NRS 493 Topic 2 DQ 2
Grand Canyon University NRS 493 Topic 2 DQ 2-Step-By-Step Guide
This guide will demonstrate how to complete the NRS 493 Topic 2 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 NRS 493 Topic 2 DQ 2
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Topic 2 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 NRS 493 Topic 2 DQ 2
The introduction for the Grand Canyon University NRS 493 Topic 2 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 NRS 493 Topic 2 DQ 2
After the introduction, move into the main part of the NRS 493 Topic 2 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 NRS 493 Topic 2 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 NRS 493 Topic 2 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 is the main issue for your organization in addressing a solution to evidence-based nursing practice?
The main issue for my organization in addressing a solution to evidence-based nursing practice is nurses’ reluctance to change (Mahmoud & Abdelrasol, 2019). In the hospital where I worked, the hospital developed new policies of care based on the new findings by researchers in the healthcare delivery system. I have the privilege to precept new hires on my unit and always I notice differences in how these new hires are trained by other nurses, not going by the EBP protocol provided by the hospital. This can be solved by nurse managers and nurse educators continuously educating nurses on the new EBP protocols and evaluating their effectiveness. In addition, nurses can be each other’s keepers by correcting each other respectfully when patient care is not provided based on the hospital protocol.
The main issue for my organization in addressing a solution to evidence-based nursing practice is the lack of nurses within the hospital to carry out evidence-based practice because qualitative care is lost because there isn’t enough nurses to carry out this task. Evidence based practice is extremely open and supportive of change which is important because of the constantly revolving nature of healthcare and disease. It can be defined as the application of research and new knowledge into daily patient care (Wilson & Austria, 2021). This is also the acceptance of abandoning old models and practices to better fit the general population and patients of diverse backgrounds who don’t fit into the mold of the “average patient.” Evidence based practice is the collaboration of researched evidenced, clinical experience, and preferences of the patients in order to provide treatment so that patient outcomes would improve patient outcomes (“Why is evidence-based practice in nursing so important?,” 2018). Evidence based practice is incorporated everyday into the nursing field in a process similar to the scientific method.
This starts with the nurses formulating a question to find a solution to a problem, gathering data and evidence about the patient’s condition, medical and family history, analyzing the evidence to find a correlation or link to different disease and identify a pattern,
then applying the information found into practice. Evidence based practice aids nurses in making decisions about their patients’ healthcare and treatment not just based on their own opinion but backed by research and the opinion of the patient. This also allows for nurses to be able to evaluate the risks and benefits of certain preventive methods, treatments, and preventive plans which all contribute to the overall decrease in demand for healthcare resources because patients will be diagnosed and treated correctly without delegating excessive personnel and resources trying to treat the wrong condition which lengthens a patients stay in the hospital, decreases patient outcomes, and decreases the effectiveness and quality of healthcare given by an organization. The first step in resolving this issue is acknowledging that there is an issue affecting evidence based practice within the organization. I believe the next step is asking the staff and personnel including doctors, technicians, nurses etc about what issues each unit faces and cross checking to see which of the issues are most commonly being brought up so that those issues can be solved first. Then it is necessary that the management team of the organization to formulate and brainstorm the correct and most reasonable approach to solving the issue whether that be in the form of having a job fair to increase the amount of nurses or decrease the budget and admission of patients so that the organization only does and takes what they already have resources for.
Wilson, B., & Austria, M.-J. (2021). What is evidence-based practice? What is Evidence-Based Practice? Retrieved April 24, 2022, from https://accelerate.uofuhealth.utah.edu/improvement/what-is-evidence-based-practice
Why is evidence-based practice in nursing so important? Eastern Illinois University. (2018, April 21). Retrieved April 21, 2022, from https://learnonline.eiu.edu/programs/rn-to-bsn/evidence-based-practice-important/
Posted Date
May 4, 2022, 4:07 AM
Evidence-based practice (EBP) is the act of making decisions about patient care that draws on an understanding of the best currently available evidence on the topic. EBP includes the integration of the best available evidence, clinical expertise, and patient values and circumstances related to patient and client management, practice management, and health policy decision-making.
The EBP encompasses more than just applying the best available evidence, many of the concerns and barriers to using evidence-based practice revolve around finding and applying research. In addition, the health personnel’s scope of practice, level of education, knowledge, previous experience with a patient, and competence are very pertinent to help carry out the evidence-based practice. Using clinical decision-making and judgment is very important. The patient cannot be left out when it comes to evidence-based practice. Considering the patient’s spiritual, cultural, and psychosocial needs to provide best practice services (American Physical Therapy Association, 2020).
The main issue for my organization in addressing a solution to evidence-based nursing practice is nurses’ reluctance to change (Mahmoud & Abdelrasol, 2019). In the hospital where I worked, the hospital developed new policies of care based on the new findings by researchers in the healthcare delivery system. I have the privilege to precept new hires on my unit and always I notice differences in how these new hires are trained by other nurses, not going by the EBP protocol provided by the hospital. This can be solved by nurse managers and nurse educators continuously educating nurses on the new EBP protocols and evaluating their effectiveness. In addition, nurses can be each other’s keepers by correcting each other respectfully when patient care is not provided based on the hospital protocol.
References
American Physical Therapy Association (March 23, 2020) Components of Evidence-Based Practice
Mahmoud, M. & Abdelrasol, Z.(2019).Obstacles in employing evidence-based practice by nurses in their clinical settings: a descriptive study. Frontiers of Nursing,6(2) 123-133. https://doi.org/10.2478/FON-2019-0019
Learning health care systems commit to carrying out numerous kinds of investigations, ranging from clinical effectiveness studies to quality improvement research and implementation science. Regardless of the kind of study, the common element is the collection of patient data, information about provider behaviors, patterns of care delivery, and administrative data about the patients and clinicians within one’s own system all with the goal of building an evidence base to improve care (Solomon & Bonham, 2013). There has been progress in realizing the IOM’s vision, but also many challenges. One of them has been lingering uncertainty about whether the data collection and monitoring central to learning health care systems is actually research and if so, what kind of ethical oversight it should have (Solomon & Bonham, 2013).
In Canada, for example, there is no specific age of consent for treatment as long as the individual is considered to possess capacity. Criteria for capacity includes the ability for a person to understand the information provided and appreciate foreseeable consequences of consenting to treatment. There is a growing need for social and legal awareness of informed consent and the importance of autonomy in vulnerable populations (Charlene Sathi, 2018).
Historic examples of human experimentation include wartime atrocities by Nazi doctors that tested the limits of human survival. Another led to the creation of the hepatitis B vaccine prototype. Wendell Johnson, who made several contributions to the field of communication disorders, tried to induce stuttering in normally fluent children. In the 1940s, prisoners in Illinois were infected with malaria to test anti-malaria drugs. Experiments should be socially valuable and scientifically valid, and people have to be selected fairly and respected (NIH).
Charlene Sathi. (2018). Should Homeless Youth Participate in Research? Voices in Bioethics, 4. https://doi-org.lopes.idm.oclc.org/10.7916/vib.v4i.6014
NIH:https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm
Solomon, M. Z., & Bonham, A. C. (2013). Ethical Oversight of Research on Patient Care. Hastings Center Report, 43, S2–S3. https://doi-org.lopes.idm.oclc.org/10.1002/hast.132
The word family can be defined in many ways depending on who is defining it. A definition of family that encompasses the different family structures today is a group of people related by blood, marriage, cohabitation, or adoption, that is committed to each other and forms a unit of society (Muraco, 2023). For patients, family is who they say are family, regardless of relationship by blood or marriage. Family of choice is also an appropriate, more inclusive definition of family (Grand Canyon University, 2022). Acknowledging nontraditional family structures is important because there are many things especially in the aspect of health that family members influence. Nurses are able to make unbiased and informed assessments when the family’s background are considered and adapted into the plan of care. Family systems theory states that a member of the family affects the unit as a whole. Understanding a part of the family system leads to better understanding of the whole family’s interactions, emotions, and behaviors. When changes happen, the other members of the unit adapt to the circumstances to keep the stability of the family. Put simply, one person’s needs affects the rest of the members of the unit.
References
Grand Canyon University (Ed.). (2022). Health promotion: Health and wellness across the continuum (2nd ed.)
Muraco, J. A. (2023). The family. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from http://noba.to/3htscypq