Topic 6: Evaluating Practice Change

Grand Canyon University Topic 6: Evaluating Practice Change-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University Topic 6: Evaluating Practice Change 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 Topic 6: Evaluating Practice Change

Whether one passes or fails an academic assignment such as the Grand Canyon University Topic 6: Evaluating Practice Change 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 Topic 6: Evaluating Practice Change

The introduction for the Grand Canyon University Topic 6: Evaluating Practice Change 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 Topic 6: Evaluating Practice Change

After the introduction, move into the main part of the Topic 6: Evaluating Practice Change 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 Topic 6: Evaluating Practice Change

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 Topic 6: Evaluating Practice Change

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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Evidence-Based Practice Proposal

Section A: Organizational Culture and Readiness Assessment

Evidence-based practices (EBP) are increasingly adopted by the health care organizations to help in maximizing patient outcomes and ensure provision of patient-oriented, quality care. Essentially, a meaningful adoption of EBP can be realized when the health care organization is ready and able to recognize the limitations and facilitators that may influence the process of EBP implementation (Schaefer & Welton, 2018).Therefore, to foster the implementation of the current EBP project at the VA

healthcare system, the Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS) will be used as a tool to assess the organizational readiness for EBP (Egeland et al., 2016). The assessment revealed that VA healthcare system was ready for new EBP implementation.

Barriers and Facilitators

The major project barriers included lack of commitment to EBP adoption by the health care staff. Moreover, time limitation impeded the implementation of the project. This is due to overwhelming workload, which cannot allow the staff to review the emerging evidence. As a result, there was inadequate experience in EBP application. Conversely, the facilitators of the project included availability of existing providers who were ready to promote the EBP. Moreover, the project enjoyed management support.

High Scores and Low Scores

Concerning the high scores, the EBPAS assessment tool comprises of 19 categories and the VA healthcare system showed exemplary performance in 12 categories. Among the best scored categories included management support and the willingness by the health care providers to adopt EBP (Egeland et al., 2016). Contrarily, low scores were demonstrated in six cate

gories, with major one being inadequacy of leading professionals in EBP implementation such as librarians to direct nurses and other providers on EBP implementation.

Integration of Clinical Inquiry

To optimize application of EBP, healthcare providers in VA health care system will be provided with training on EBP to encourage them and increase their confidence. The training will be crucial in identifying and working on areas that need improvement. Moreover, a study will be performed on the areas that need improvement to identify potential solutions to improve in them. Consequently, policy to direct EBP implementation will be designed to help in adopting the identified solutions.

Section B: Proposal/Problem Statement and Literature Review

Refining PICOT into Problem Statement

The focus of this project was on training on mindfulness meditation in nursing. Currently, the health care environment is complex, technologically laden, and highly stressful, which interferes with the ability of nurses to fully discharge their duties. This intricate nature of nursing practice and the adverse working conditions leads to risk of stress and burnout among nurses. In particular, the stress in nurses is attributed to many factors such as poor shift rotation, heavy workload, failing to reward or acknowledge nurses, intricate interpersonal relationships, and continuous need of knowledge. Consequently, the complex, technologically laden, and highly stressful environment reduces the ability of nurses to fully operate as required, especially during patient interactions. As a result, nurses lose attention (mindlessness) in provision of patient care, which leads to an environment where a nurse can make clinical decision without a thoughtful, conscious determination of the situation at hand (Sankoet al., 2016).

As such, this EBP project sought to advance cultivation of mindfulness mediation among nurse professionals. Mindfulness mediation is believed to have capability to enhance nurses’ empathy, overall attention, and presence with patients and families. Since this paper sought to synthesize the research on mindfulness mediation into problem statement and literature review and create a refined PICOT statement. The refined PICOT statement would be:In nurses (P), does training on Mindfulness meditation (I), compared to no intervention (C), reduce stress levels (O) within six months (T)?

There are many studies that have been performed that can support the refined PICOT statement. Janssen et al. (2018) performed an exploratory study with the aim of getting an in-depth understanding of the influence of Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) on the mental health of employees. The study involved systematic review of databases such as PubMed, PsycINFO, and CINAHL to find studies on the impact of MBSR and MBCT on different aspects of mental health. The key finding in the study is that MBSR leads to reduction in stress, depression, anxiety, psychological distress, and occupational stress. Employees who exercise personal achievement, mindfulness, relaxation, quality of sleep, and self-care also recorded positive changes. However, the limitation of the study is the use of different methodological quality study levels.

Kriakous et al. (2020) sought to inform the current evidence-based practice and enhance knowledge on the value of MBSR on enhancing the psychological functioning of health care professionals. The study involved systematic review to explore qualitative studies, pre-post designs, randomized controlled trials, and controlled clinical trials with follow-up period of 12 months. The major finding in this study is that MBSR significantly reduces the experiences of depression, stress, and anxiety among the health care professionals and also increases their levels of self-compassion and mindfulness. However, the study also revealed that MBSR cannot effectively minimize burnout or enhance resilience. The limitation of this study is use of weak systematic literature review to moderate quality articles and used small sample sizes and self-selected samples.

Lin et al. (2019) conducted a study to determine the influence of a modified MBSR program on stress, affect, and the resilience level among nurses in general hospitals in mainland China. A randomized controlled trial was utilized through random assignment of 110 nurses to intervention and control groups. The results indicated that intervention group showed lower levels of stress, and improved positive affect, high levels of resilience. The limitations of the study include utilization of small sample size, which can result in challenges in validity of the study. The convenient sampling method used in identifying hospitals can also limit the representation of sample population.

In Penque (2019), the aim was to assess the impact of MBSR on work-related factors such as empathy, mindfulness, work satisfaction, serenity, job burnout, incidental overtime, and self-care. The study used mixed methods such as longitudinal, correlational, quasi-experimental, and pre-test and post-test. The study was conducted among 61 RNs employed at a 619-bed tertiary care hospital located in the upper mid-western US. The major finding is that MBSR reduces burnout and enhance particular psychological factors such as mindfulness, self-compassion, and serenity among nurses. The limitation of the study included lack of comparison group and limitation of sample population in one geographical area, which limits generalizability.

Van der Riet et al. (2018) conducted a study to critically assess the literature on the effectiveness of mindfulness mediation programs on nurses and nursing students. The study reviewed literature using databases such as EMBASE, ERIC, SCOPUS, Medline, EMCORE, CINAHAL, and PsycINFO. The findings revealed that mindfulness mediation have positive impact on nurses and nursing students by improving anxiety, welfare, empathy, depression, burnout, and stress. However, the limitation of this study includes review of studies that employed small sample size, which reduces the representativeness and generalizability of the outcomes.

Conclusion

Based on the EBPAS assessment conducted, VA healthcare system is ready to adopt the EBP project on mindfulness meditation in nursing. However, the adoption of EBP faces barriers such as lack of commitment by the staff and time limitation. On the other hand, the facilitators include availability of existing providers who were ready to promote the EBP and management support. To optimize application of EBP, healthcare providers in VA health care system will be provided with training on EBP to encourage them and increase their confidence. Overall, this EBP project sought to advance cultivation of mindfulness mediation among nurse professionals to enhance nurses’ empathy, overall attention, and presence with patients and families.

References

Egeland, K. M., Ruud, T., Ogden, T., Lindstrøm, J. C., & Heiervang, K. S. (2016). Psychometric properties of the Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS): to measure implementation readiness. Health research policy and systems, 14(1), 1-10.https://doi.org/10.1186/s12961-016-0114-3

Janssen, M., Heerkens, Y., Kuijer, W., van der Heijden, B., & Engels, J. (2018). Effects of Mindfulness-Based Stress Reduction on employees’ mental health: A systematic review. PloS one, 13(1), e0191332. https://doi.org/10.1371/journal.pone.0191332

Kriakous, S. A., Elliott, K. A., Lamers, C., & Owen, R. (2020). The Effectiveness of Mindfulness-Based Stress Reduction on the Psychological Functioning of Healthcare Professionals: a Systematic Review. Mindfulness, 1–28. Advance online publication. https://doi.org/10.1007/s12671-020-01500-9

Lin, L., He, G., Yan, J., Gu, C., &Xie, J. (2019). The effects of a modified mindfulness-based stress reduction program for nurses: A randomized controlled trial. Workplace health & safety, 67(3), 111-122.

Penque, S. (2019). Mindfulness to promote nurses’ wellbeing. Nursing Management, 50(5), 38.https://doi.org/10.1097/01.NUMA.0000557621.42684.c4

Sanko, J., Mckay, M., & Rogers, S. (2016). Exploring the impact of mindfulness meditation training in pre-licensure and post graduate nurses. Nurse education today, 45, 142-147.Doi: 10.1016/j.nedt.2016.07.006

Schaefer, J. D., & Welton, J. M. (2018). Evidence based practice readiness: A concept analysis. Journal of nursing management, 26(6), 621-629. https://doi.org/10.1111/jonm.12599

Van der Riet, P., Levett-Jones, T., & Aquino-Russell, C. (2018). The effectiveness of mindfulness meditation for nurses and nursing students: An integrated literature review. Nurse education today, 65, 201-211. https://doi.org/10.1016/j.nedt.2018.03.018

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Topic 1: Differentiating Quality Improvement, Evidence-Based Practice, And Research

Your unit data reflect an upward trend in blood administration errors

Describe at least two limitations to both primary and secondary data and how understanding those limitations can improve your future CQI work

What is the difference between primary and secondary data?

Choose the two elements that you feel are the most difficult to achieve and provide one strategy for each that will make them achievable.

What two elements do you believe play the most significant role in sustaining change and why?

Topic 1 DQ 1: Society for Human Resource Management

It is important to ensure that a candidate fitsâ€¯into the culture of the organization.

What formal and informal onboarding or assimilation processes exist in your organization or an organization with which you are familiar?

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Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Topic 6: Evaluating Practice Change

The rationale for the project: The burden of chronic conditions continues to increase globally. Such conditions require regular monitoring. Besides, the patients may have to undertake a morbid of medications in case they present with more than one illness (Raghupathi & Raghupathi, 2018). For example, patients with diabetes are likely to develop complications such as nephropathy, neuropathy, and impaired immune functioning among others. Also, hypertensive people are likely to develop ventricular hypertrophy and edema among others. In such cases, patients who receive many drugs are most likely to wonder why they are prescribed such medications and may develop emotional distress if not given enough information and education. On the other hand, some patients may ignore a couple of the drugs and this causes non-adherence and poor treatment outcomes. According to Condren, et al. (2019), poor communication and provision of medical education contribute to the medication discrepancies especially in patients requiring referral services. As a result, the introduction of medical education and medication reconciliations will help reduce discrepancies and therapy delays among patients with chronic illnesses. The Advanced Clinical Practice through Close Collaboration (ARCC) model focuses on creating a collaborative environment that facilitates seamless transition and management of the patients. The EBP process involves the cultivation of the inquiry spirit and integration of the best evidence in the clinical practice (Pittman, et al., 2019). Besides, the care providers focus on ensuring the best outcomes for their patients and this explains why providing education to people with chronic illnesses is essential (Migliore, Chouinard & Woodlee, 2020). Management of chronic illnesses especially those that require palliative care can be improved through proper education provision and medication reconciliation. The approach will also help reduce the cost burdens on the patients who are likely to give up.

Project Objectives:

Explore and review the current literature on medical mediation and its roles in improving treatment outcomes among patients with chronic illnesses.
Describe the importance of medical education and medical mediation in the care provided to people with chronic illnesses.
Identify the risks involved in poor coordination between the care providers and patients with chronic illnesses upon their discharge or referral to other facilities.
Synthesize and evaluate information on how to effectively implement medical education and mediation based on the ARCC model.
Identify professional organizations acknowledging the significance of medical education and medical mediation in care delivery to people with chronic illnesses.
Apply principles of Advancing Research and Clinical practice through close Collaboration (ARCC) Model in care management for chronic illnesses.
Propose a change in the practice of the healthcare institutions in their approaches to the management of chronic illnesses.

Section I – Requirements vary according to project

Background and problem statement
Purpose of project
The relevance of the health issue
Discussion of a conceptual model

Section II – Requirements vary according to project

Method for literature review
Review of the literature
Analysis of literature

Section III – Requirements vary according to project

Strategy for the change process
Implications for translational research, care delivery, and education

Section IV – Final manuscript or document

Abstract
Final manuscript
References

Project Dissemination

Design an infographic as per the requirement
Present project in the healthcare setting
Submit Project Portfolio and budget

References

Condren, M., Bowling, S., Hall, B., Woslager, M., Shipman, A., & McIntosh, H. (2019). Medication reconciliation across care transitions in the pediatric medical home. The Joint Commission Journal on Quality and Patient Safety, 45(8), 536-542.

Migliore, L., Chouinard, H., & Woodlee, R. (2020). Clinical Research and Practice Collaborative: An Evidence-Based Nursing Clinical Inquiry Expansion. Military medicine, 185(Supplement_2), 35-42.

Pittman, J., Cohee, A., Storey, S., LaMothe, J., Gilbert, J., Bakoyannis, G., … & Newhouse, R. (2019). A Multisite Health System Survey to Assess Organizational Context to Support Evidence‐Based Practice. Worldviews on Evidence‐Based Nursing, 16(4), 271-280.

Raghupathi, W., & Raghupathi, V. (2018). An empirical study of chronic diseases in the United States: a visual analytics approach to public health. International journal of environmental research and public health, 15(3), 431.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, 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.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource