NR701 Application of Analytic Methods Weeks discussion
Week 1 discussion
DQ1 Evidence-Based Practice and Research
Compare and contrast Evidence-Based Practice (EBP) to
nursing research. What are the similarities and/or the differences between the
EBP and research? Explain the role of research as it will pertain to the DNP
Project you will complete while in your Practicum.
Nurses remain at the core of effective care provision and a growing profession because of its evolution. The need for advanced education and training, ensures that nurses are well positioned to deliver care in a transforming health industry. Today, professional nursing entails specialization and scopes of practice based on one’s clinical skills, capabilities, and competencies. The use of innovative care models and evidence-based practice implores nurses to advance their education, focus on patient care, and work in teams to enhance quality and delivery of patient care (Graebe & Chappell, 2019). The purpose of this essay is to evaluate contemporary nursing practice and evaluate how it has changed over time and its position today in health care system.
DQ2 Application of Research Methodologies
In NR700 you started generating topic ideas in preparation
for your upcoming DNP Project. Taking this into consideration, briefly explain
the practice issue you are interested in addressing and the change you want to
implement to improve practice. Even though you can only use quantitative
methodology in your eventual DNP project, for this discussion, explain how you
could approach your project using quantitative, qualitative, as well as mixed
methods approaches. What type of alterations in your project would you need to
make based on the type of methodology you employed and why?
NR701 Application of Analytic Methods
Week 2 discussion
DQ1 Problem Evaluation
Within your assigned readings this week, you learned the
importance of carefully planning out a project; especially a change in practice
such as the DNP Project you will eventually work on within your doctoral journey.
One of the first steps in project planning is to identify a significant issue
or a problem that needs to be addressed.
Within your posting explain the problem or the issue you
would like to address as a DNP scholar. Provide a summary of the evaluation
process you followed associated with the problem by using the 4 considerations
(significance, researchability, feasibility, and interest), which were posited
by Polit and Beck (2017, p. 77-78 in hard copy textbook or p. 73-74 in eBook).
DQ2 PICOT Formation & Assessment of Organizational Needs
No unread replies. No replies.
Based on the problem you identified on the 1st discussion
this week, share the quantitative PICOT question you developed as well as a
brief overview of your project idea. When presenting your quantitative PICOT
question, please provide it to the threaded discussion in the following format:
P: Population
I: Intervention
C: Comparison
O: Outcome(s)
T: Timeframe
Note your timeframe must be 8-10 weeks!!!
What are the mission and goals of your practicum site? How
will your proposed project align with the organizational mission and goals?
What plans do you have in mind in regard to making changes within your project
based on feedback you receive from the Needs Assessment you will conduct as part
of your assignment this week?
NR701 Application of Analytic Methods
Week 3 discussion
DQ1 Search for Evidence
In the lesson this week you learned there are at least four
databases that should always be used when you are looking for evidence to make
a change in practice. These are CINAHL, MEDLINE, Cochrane and the Joanna Briggs
Institute.
For this discussion, use the quantitative PICOT question you
based on the Organizational Needs Assessment you have been working
on/completed.
Perform a search for quantitative research within all four
of these databases. Identify the search terms, as well as the type of filters
you used in your search (dates of publication, peer-reviewed sources, etc.).
Summarize the type of quantitative evidence you found within
each database. How many articles within each database were found to be
evidence-based? What type of strategies will you use to determine which of the
articles will best support your proposed project idea?
Please feel free to use a table to provide your response(s)
for ease of use and reading.
DQ2 Quantitative Evidence to Support Your Practice Change
Share the quantitative PICOT question you have been working
on and refining thus far associated with the change in practice you want to
make based on your Organizational Needs Assessment assignment, which is due
this week.
Next, upload/share 2 contemporary (no more than 5 years old)
primary quantitative research articles you found as part of your search for
evidence on the first threaded discussion this week. Please attach these
articles as PDF files in your primary response post.
Identify the model of appraisal you used and explain how you
graded each article as it pertains to its level of evidence. How will you use
this evidence as part of the support you need to make a change in practice?
NR701 Application of Analytic Methods
Week 4 discussion
DQ1 Critiquing and Evaluating Qualitative Research
Many nurse scholars and students consider qualitative
research to be more difficult to critique/evaluate than quantitative research
is.
From your assigned readings how does the appraisal of
qualitative research differ from the appraisal of quantitative research
studies? Is it more difficult to critique a qualitative article? Why or why
not?
DQ2 Rigor in Qualitative Research
Some researchers feel qualitative research is not rigorous
and/or not controlled in regard to the data it produces. Therefore, it is
sometimes not recognized by some researchers as being strong enough to support
a change in clinical practice.
What are your views on this matter? Is qualitative research
rigorous? How would you use qualitative research studies to support the need
for change and/or the intervention(s) within your own DNP Project? Overall is
qualitative research appropriate to use when making a change in practice? Why
or why not?
NR701 Application of Analytic Methods
Week 5 discussion
DQ1 Evidence-Based Practice Models
Compare and contrast two Evidence-Based Practice (EBP)
models from this week’s assigned readings. Analyze both the strengths and the
weaknesses of each model. Based on your evaluation of the models, summarize
which one you most prefer and why.
DQ2 Application of Evidence-Based Practice Model
Please read the following Case Scenario in preparation for
our discussion this week:
Stephanie is a DNP student who recently started working as a
Nurse Manager on a busy Medical-Surgical unit in a large healthcare
organization. Through discussions with her Chief Nursing Officer (CNO),
Stephanie has identified a need to address the issue of high infection rates on
the unit as part of her DNP Scholarly Project.
As part of the intervention, she proposes the implementation
of a monitoring system for hand hygiene compliance based on evidence she has
collected. After speaking to the CNO, Stephanie is aware that the unit is
notorious for being resistant to change. In fact, she learned from the CNO that
many staff verbalized their disdain when she was hired as the Nurse Manager.
Therefore, Stephanie is aware that she must approach the change carefully in
order for it to be successful.
Based on your analysis of the evidence-based practice (EBP)
models on the first threaded discussion this week, and those you learned about
through your assigned readings, identify which one you feel will be most
beneficial for Stephanie to use. Apply the concepts of the selected model to
the change project she has proposed.
As you do this, also formulate various strategies based on
the model that Stephanie could use to overcome barriers to project
implementation such as staff resistance to change, lack of knowledge associated
with the change, etc.
NR701 Application of Analytic Methods
Week 6 discussion
DQ1 Meta-Analysis and Meta-Synthesis
Compare and contrast Meta-Analyses and Meta-Syntheses to one
another. Which one would you most likely use to support a change in practice
and why?
DQ2 Meta-Analysis: Evaluation of Evidence and Application to
Practice Issue
As with any type of research, information from a
Meta-Analysis has to be assessed/evaluated prior to using in a doctoral
project.
For this discussion, visit the Chamberlain library to locate
a Meta-Analysis associated with your DNP Project topic. Please be sure to limit
your search to Meta-Analyses published within the past 5 years to ensure they
are contemporary in nature.
If you are unable to find a Meta-Analysis specific to your
topic idea, seek out the assistance of a librarian to help you locate one on a
similar topic.
Download and save the article as a PDF, then add the file as
an attachment to your primary response posting.
Address the following questions based on the article you
shared:
What is the size of the sample (studies and subjects)? Is
the sample large enough to provide meaningful data?
Is the analysis of the data thorough and credible? Why or
why not?
How would you assess the overall rigor of this particular
Meta-Analysis? Would you use data from this Meta-Analysis in your own DNP
Project or other DNP scholarly type of work? Why or why not?
NR701 Application of Analytic Methods
Week 7 discussion
DQ1 Ethical Considerations in Research
Compare and contrast the ethical principles of beneficence,
non-malfeasance, autonomy, and justice as they pertain to research and the
application of research within EBP projects.
As you do this, be sure to also include examples of each
principle to demonstrate your understanding of this week’s assigned readings.
DQ2 Ethical Decision Making
Review this document: NR701 Week 7 Discussion Resource: Case
Studies (Links to an external site.)Links to an external site. and select one
Case Study. For your initial post to this forum, state what Case Study you
selected.
Share your thoughts in regard to the proposed research or
EBP project in your selected Case Study. Critically think about the type of
methodology that is being proposed, as well as how the nurse/student plans on
recruiting subjects.
Identify the potential ethical considerations within your
selected Case Study. Is the population of interest appropriate for the proposed
research or EBP project? Why or why not?
What strategies could the researcher or Advanced Practice
Nurse/DNP student use to overcome potential ethical issues and ensure the
rights of subjects are protected? What would you do differently if you were
proposing the same type of project and why?
NR701 Application of Analytic Methods
Week 8 discussion
You are almost finished with your second course on your DNP
journey ~ congratulations!
One professional responsibility of doctoral-prepared nurses
is sharing knowledge with their nursing colleagues. This type of sharing can
occur in many ways, including both internal and external dissemination. It can
also occur in more casual manners such as conversations you have within your
workplace, at professional conferences, etc.
For the purpose of
this discussion, let’s say you are approached by a BSN-prepared colleague. She
has made it well known to you (and others) that advanced education is not
something she is interested in. In fact, she goes on to say, “What is the deal
with this evidence-based practice stuff I keep hearing about? It isn’t like I
can ever do anything or make a change. I can’t stand research anyway, so why do
I have to even bother with learning anything about it?”
From a DNP scholar perspective, what would you say to your
colleague to not only help her understand what EBP is, but also promote its
use, as well as explain the benefits it can provide to her practice?
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion (50 points, Weeks 1–7; 25 points, Week 8) | 375 | 37.5% |
| Shared Governance Model Paper (Week 3) | 200 | 20% |
| Management of Power Paper (Week 5) | 200 | 20% |
| Executive Summary (Week 7) | 225 | 22.5% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.