NUR 513 Discussion Reflection on EBP Leadership
Grand Canyon University NUR 513 Discussion Reflection on EBP Leadership– Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NUR 513 Discussion Reflection on EBP Leadership 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 Reflection on EBP Leadership
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 513 Discussion Reflection on EBP Leadership 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 Reflection on EBP Leadership
The introduction for the Grand Canyon University NUR 513 Discussion Reflection on EBP Leadership 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 Reflection on EBP Leadership
After the introduction, move into the main part of the NUR 513 Discussion Reflection on EBP Leadership 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 Reflection on EBP Leadership
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 Reflection on EBP Leadership
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 Reflection on EBP Leadership
Image of nurses discussing staff development. (Bridsall, J., n.d.b)“A clear purpose will unite you as you move forward, values will guide your behavior, and goals will focus your energy.”
Kenneth H. Blanchard, author of Collaboration Begins with You: Be a Silo Buster (Goodreads, n.d.c)
This activity will address the following module outcome:
MO2: Design questions for a nurse leader on EBP change (EPSLO 6, SLO 3).
In this course, you explored innovative leadership styles that support evidence-based practice change. You have also identified a leadership style that particularly resonates with you. Now, consider the questions you would ask a healthcare leader about the use of evidence-based practice in their setting, and how you would structure those questions to obtain information about whether the leadership style supports EBP. Perhaps you want to investigate your current leader’s thoughts on EBP, or perhaps you want to change jobs and there are specific questions that elicit information about that individual’s style of leadership in a different setting. Consider whether a leadership style that supports innovation, inquiry, and EBP would play a part in your current and future employment decisions.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Design 5 questions you would ask a nurse leader, and explain why each question is important for EBP.
Would a feeling of safety among employees lead to exploration and adoption of EBP changes? Why or why not? Support with evidence.
DQ2 Reflection on Scholarly and Personal Growth as an EBP Nurse Leader Image of two hands cupped together to hold dirt and a blooming seedling of greenery. (Pedrazzini, C., n.d.)This activity will address the following module outcomes:
MO1: Outline your role as a novice nurse researcher (EPSLO 2, SLO 1).
MO3: Analyze your scholarly and personal growth as a nurse leader in generating and translating nursing knowledge (EPSLO 2, SLO 1).
Take a moment to reflect on your growth as a scholar and nurse researcher, and the impact this growth will have on your future practice. In this course, we explored research concepts that will prepare you to conduct a research study on a topic of interest. You are now well-prepared to present a research question based on a clinical problem. You even have a certificate from The National Institutes of Health to present to an Institutional Review Board.
It is good practice to try to pair up with an experienced researcher who can act as a mentor if you choose to conduct a research study. Explore the options available to you in your current environment for this opportunity, and don’t be afraid to ask an experienced colleague. Most nurse researchers are happy to help novice researchers develop their skills. If you work in a Magnet facility, there may even be a process in place to support you in your quest.
You have also explored different methods of initiating EBP changes, the importance of a spirit of inquiry in practice, and how certain leadership styles can nurture these processes. As a parting exercise, you will now take a moment to pull all this information together, think about what it means to your practice, and what you may still want to know.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
What did you find easy to understand about the translation and generation of knowledge?
What did you find difficult to understand about the translation and generation of knowledge? Are these concepts clearer to you now? If not, present what you need clarified for discussion.
Discuss how the knowledge you have learned in this course will impact your future practice as an EBP leader.
Advance-practice nursing is a pursuit of betterment built upon a foundation of humanism. Self-reflection is imperative to understand oneself if the goal is to help others build upon their strengths. The Clifton Strength Finder 2.0 is a valuable tool to hone in on strengths that give meaning to our lives and professional roles. Strengths can be leveraged when understood. This discussion will analyze the top 5 strengths to formulate actionable goals.
ALSO READ: NUR 513 Analyze Models to Implement and Sustain EBP. (EPSLO 7; SLO 4)
Top 5 Strengths
The Clifton assessment revealed my top 5 strengths as Learner, Achiever, Input, Self-Assurance, and Connectedness. Learner seemed self-evident in my current scholastic endeavors. The insight guide brought awareness to a deeper theme of the need to examine why things go wrong (Rath, 2021, p. 25). A strong internal locus of control always has been an inherent quality. This has served me well in becoming an achiever in my personal and professional life. A steadfast belief that I can identify modifiable variables in life to adapt more readily to change and entropy in the future is powerful. Just as we teach patients, they can change their health through lifestyle changes. A scholarly article by Dagasan et al. (2023) emphasizes the need for internal locus of control in healthcare’s total quality management leaders. The scholars find that an internal locus of control promotes autonomy and meaningfulness in their work, directly correlating with the strength of Learner. Self-Assurance is a product of Learner. The core of Self-Assurance is the ability to see the world’s objective reality and be decisive in how to respond. The validity of Self-Assurance is earned through Learner not to be conflated with overconfidence or arrogance (Rath, 2021, p. 147).
Input is congruent with Learner as desire to know more. The nuanced layer of Learner is the hunt to find fruitful discussions with other professionals and seek out mentors (Rath, 2021, p. 115). Achiever is the fuel that propels the Learner. Expecting the best of oneself is the mission of Achiever. Task completion is the reward, and awareness of the political, cultural, and societal landscape is always top of mind (Rath, 2021, p. 25). Intolerance for those not reaching their potential can sometimes be frustrating.
The levity of Connectedness can balance the pitfalls of Achiever and Self-Assurance. A genuine interest in understanding what unifies a community and what polarizes it is a visionary quality (Broome & Marshall, 2021, p. 207). Connectedness reminds us as individuals that we are here to make the world better than we found it. Connectedness inserts an interpersonal competency of mindfulness of how a kind word or deed can perpetuate positivity on a large scale (Rath, 2021, p.61).
Core Values, Strengths, & Characteristics
Self-Assurance is a strength I aim to reinforce in the realm of the collaborative care model. There are instances when my certainty inhibits my willingness to listen. An actionable idea of applying the core value of humility can assure others that their thoughts and opinions are valuable (Rath, 2021, p. 147). My character trait of willingness can be called upon to allow cohesiveness to prevail.
Achiever is where I need more balance. I often avoid celebrating successes, feeling they may seem prideful or lead to complacency. A core value of happiness must be remembered. My achievement can be observed in a manner of helping others. When I can draw upon my success with humility to inspire others, I will feel happiness in my own life. Creativity is my most underutilized character trait. Working in a world of evidence-based practice and organizational policies, I often stifle my creativity to stay within structural parameters. A transformational component of leadership is to influence positive social change (Broome & Marshall, 2021, p. 206). Change cannot occur without new ideas. Time to dust off my creativity and put it to work for my Achiever!
In conclusion, self-awareness is the key to unlocking the interconnectedness of our strengths and finding their utility in all aspects of life. Weaknesses will undoubtedly emerge, but synthesizing core values and personal attributes is the antidote to ameliorating their impact.
References
Broome, M., & Marshall, E. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer.
Dagasan, G., Kitapci, H., & Kilic, E. (2023). How TQM principles influence job performance in healthcare? the role of locus of control. Business and Economics Research Journal, 14(1), 73-86. https://doi.org/10.20409/berj.2023.404Links to an external site.
Rath, T. (2021). StrengthsFinder 2.0 from Gallup: Discover your Cliftonstrengths. Gallup Press.