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NUR 590 Evidence Based Practice Project Week 6 Discussion

NUR 590 Evidence Based Practice Project Week 6 Discussion

Grand Canyon University NUR 590 Evidence Based Practice Project Week 6 Discussion-Step-By-Step Guide

 

This guide will demonstrate how to complete the Grand Canyon University  NUR 590 Evidence Based Practice Project Week 6 Discussion 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 590 Evidence Based Practice Project Week 6 Discussion                                   

 

Whether one passes or fails an academic assignment such as the Grand Canyon University   NUR 590 Evidence Based Practice Project Week 6 Discussion 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 590 Evidence Based Practice Project Week 6 Discussion                                   

 

The introduction for the Grand Canyon University   NUR 590 Evidence Based Practice Project Week 6 Discussion 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 590 Evidence Based Practice Project Week 6 Discussion                                   

 

After the introduction, move into the main part of the NUR 590 Evidence Based Practice Project Week 6 Discussion 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 590 Evidence Based Practice Project Week 6 Discussion                                   

 

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 590 Evidence Based Practice Project Week 6 Discussion                                   

 

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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Sample Answer for NUR 590 Evidence Based Practice Project Week 6 Discussion

Week 6 Discussion

DQ1 When reviewing the literature and different types of evidence for your project, what gaps in the findings did you encounter? How could these gaps influence other researchers?

This is an exceptional post,. Indeed, successful searching for relevant evidence is important. Clinicians must choose appropriate databases, using appropriate search strategies, to successfully navigate the databases they are searching. Conducting research must comply with particular rules and guidelines to ensure accuracy by evading sampling errors. Sampling errors can greatly affect the accuracy and interpretation of outcomes, which can cause harm to the population under study (Flinton, 2020). In this case, the issue of a small population sample may deter the findings from extrapolation. Sample sizes are always essential in research. Small sample size can affect the reliability of a study because it can result in higher variability, which may cause bias (Hennink & Kaiser, 2022). While smaller sample sizes can give quick results, they do not always produce reliable or accurate estimates. As such, it is not advisable to make a strong conclusion about the topic under study, whether the outcomes are positive or not.

References

Flinton, D. M. (2020). Sampling errors, bias, and objectivity. Medical imaging and radiotherapy Research: Skills and strategies, 149-165. DOI: 10.1007/978-3-030-37944-5_10

Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523

Sample Answer 2 for NUR 590 Evidence Based Practice Project Week 6 Discussion

DQ2 What is the difference between statistically significant evidence and clinically significant evidence? How would each of these findings be used to advance an evidenced-based practice project?

This is a very interesting comparison because I never thought of the difference. I found a great journal article that is titled Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results that discusses the difficult hat clinicians and research face when trying to interpret results.  Statistically significant evidence uses a mathematical measurement of difference to help quantify whether a result is due to chance or certain factors of interest. Clinically significant findings improve medical care resulting in the improvement of individual’s physical function, mental status, and ability to engage in social life (Sharma, 2021). Statistical significance results do not necessarily mean that the results are clinically relevant and lead to improvement in the quality of life of the individuals so many outcomes can be statistically significant but not clinically relevant in a clinical point of view (Sharma, 2021). This is why it is important that researchers give importance to both statistical and clinical significance. In my evidence-based practice project statistically significant evidence and clinically significant evidence are both present. If we just went off the statistically significant evidence, then we would not improve the number of CLABSI’s like we can when we use the clinically significant evidence. The clinically significant evidence is what has helped us form most of our interventions in the CLABSI prevention bundle. For example, one study using statistical analyses determined factors associated with CLABSI and collected the data from medical records such as age, sex, duration of catheter insertion, insertion site etc. then using statistics determined factors (Moriyama et al., 2022). But then in another part of their study surveillanced interventions formed in a prevention bundle and saw clinically what improved.

References

Moriyama, K., Ando, T., Kotani, M., Tokumine, J., Nakazawa, H., Motoyasu, A., & Yorozu, T. (2022). Risk factors associated with increased incidences of catheter-related bloodstream infection. Medicine101(42), e31160. https://doi.org/10.1097/md.0000000000031160

Sharma, H. (2021). Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results. Saudi Journal of Anaesthesia15(4), 431. https://doi.org/10.4103/sja.sja_158_21

Sample Answer 3 for NUR 590 Evidence Based Practice Project Week 6 Discussion

JESSICA I agree with you that statistically significant evidence uses a mathematical measurement of difference. On the other hand, clinically significant evidence is helpful in clinic settings. Evidence guides critical decision-making process. Therefore, statistically significant evidence and clinically significant evidence are important in nursing practice. Clinically significant findings improve medical care since these results influence important clinical decisions (Forrester et al., 2021). Clinically significant evidence is specific. On the contrary, statistically significant findings are general. Therefore, statistically significant evidence can also be used as a replacement of clinically significant evidence. However, clinically significant evidence are suitable in handling clinic-related matters. Healthcare workers who are competent to use clinically and statistically significant pieces of evidence can apply both in decision-making process. Hence, it is important for researchers and healthcare professionals to give important to statistical and clinical significance (Parisien et al., 2021). Addressing different health condition may result the use of both significances. Therefore, healthcare workers with poor understanding of clinically or statistically significance evidence may have challenges for use.

References

Forrester, L. A., McCormick, K. L., Bonsignore-Opp, L., Tedesco, L. J., Baranek, E. S., Jang, E. S., & Tyler, W. K. (2021). Statistical fragility of surgical clinical trials in orthopaedic trauma. JAAOS Global Research & Reviews5(11). doi: 10.5435/JAAOSGlobal-D-20-00197

Parisien, R. L., Trofa, D. P., Cronin, P. K., Dashe, J., Curry, E. J., Eichinger, J. K., … & Li, X. (2021). Comparative studies in the shoulder literature lack statistical robustness: a fragility analysis. Arthroscopy, Sports Medicine, and Rehabilitation3(6), e1899-e1904. https://doi.org/10.1016/j.asmr.2021.08.017

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

NUR 590 Evidence Based Practice Project Week 6 Discussion
NUR 590 Evidence Based Practice Project Week 6 Discussion

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.