DQ: Review the evidence-based practice project ideas you described in Topic 5 DQ 1
Grand Canyon University DQ: Review the evidence-based practice project ideas you described in Topic 5 DQ 1-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DQ: Review the evidence-based practice project ideas you described in Topic 5 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 DQ: Review the evidence-based practice project ideas you described in Topic 5 DQ 1
Whether one passes or fails an academic assignment such as the Grand Canyon University DQ: Review the evidence-based practice project ideas you described in Topic 5 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 DQ: Review the evidence-based practice project ideas you described in Topic 5 DQ 1
The introduction for the Grand Canyon University DQ: Review the evidence-based practice project ideas you described in Topic 5 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 DQ: Review the evidence-based practice project ideas you described in Topic 5 DQ 1
After the introduction, move into the main part of the DQ: Review the evidence-based practice project ideas you described in Topic 5 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 DQ: Review the evidence-based practice project ideas you described in Topic 5 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 DQ: Review the evidence-based practice project ideas you described in Topic 5 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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NUR 513 Topic 6 Discussion 1
DQ: Review the evidence-based practice project ideas you described in Topic 5 DQ 1
My evidenced-based project idea focuses on implementing a community education program that focuses on prevention in regard to stroke risk factors. When implementing any new program, it’s imperative to gather evidence and analyze how it can improve patient outcomes, health policies, service and programs as evidence allows for increased accountability (DeNisco & Barker, 2016). When gathering evidence for any project it’s important to understand different types of research and the different levels of evidence (Glasofer &Townsend, 2019). Evidence strength is dictated by three key characteristics, quality, quantity and consistency (Glasofer &Townsend, 2019). When selecting research for any topic it should be quality research that has results that are valid and not influenced by biases or occur by chance (art). Quantity can be evaluated by identified the number of studies on said topic, the size and population of the studies and the impact of the treatments (Glasofer &Townsend, 2019). Consistency is when results that are similar are found across a few different studies (Glasofer &Townsend, 2019).
When selecting research for my topic I would typically select research topics that are considered level on in the hierarchy of evidence.
These are RCT, systematic review of an RCT and metanalysis if an RCT (Glasofer &Townsend, 2019). Under this topic I would likely consider including a mixture of quantitative and qualitative research. When working with prevention practices its important to understand how behavior plays a role in changing health practices and that why it’s important to analyze qualitative research in addition to quantitative.
Reference
DeNisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.
Glasofer, A., & Townsend, A. B. (2019). Determining the level of evidence. Nursing Critical Care, 14(6), 22–25. https://doi.org/10.1097/01.ccn.0000580120.03118.1d
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RESPOND HERE (150 WORDS, 2 REFERENCES)
This is insightful Meagan, the implementation of the new research program requires collection and analysis of evidence to improve patient outcomes as well as increased accountability. Understanding different forms of research and levels of evidence are critical in enhancing the validity, reliability, and applicability of the research and evidence-based practice processes. When selecting the research process, it is necessary to consider the level of evidence. Levels of evidence, sometimes called the hierarchy of evidence, are always assigned to the studies on the basis of methodological quality of their validity, design, as well as applicability to patient care (Glasofer & Townsend, 2021). A combination of qualitative and quantitative research processes is always required to enhance the research processes’ effective outcomes. Quantitative research designs require adherence to the data collection and analysis processes. The quantitative approaches are necessary for ensuring the establishment of valid, reliable, as well as applicability of the research outcomes (Bansal et al., 2018). To select a viable research study process, it is necessary for the researcher to consider the hierarchy or level of evidence.
References
Bansal, P., Smith, W. K., & Vaara, E. (2018). New ways of seeing through qualitative research. https://doi.org/10.5465/amj.2018.4004