NUR 550 Topic 5 DQ 2
Grand Canyon University NUR 550 Topic 5 DQ 2-Step-By-Step Guide
This guide will demonstrate how to complete the NUR 550 Topic 5 DQ 2 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 550 Topic 5 DQ 2
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 550 Topic 5 DQ 2 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 550 Topic 5 DQ 2
The introduction for the Grand Canyon University NUR 550 Topic 5 DQ 2 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 550 Topic 5 DQ 2
After the introduction, move into the main part of the NUR 550 Topic 5 DQ 2 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 550 Topic 5 DQ 2
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 550 Topic 5 DQ 2
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: What are common barriers for translating research into practice?
Sepsis remains a significant cause of mortality in the United States because identifying sepsis in its early stages is challenging. Sepsis Alliance (2021) defines sepsis as a life-threatening response to infection that can lead to organ failure, damage, and even death. Therefore, patients with sepsis require close monitoring and assessment. At my workplace, although we had previously adopted a program with the slogan “Recognize, Resuscitate, refer” to reduce the intensive care unit rates and deaths associated with sepsis. The program was proven effective and working at the health facility. However, the implementation of the program was faced with some barriers that hindered complete transition. Among the obstacles that I identified include the technology gap, lack of clarity, and instability leadership. In modern health care practice, technology has influenced the dissemination of information and application of skills. Now that this program was more aligned with technology, some of the older health care providers were not conversant and lacked the know-how to use identified technology to recognize, resuscitate, and refer sepsis patients. Also, lack of clarity contributed to the partial failure of the 3R program. Some people did not clarify specific issues, such as recognizing patients suffering from sepsis and referring such patients. In addition, in less than two months after the 3R program was enrolled, the managing director who was coordinating the program resigned from work. This disrupted the implementation process.
Available evidence shows that translating research into clinical practice is becoming a challenge despite its importance (Curtis et al., 2017). Nevertheless, translating research to clinical practice has led to efficient and effective healthcare responses meeting patient’s expectations. Some of the common barriers include but are not limited to inadequate resources, personal experience, unsupportive leadership, negative organizational culture, and lack of continuing nursing education (Curtis et al., 2017). For instance, disseminating research knowledge requires adequate resources such as training health care providers on best approaches to translate research to clinical practice.
DQ: What are common barriers for translating research into practice?
DQ: What are common barriers for translating research into practice?
Resources
Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to
clinical nursing practice. Journal of clinical nursing, 26(5-6), 862–872. https://doi.org/10.1111/jocn.13586
Sepsis Alliance. (2021). What is Sepsis? https://www.sepsis.org/sepsis-basics/what-is-sepsis/
RESPOND HERE (150 WORDS, 3 REFERENCES)
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: DQ: What are common barriers for translating research into practice?
I do agree with you that sepsis is a life-threatening condition in US which requires immediate medical intervention measure. The condition affects approximately 1.7 million adults annually in the US, with an annual death toll of about 250, 000 people (Rhee et al.,
2019). Healthcare organizations need to advance the clinical procedures to have the sepsis recognized early and treated before progressing to a more fatal condition. This calls on quality improvement and effectiveness in the nursing process. Implementation of the measures faces challenges ranging from financial, human resource and leadership that does not recognize the need for promoting quality care. Transformational leadership is crucial in driving change processes in healthcare organization hence improved quality of care, patient satisfaction and general well-being of the public (Asif et al., 2019). Another barrier to implementing the change process on the sepsis treatment and control measure is limited resources which hinder the acquisition of appropriate technological tools and expertise required to speed up the diagnosis and treatment of the condition.
DQ: What are common barriers for translating research into practice?
References
Rhee, C., Jones, T. M., Hamad, Y., Pande, A., Varon, J., O’Brien, C., Anderson, D. J., Warren, D. K., Dantes, R. B., Epstein, L., & Klompas, M. (2019). Prevalence, Underlying Causes, and Preventability of Sepsis-Associated Mortality in US Acute Care Hospitals. JAMA Network Open, 2(2), e187571. https://doi.org/10.1001/jamanetworkopen.2018.7571
Asif, M., Jameel, A., Hussain, A., Hwang, J., & Sahito, N. (2019). Linking Transformational Leadership with Nurse-Assessed Adverse Patient Outcomes and the Quality of Care: Assessing the Role of Job Satisfaction and Structural Empowerment. International Journal of Environmental Research and Public Health, 16(13), 2381. https://doi.org/10.3390/ijerph16132381
Being in Oncology and having a program that is Quality Oncology Practice Initiative (QOPI) certified always gives initiatives for quality to work on. One of the most recent quality initiatives that my center is tackling is that of obtaining actual and not stated heights and weights to meet the QOPI standard 1.3.3 and 1.3.4. Standard 1.3.3 is that weights are measured at least weekly when present in the health care setting and standard 1.3.4 is that heights are measured at least weekly when present in a healthcare setting (ASCO.org., 2018). We were obtaining weights, although not accurate weights as some staff were taking stated weights instead of actual which can really affect the safety of chemotherapy dosing. We were only taking heights on the initial consult and not again after that. When trying to implement a new process for obtaining and documenting heights and weights some barriers that came up was that the EHR does not have an option to document if the height or weight was stated or actual including the inability to document the source of the weight such as a wheelchair scale or a standing scale etc.
DQ: What are common barriers for translating research into practice?
At my facility in order to get any changes in the EHR made, a business case has to be developed through a power point presentation and then submitted to the IT team. From there it then has to go through multiple committees in order to get approval to change. This has created a huge delay in meeting our QOPI standards. When translating research into practice, there are common barriers that can be encountered. These barriers can include clinician behavior, lack of time, lack of continuing education, unsupportive organization, difficulties in developing evidence-based guidelines, individual motivation, and dissemination of evidence (Curtis et al., 2017). These barriers must be addressed in order to promote translation of research into clinical practice (Curtis et al., 2017).
Read on: https://nursingassignmentgurus.com/dq-identify-either-a-safety-or-quality-improvement-initiative-related-to-improving-population-health/