new graduates. How many times have you heard a new RN say, “I don’t feel part of the team”, “No one wants to help me or teach me.” So, with the use of a DEU, these areas of dissatisfaction could be relieved leading to overall increased retention of nurses. This type of unit can be costly to the facility at first, but with increased retention of nurses, this will decrease costs overtime. Implementing such a unit requires structure. One way in which healthcare institutions implement change is through a change model, such as PDSA. This acronym stands for Plan-Do-Study-Act. The goal of any change is to be cost effective, safe, timely, efficient, equitable, and sustainable (Reed & Cord, 2015, p. 147). By using PDSA, the dynamic nature of healthcare can be enhanced. Planning of any change will require buy-in and support from administration, management, staff, education department, and the community. This concept is no different. The hospital will need to have overtime and a lot of manpower to make this unit work. The next phase the actual implementation of the plan. This would be the doing part of PDSA. I randomly assign the new graduates to two groups. One group is the study group, which will receive their formal education on the DEU. Whereas the second group will receive only traditional 1:1 training. As the study coordinator, I would be observing interactions between new grads and clinical instructors, as well as conducting surveys and interviews with the study participants. Next, is the study part of the action plan. This requires data collection from the participants and analyzing this data. Finally, after all the data is analyzed I shall take time to reflect on the study and see if changes should have been made, or if my implementation was flawed. My goal would be greater retention after one year of the DEU group compared with the traditional 1:1 group. I would like to see a retention rate of greater than 19% of the DEU group. As for a future research study on DEU usefulness, I would like to follow these initial two groups over a five- year period, to see how they continue to adjust to the professional world, as well as if the DEU group continues to further their education to advanced degrees.

References:

Nishioka, V.M., Coe, M.T., Hanita, M., & Moscato, S.R. (2014). Dedicated Education Unit: Student Perspectives. Nursing Education Perspectives, 35(5), 301-307. Retrieved from: http://dx.doi.org/10.5480/14-1380Links to an external site.

Reed, J.E. & Cord, A.J. (2015). The problem with Plan-Do-Study-Act cycles. BMJ Quality & Safety, 25(3), 147-152. Retrieved from: http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1136/bmjqs-2015-005076Links to an external site.

Sample Answer 5 for NR 505 Week 7: Exploring Research Results

Fit- Knowing whether or not a Nurse practitioner could enhance the election of hospice or palliative care in community residing aging individuals would definitely fit into the target group.

feasibility- It is entirely feasible to incorporate an Np at different levels of healthcare to communicate the importance of quality end-of-life care within the community setting.

Appropriateness- It is certainly appropriate to implement an end-of-life specialist in the form of an advanced degree nurse to educate the aging community on hospice and palliative care

Success of this particular study would materialize as literature included in educational developments for the advancement of community based hospice and palliative care.