DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Grand Canyon University DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice 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 DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Whether one passes or fails an academic assignment such as the Grand Canyon University DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice 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 DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

The introduction for the Grand Canyon University DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice 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 DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

After the introduction, move into the main part of the DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice 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 DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

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 DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

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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NUR 513 Topic 5 Discussion 1

Sample Answer for DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

According to Sullivan (2022), Hospital-acquired pressure injury (HAPI) represents a heavy emotional, clinical, and financial burden for patients, caregivers, and healthcare organizations. The health care institutions end up with reimbursement penalties when a patient develops a stage 3, 4, unstageable and/or deep tissue injury (DTPI). According to Black & Berke (2020), The National Pressure Injury Advisory Panel (NPIAP) has defined DTPI as “Intact or non-intact skin with a localized area of persistent non-blanchable deep red, maroon, purple discoloration, or epidermal s), separation revealing a dark wound bed or blood-filled blister. Pain and temperature change often precede skin color changes. Discoloration may appear differently in darkly pigmented skin. DTPI presents the greatest challenge due to the propensity for deterioration to costly, life-altering, full thickness tissue wounds, even with optimal care Sullivan (2022, as cited in EPUAP et al., 2019). DTPIs are challenging in differentiating from other skin injuries such as hematoma, stage 2 pressure injures and bruises. The DTPI is not visible immediately because the damage evolves at a deep level of the muscle and bone. After the purple discoloration of the skin is noted, the epidermis lifts about 24 to 48 hours (Canfor et al., 2023). This might evolve rapidly into a full thickness wound causing emotional, physical, psychological, and financial burden for the patient and family. For example, DTIs can occur when an elderly patient falls at home and lays on the floor for hours or days causing prolonged pressure to an area of the body or patients that are in the ICU with medical devices that are in place for hours to days as well. With that said, this has been a concern at our hospital, differentiating DTPI from other skin injuries. Although differentiating DTPIs from other skin injuries has improved at our hospital, I feel there’s more that can be done to improve at an optimal level.

According to Gonzalo (2023), Dorothea Orem’s Self-Care Deficit Theory focuses on each “individual’s ability to perform self-care, defined as ‘the practice of activities that individuals initiate and perform on their own behalf in maintaining life, health, and well-being.’” The Orem’s general theory of nursing is composed of three separate theories: the self-care theory, the self-care deficit theory, and the theory of nursing systems. In wound care practice, we educate patients to be independent on performing wound care, preventative measures, etc. If patients are not able to perform self-care and depend on others, we educate family and/or caregivers. The nursing process of Orem’s theory is also essential in wound care practice because it involves the assessment, diagnosis, planning, implementation, and evaluation of patient care. The Nursing Process presents a method in determining self-care deficits and defining the roles of persons or nurses to meet the self-care demands (Gonzalo, 2023).

I work in a pediatric CVICU and an ongoing issue has been with advancing technologies, changes in practices, and changes in charting interfaces or forms; and nursing staff willingness and acceptance in fully utilizing technology to its intended extent. There are those who have worked on this unit for a long time and don’t like the change, there are those who just miss updates, and there is inconsistency in educating staff. A great example of this can be related to Etiometry monitoring. My unit recently spent a large amount of money installing Etiometry monitors in every single patient room. When we first got it, it was explained that these monitors can collect and analyze vital patient data, help determine risk, make informed decisions on care, and reduce costs. Etiometry monitoring was supposed to collect data from patients that is often overlooked and help with anticipation of major events. However, after getting these monitors, they are often viewed as additional pieces of equipment that are often in the way. None of the nursing staff was really trained to interpret and actually understand the etiometry data. Most of the nursing staff was just taught out to turn the monitors on, and report specific numbers to providers. This has led to a disregard in terms of etiometry monitoring. Often the monitors are pushed out of the way and are not even turned on. This is just one example of how a valuable piece of technology is not being utilized; I’m sure most of us have dozens of similar examples related to equipment, charting, software, etc.

Kurt Lewin’s Change Theory could be applied to this issue, and many issues related to nursing changes in practice, and improved use of technology. Lewin’s Change theory can be summarized into three phases: unfreezing, movement, and refreezing (Current Nursing, 2020). The unfreezing phase involves overcoming resistance and creating a driving force for behavioral change. The movement phase involves the change itself or changing the thoughts or behaviors. And refreezing is making the change or new behavior habit. In terms of whether this is the best theory, I cannot say. There are so many nursing theories that can be effectively applied to many situations.

References

Current Nursing. (2020). Nursing theories: Open access articles on nursing theories and models. https://currentnursing.com/nursing_theory/change_theory.html

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Sample Answer 2 for DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Gina integrated any form of change is a process that attracts mixed reactions. Technological change may be complicated for some nurses. However, some nurses may be flexible to incorporate change hoping that the adjustment will improve the healthcare services.

Educating the staff is the right protocol towards incorporating nurses as change agents (Peukert, 2019). Technological transformation is an expensive engagement due to the gadgets’ costs. Installing Etiometry monitors in patient’s room enable the collection and analysis of vital information. The monitor fastens the patient health information collection (Lammi & Pantzar, 2019). Therefore, the monitors increase the healthcare quality and accuracy. The technological change value in healthcare services cannot be understood by nurses who have been educated about the change. Sadly, uninformed nurses may bar installing Etiometry monitors. Educating the staff allows the facility leadership to educate nurses on how to use and interfere with the data collected by the monitors. The monitors store crucial information in bulk. The patient information may be required at any time so the nurses should be flexible to retrieve the information.

Preventing workplace violence (WPV) is an issue my organization is very actively involved in and is working to create a healthy work environment. The World Health Organization (WHO) defines WPV, “Incidents where staff is abused, threatened, or assaulted in circumstances related to their work, including commuting to and from work, involving an explicit or implicit challenge to their safety, well-being, or health” (Stephens, 2019). Both physical and psychological harm, including verbal abuse, attacks, bullying, and racial or sexual harassment is considered WPV.

According to a study in the New England Journal of Medicine, four types of violence occur in the workplace, with the second type of violence, that in which the assailant is a customer, patient, or employee of the workplace, is the most prevalent against healthcare workers (Stephens, 2019). A hospital can be a stressful environment and violence is not always criminal. Sick patients may become emotionally volatile. Family members can be stressed and lash out. Psychiatric and behavioral issues are prevalent in our settings, especially the emergency departments. Unfortunately, I have seen confused dementia patients become more aggressive towards staff with interventions that have successfully deescalated other situations.

Neuman Systems Model (NSM) focuses on interactions between patients and their environments and the prevention of negative stressors. Prevention counteracts negative stressors, which reduces a defensive response from the stressor (Casavant, 2020). Betty Neuman’s model can be adapted to many different situations and was based on the patient relationship to stress and reaction to it, making it the best theory to use. Each patient is unique, and a holistic approach and stress prevention is the primary intervention.

The nurse will need to assess for actual or potential patient stressors, lines of defense, and resistance, along with coping factors. Establishing a good interpersonal relationship between the nurse and patient will allow for discussion and goal setting, aligning prevention interventions surrounding patient-perceived stressors. Caregiver self-care is essential and must be accepted and promoted by the healthcare organization. Caregivers that can recognize and identify their stressors are best aligned at prevention for their patients. We should all feel safe at work but more work is needed.

References

Casavant, S. G. (2020, June 12). At the intersection of science and theory: How the Nurse Role Integration Model reconciles the conflict. International Journal of Nursing Sciences. https://www.sciencedirect.com/science/article/pii/S2352013220300867.

Stephens, W. (2019, May 12). Violence Against Healthcare Workers: A Rising Epidemic. AJMC. https://www.ajmc.com/view/violence-against-healthcare-workers-a-rising-epidemic.

Sample Answer 3 for DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

I concur with you Barbara that WPV is incidents that threaten, abuse, and assault people at their workplace. The violence may be physical, verbal, and psychological. However, any form of harm at the workplace interferes with individual performance (Mento et al., 2020). Sexual or racial harassment is a common incident in most workplaces. Therefore, preventing WPV protect vulnerable workers from any form of harm. Hospitals attend to different patients with multiple health complications. Unfortunately, some patients due to their conditions become abusive and assaultive. Nurses are supposed to handle these chaotic patients a task that may be frustrating. The WHO does not consider abusive patients as orchestrators of WPV since they are mentally unstable (Xu et al., 2019). Healthcare facilities observe patients’ situations to avoid putting nurses at risk. Thus, chaotic patients are restrained when receiving medical attention. Despite handling abusive patients, some nurses interact with rude nurse-leaders who exert pressure on workers. As a result, employees become unproductive due to working under duress.

According to Gonzalo (2023), Dorothea Orem’s Self-Care Deficit Theory focuses on each “individual’s ability to perform self-care, defined as ‘the practice of activities that individuals initiate and perform on their own behalf in maintaining life, health, and well-being.’” The Orem’s general theory of nursing is composed of three separate theories: the self-care theory, the self-care deficit theory, and the theory of nursing systems. In wound care practice, we educate patients to be independent on performing wound care, preventative measures, etc. If patients are not able to perform self-care and depend on others, we educate family and/or caregivers. The nursing process of Orem’s theory is also essential in wound care practice because it involves the assessment, diagnosis, planning, implementation, and evaluation of patient care. The Nursing Process presents a method in determining self-care deficits and defining the roles of persons or nurses to meet the self-care demands (Gonzalo, 2023).

References

Black, J. M., & Berke, C. T. (2020). Deep tissue pressure injuries. Critical Care Nursing Clinics of North America, 32(4), 563–572. https://doi.org/10.1016/j.cnc.2020.08.006

Canfor, J., Michailidis, L., & Williams, C. (2023). Incidence and characteristics of suspected deep tissue pressure injuries on the foot and ankle. Journal of Wound, Ostomy & Continence Nursing, 50(2), 162–166. https://doi.org/10.1097/won.0000000000000956

Gonzalo, A. (2023, July 1). Dorothea Orem: Self care deficit theory study guide. Nurseslabs. https://nurseslabs.com/dorothea-orems-self-care-theory/#google_vignette

Sullivan, R. (2022). A Scoping Review of Deep Tissue Pressure Injury Best Practices. MEDSURG Nursing, 31 (4), 239-245 https://eds-s-ebscohost-com.lopes.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=10&sid=c2fb7fce-e8fe-4aba-89d3-f2bff2924203%40redis

Sample Answer 4 for DQ: During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice

Today’s clinical setting is filled with discussion and implementation of evidence-based practice, but this wasn’t always the case. Theorists have elevated the science of nursing to its modern prominence with decades of research.

Now that I’m retired, I’ve come to realize that nursing theories were essential to my actions throughout my career. Nursing theories form the supportive framework on which our patient care relies. Dated and untested management strategies aren’t useful and can even be an obstacle in the delivery of safe patient care. However, when supported by evidence, theories in practice are forever contemporary.

My introduction to theory

I was first introduced to nursing theory in 1974 when I began my Master of Arts in Nursing program. My first course was Theoretical Framework for Nursing Practice, which introduced my classmates and me to the philosophies of Martha Rogers and Sister Callista Roy. Rogers’ Theory of Unitary Human Beings opened our eyes to the influence of a patient’s home life on anticipated health outcomes. And The Roy Adaptation Model opened our minds to the interconnected nature of biological, psychological, and social systems affecting patients.

Over the course of my education, not all historical nursing figures we studied were presented as theorists, but I later realized many of them were just that—Florence Nightingale and her work on infection control and environmental cleanliness, Faye Abdellah and her Twenty-One

Nursing Problems Theory.

Although it wasn’t on my radar in 1974, nursing theorists, theories, and models were beginning to gain wider recognition. Research from the 1970s supported many of these concepts with solid evidence. It was in this decade that doctoral education in nursing increased with emphasis on theory development and testing. Fast forward to 2010 when I began my Doctor of Nursing Practice coursework, and more nursing theories and theorists were now studied in depth. Evidence-based practice is now emphasized in the field of nursing.

During my career as adjunct faculty, I’ve frequently taught the theories I’d once studied to my students. Nightingale’s Environmental Theory was essential in teaching nursing students proper hand hygiene, sterile technique, and use of personal protective equipment for infection control.

I taught my nursing students to formulate a nursing plan, including attainable and measurable goals based on their assessment of patient and family needs—an application of Imogene King’s Theory of Goal Attainment.7 Showing my students how to teach a patient with diabetes to self-manage his or her chronic disease put Dorothea Orem’s Self-Care Deficit Nursing Theory into practice.

Learning and applying nursing theories shouldn’t be limited to the classroom. In today’s healthcare landscape, a demand for excellence influences Magnet® recognized hospitals to use nursing theories to achieve positive patient outcomes. There’s a place for nursing theories in daily practice, whether at the patient’s bedside or in community health nursing. Nurses should revisit the nursing theories they learned about in school and apply them to patient care.

When our patients and their families, and even those in other healthcare professions ask why we do what we do, we can cite the nursing theories and theorists who guide us in our profession.

Source: https://journals.lww.com/nursing/fulltext/2017/02000/lessons_learned_through_nursing_theory.12.aspx