Nursing Scientific Foundations Discussion
Nursing Scientific Foundations Discussion
Question Description
Given the constraints of the online platform, your Discussion postings should be written in standard edited English and adhere to APA guidelines as closely as possible. Make sure to cite specific citations from this week’s Learning Resources and other scholarly sources as needed. To ensure that your in-text citations and reference list are correct, consult the Essential Guide to APA Style for Walden Students. Initial postings must be between 250 and 350 words (not including references).
FOR THIS DISCUSSION POST, YOU MUST USE THE REQUIRED READINGS AS REFERENCES.
Week 11 Discussion
Practice Based on Evidence
It can be difficult to recognize the influence of theory in a busy health care setting; however, theory is important in both nursing practice and nursing research. The goal of learning theory in this course and throughout the DNP program is to improve your ability to promote evidence-based practice. Consider what you’ve learned in this course about the relationships between philosophy, science, theory, and practice; how can the insights you’ve gained help you to facilitate the use of evidence-based practice in a health care setting? How can an EBP model support this application?
You will consider the various EBP models as well as the distinction between EBP and clinical research in this Discussion.
To get ready:
Consider the EBP models presented in the Learning Resources and how they can be used in clinical practice.
Consider which EBP model would best support investigating the clinical practice problem you identified in Application #5.
Consider the distinction between research application in evidence-based practice and clinical research, as well as the role of the DNP-prepared nurse in both.
Post a cohesive response by Day 3 that addresses the following:
Which EBP model would best support your investigation of the practice problem in Application #5? Include a brief description of your practice problem as well as the reasoning behind your EBP model selection.
Give an overview of how evidence-based practice differs from clinical research, as well as your thoughts on the role of DNP-prepared nurses in both.
READINGS REQUIRED
McEwin, M., and E.M. Wills (2014). Nursing’s theoretical foundation (4th ed.). Wolters Kluwer Health, Philadelphia, PA.
Chapter 19, “Theory Application in Nursing Research”
Chapter 19 examines the application of theory to nursing research and provides examples of its significance and application.
J.R. Gray, S.K. Grove, and S. Sutherland (2017). The Practice of Nursing Research: Appraisal, Synthesis, and Evidence Generation by Burns and Grove (8th ed.). Saunders Elsevier, St. Louis, MO.
Examine Chapter 1, “Exploring the World of Nursing Research.”
Review Chapter 1 and pay special attention to how theory is applied to nursing through evidence-based practice.
“Evidence Synthesis and Strategies for Evidence-Based Practice,” Chapter 19
The strategies for transitioning the nursing profession to EBP are presented in this section of Chapter 19.
J. Fitzpatrick (2010). Making or breaking the link between research and evidence-based practice. doi:10.1016/j.apnr.2009.10.001. Applied Nursing Research, 23(1), 1.
This brief editorial urges practitioners to understand the distinction between research and evidence-based practice.
F. Ganz, N. Fink, O. Raanan, M. Asher, M. Bruttin, M. Nun, and J. Benbinishty (2009). The oral-care practices of ICU nurses and the most recent best evidence doi:10.1111/j.1547-5069.2009.01264.x. Journal of Nursing Scholarship, 41(2), 132-138.
This article investigates the use of evidence-based practices in the intensive care unit.
D. J. Kenny, M. L. Richard, X. Ceniceros, and K. Blaize (2010). Cross-service collaboration to advance evidence-based nursing practice. S11-S21 in Nursing Research.
The implementation of EBP at two medical facilities is discussed in this article through the collaborative efforts of nurses.
Z. Krom, J. Batten, and C. Bautista (2010). A first-of-its-kind collaborative nursing evidence-based practice initiative based on the Iowa model: Success stories from a clinical nurse specialist, a health science librarian, and a staff nurse. The Journal of Advanced Nursing Practice, 24(2), pp. 54-59. doi: 10.1097/NUR.0b013e3181cf5537.
The efforts of a clinical nurse specialist, a health science librarian, and a staff nurse to raise staff nurse awareness of the evidence-based practice process are discussed in this article.
Hospitals and Clinics at the University of Iowa (2010). The Iowa evidence-based practice model. URL: http://www.uihealthcare.org/otherservices.aspx?id=…
This website contains a wealth of resources that explain and support the Iowa EBP Model.
MEDIA REQUIRED
Education for Laureates (Producer). (2011). Nursing practice’s theoretical and scientific foundations: An evidence-based practice model [Video]. Author lives in Baltimore, Maryland.
This media piece is approximately 10 minutes in length.
Dr. Kathleen White discusses the Johns Hopkins model for evidence-based practice in this media presentation. Dr. White describes how the model came to be and gives examples of how each stage of the model is used in nursing practice.
OPTIONAL RESOURCES
Dufault, M. (2004). Testing a collaborative research utilization model to translate best practices in pain management. Worldviews on Evidence-Based Nursing, 1. S26–S32. doi:10.1111/j.1524-475X.2004.04049.x
Fineout-Overholt, E., & Johnston, L. (2005). Teaching EBP: Asking searchable, answerable clinical questions. Worldviews on Evidence-Based Nursing, 2(3), 157–160.
Maramba, P., Richards, S., Myers, A., & Larrabee, J. (2004). Discharge planning process: applying a model for evidence-based practice. Journal Of Nursing Care Quality, 19(2), 123–129.
Newhouse, R.P. (2007). Diffusing confusion among evidence-based practice, quality improvement, and research. JONA: The Journal of Nursing Administration, 37(10), 432–435. doi:10.1097/01.NNA.0000285156.58903.d3
Newhouse, R., Dearholt, S., Poe, S. Pugh, L., & White, K. (2005). Evidence-based practice: Practical approach to implementation. Journal of Nursing Administration, 35(1), 35–40.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.