NUR 513 Discussion Disseminating the Evidence Excelsior
Grand Canyon University NUR 513 Discussion Disseminating the Evidence Excelsior– Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NUR 513 Discussion Disseminating the Evidence Excelsior 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 513 Discussion Disseminating the Evidence Excelsior
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 513 Discussion Disseminating the Evidence Excelsior 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 513 Discussion Disseminating the Evidence Excelsior
The introduction for the Grand Canyon University NUR 513 Discussion Disseminating the Evidence Excelsior 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 513 Discussion Disseminating the Evidence Excelsior
After the introduction, move into the main part of the NUR 513 Discussion Disseminating the Evidence Excelsior 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 513 Discussion Disseminating the Evidence Excelsior
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 513 Discussion Disseminating the Evidence Excelsior
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 Discussion Disseminating the Evidence Excelsior
Research team discussing study with patient. (Life in View/Science Photo Library, n.d.)Knowledge is like money: to be of value it must circulate, and in circulating it can increase in quantity and, hopefully, in value.
– Louis L’Amour, 1908 – 1988, American author (QuoteSpeak, n.d.)
Think about where you might disseminate the results of your project. You have put a lot of work into this project; how can it be used to improve patient care in your practice setting, and how you could eventually disseminate the results on a larger scale?
This activity will address the following module outcome:
MO1: Examine dissemination opportunities for research and EBP results (EPSLO 6; SLO 3)
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Describe a venue in your immediate practice environment you could use to disseminate the results of your project (poster presentation at conference, media submission, grand rounds, etc.). Analyze the benefit of your findings for the everyday practice of the inter-professional team.
Identify one professional peer-reviewed journal that might be interested in publishing your results. Access the requirements for authors and view the manuscript submission guidelines of the journal. Describe the steps you would take to submit your paper as a manuscript to this journal. What do you see as the biggest challenge? Evaluate the impact your project may have on the body of knowledge in the discipline.
ALSO READ: NUR 513 Discussion Reflection on EBP Leadership
DQ2 Grant Writing
Two nurses reviewing information at a computer monitor. (JGI/Blend/Learning Pictures/Universal Images Group, n.d.)“The two most beautiful words in the English language are ‘cheque enclosed.’”
? Dorothy Parker-American writer (Quote Investigator, n.d.)
This activity will address the following module outcome:
MO2: Describe sources of grant funding (EPSLO 6; SLO 3)
Think about how you might fund a research or EBP project on your topic. If you had a grant, how would it enhance possibilities for the generation of new knowledge, or translation of evidence into practice?
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Review the funding sources listed on pp. 657 and 675-679 of your text. Consider the funding opportunities from Sigma Theta Tau (Links to an external site.), as well. Explore one of the sites that would be most applicable to your project and/or future research interests. Describe the sources of funding you found on the site.
Consider the “Major Pitfalls of Grant Proposals” listed in Box 22.5- 5 on p. 673 of your text and the YouTube video, It’s not about the post hole digger (Links to an external site.), in the Learning & Assessment Activities.
Would any of the “pitfalls” apply to your project? What are the strengths of your project that may increase the chances of getting grant funding? How would you search for possible sources of funding?
Dissemination is spreading evidence-based practice information to a variety of clinical settings to increase understanding and adoption of new or changed evidence-based practice. Proposing evidence-based practice projects in a diverse but related setting allows for the uptake of stakeholder support that would increase resources to conduct more complex studies and implement enhanced interventions. Stakeholders are very important as not only can studies require financial backing for equipment, clinical resources and personnel, but also require stakeholders that can understand the gravity a project or proposal has on improving patient related health outcomes (Cunningham-Erves, Mayo-Gamble, Vaughn, Hawk, Helms, Barajas & Joosten, 2020).
Considering my evidence-based project, internal stakeholders would primarily be health care facilities and specifically the outpatient/public nutrition department. Approval would be needed from a health care facility in order to obtain consents and access to the target population and because consent and privacy must be ethically followed approval from a health care facility may already have detailed policies regarding such proposals. Direct communication with administration and the nutrition department will be ideal to maintain good faith in stakeholder support as the project is tailored towards the nutritional field (Warren, Constantinides, Blake & Frongillo, 2021).
External stakeholders would include support from those outside of the health care facility such as local or public dieticians/nutritionists, patients, and public education programs. You can also include digital or virtual stakeholders that could support structured and guided ways to use technology for diet modification and nutritional information. While direct communication for public services and patients can be facilitated, technological stakeholder support may need technical communication for improvements and utilization (Warren, Constantinides, Blake & Frongillo, 2021).
References:
Jennifer Cunningham‐Erves, Tilicia Mayo‐Gamble, Vaughn, Y., Hawk, J., Helms, M., Barajas, C., & Joosten, Y. (2020). Engagement of community stakeholders to develop a framework to guide research dissemination to communities. Health Expectations, 23(4), 958-968. http://dx.doi.org.lopes.idm.oclc.org/10.1111/hex.13076
Warren, A. M., Constantinides, S. V., Blake, C. E., & Frongillo, E. A. (2021). Advancing knowledge about stakeholder engagement in multisectoral nutrition research. Global Food Security, 29. https://doi-org.lopes.idm.oclc.org/10.1016/j.gfs.2021.100521