University of West Georgia CH2 QSEN Evidence Based Practice Research Paper Please, study the instructions and requirements in materials 1, 2, and 3. Then u

University of West Georgia CH2 QSEN Evidence Based Practice Research Paper Please, study the instructions and requirements in materials 1, 2, and 3. Then use the text materials to write an 800-paged APA-style research paper. I have attached the materials and instructions to this message. Feel free to ask me any question you might have, thanks. Module 1 Discussion Instructions
NURS 3400
Assignment: QSEN individual discussion posting
Purpose: The purpose of this assignment is to:
•
Explore the role of the nurse in using nursing research in an evidence-based practice
•
Recognize the value of evidence-based practice as a systematic approach to improve
quality of patient care
•
Reflect on the value of evidence-based practice and its relation to professional
competence and commitment
•
Use technical professional writing skills to elicit discussion
Knowledge: This assignment will help you explore Quality and Safety Education for Nurses
(QSEN), specifically the competency related to evidence-based practice (EBP). You will read the
KSAs (Knowledge, Skills, Attitudes) related to EBP, considering what you already know and
where you recognize development and growth are needed.
Task:
1. Read the KSA’s (Knowledge, Skills, Attitudes) related to EBP. Consider what you
already know and where you recognize development and growth are needed.
2. Complete the QSEN reflection chart to aid in writing your post.
3. Create a word document using the file name QSENLastname.Firstintitional
(EX: QSEN.SmithJ)
4. In 800 words, summarize the reflection chart (do not post reflection chart).
5. Read chapters 1, 2 (37-40) and 19 (pages 364-366) in your Lobiondo-Wood & Haber
book.
6. Review the QSEN KSAs related to EBP
7. Follow these APA instructions:
a. No title page
b. Cite all work to include QSEN and nursing research text
c. Include reference page
d. Personal pronouns are acceptable
e. Follow rules of grammar and punctuation, and APA
8. Submit work into assigned dropbox for faculty grading
9. Submit work to assigned discussion board as an original post
10. Respond to at least two peers with substantive (at least one paragraph) response
11. Work must be submitted to both drop box and discussion board to be considered on-time
and graded.
12. See course calendar for due dates for original post and peer responses
Reference or Work Cited
LoBiondo-Wood, G., & Haber, J. (2014). Nursing research: Methods and critical
appraisal for evidence-based practice (8th ed.). St. Louis, MO: Elsevier.
ISBN: 9780323171311
QSEN EVIDENCE-BASED PRACTICE (QSEN EBP)
Definition: Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.
Knowledge
Demonstrate knowledge of basic scientific
methods and processes
Describe EBP to include the components of
research evidence, clinical expertise and
patient/family values.
Skills
Participate effectively in appropriate
data collection and other research
activities
Adhere to Institutional Review Board
(IRB) guidelines
Base individualized care plan on patient
values, clinical expertise and evidence
Differentiate clinical opinion from research and
evidence summaries
Read original research and evidence
reports related to area of practice
Describe reliable sources for locating evidence
reports and clinical practice guidelines
Locate evidence reports related to
clinical practice topics and guidelines
Explain the role of evidence in determining best
clinical practice
Participate in structuring the work
environment to facilitate integration of
new evidence into standards of practice
Describe how the strength and relevance of
available evidence influences the choice of
interventions in provision of patient-centered care
Question rationale for routine
approaches to care that result in less-
Attitudes
Appreciate strengths and weaknesses of
scientific bases for practice
Value the need for ethical conduct of research
and quality improvement
Value the concept of EBP as integral to
determining best clinical practice
Appreciate the importance of regularly reading
relevant professional journals
Value the need for continuous improvement in
clinical practice based on new knowledge
than-desired outcomes or adverse
events
Discriminate between valid and invalid reasons
for modifying evidence-based clinical practice
based on clinical expertise or patient/family
preferences
Consult with clinical experts before
deciding to deviate from evidencebased protocols
Acknowledge own limitations in knowledge
and clinical expertise before determining when
to deviate from evidence-based best practices
NURS 3400 Nursing Research & Evidence-based Practice
QSEN
Use this guide to help create your discussion board posting.
Narrative Account of Practice
Knowledge- From
the QSEN EBP
Competency,
choose one
Knowledge
statement where
you feel you might
struggle. Provide
the Knowledge
statement and why
you might struggle
with this.
Describe: How
might you improve
in this Knowledge
area?
Explain: What
chapter in the book
might help you
improve in this
area, and why?
What class session
might help you
improve in this area
and why? What
assignment in this
course might help
you in this area and
why?
Reflect/Explore:
How will gaining
knowledge in
evidence-based
practice help you in
nursing practice?
Offer at least one
example of how
this knowledge will
support you in
having an evidencebased practice.
Skills: From the
QSEN EBP
NURS 3400 Nursing Research & Evidence-based Practice
QSEN
Competency,
choose one Skills
statement where
you feel you might
struggle. Provide
the Skill statement
and why you might
struggle with this.
Describe: How
might you improve
in this Skill area?
Explain: What
chapter in the book
might help you
improve in this
area, and why?
What class session
might help you
improve in this area
and why? What
assignment in this
course might help
you in this area and
why?
Reflect/Explore:
How will gaining
skills in evidencebased practice help
you in nursing
practice? Offer at
least one example
of how this skill
will support you in
having an evidencebased practice.
Attitude- From the
QSEN EBP
Competency,
choose one
Attitude statement
where you feel you
might struggle.
Provide the
Attitude statement
and why you might
struggle with this.
NURS 3400 Nursing Research & Evidence-based Practice
QSEN
Describe: How
might you improve
in this Attitude
area?
Explain: What
chapter in the book
might help you
improve in this
area, and why?
What class session
might help you
improve in this area
and why? What
assignment in this
course might help
you in this area and
why?
Reflect/Explore:
How will gaining
skills in evidencebased practice help
you in nursing
practice? Offer at
least one example
of how this skill
will support you in
having an evidencebased practice.
Attitude- From the
QSEN EBP
Competency,
choose one
Attitude statement
where you feel you
might struggle.
Provide the
Attitude statement
and why you might
struggle with this.
Describe: How
might you improve
in this Attitude
area?
Explain: What
chapter in the book
might help you
NURS 3400 Nursing Research & Evidence-based Practice
QSEN
improve in this
area, and why?
What class session
might help you
improve in this area
and why? What
assignment in this
course might help
you in this area and
why?
Reflect/Explore:
How will gaining
skills in evidencebased practice help
you in nursing
practice? Offer at
least one example
of how this skill
will support you in
having an evidencebased practice.
Chapter 1
Integrating Research, Evidence-Based
Practice, and Quality Improvement Processes
Geri LoBiondo-Wood and Judith Haber
PART I
Overview of Research and Evidence-Based Practice
We invite you to join us on an exciting nursing research adventure that begins as you read
the first page of this chapter. The adventure is one of discovery! You will discover that
the nursing research literature sparkles with pride, dedication, and excitement about
this dimension of professional nursing practice. As you progress through your educational
program, you are taught how to ensure quality and safety in practice through
acquiring knowledge of the various sciences and health care principles. Another critical
component of clinical knowledge is research knowledge as it applies to practicing from
an evidence base. Whether you are a student or a practicing nurse whose goal is to use research
as the foundation of your practice, you will discover that nursing research, evidence-based
practice, and quality improvement processes position our profession at the cutting edge
of change and improvement in patient outcomes. You will also discover the cutting edge
“who,” “what,” “where,” “when,” “why,” and “how” of nursing research, and develop a
foundation of evidence-based practice knowledge and competencies that will equip you for
twenty-first–century clinical practice.
NURSING RESEARCH, EVIDENCE-BASED PRACTICE, AND QUALITY
IMPROVEMENT
Nurses are constantly challenged to stay abreast of new information to provide the highest
quality of patient care (IOM, 2011). Nurses are challenged to expand their “comfort zone”
by offering creative approaches to old and new health problems, as well as designing new
and innovative programs that make a difference in the health status of our citizens. This
challenge can best be met by integrating rapidly expanding research and evidence-based
knowledge about biological, behavioral, and environmental influences on health into the
care of patients and their families.
It is important to differentiate between research, evidence-based practice, and quality
improvement. Research is the systematic, rigorous, critical investigation that aims to
answer questions about nursing phenomena. Researchers follow the steps of the scientific
process, which are outlined later in this chapter and discussed in detail in each chapter
of this textbook. There are two types of research: quantitative and qualitative. The methods used
by nurse researchers are the same methods used by other disciplines; the difference is that nurses
study questions relevant to nursing practice. The conduct of research
Your nursing research adventure will be filled with new and challenging learning experiences
that develop your evidence-based practice skills. Your critical thinking, critical reading, and
clinical decision-making skills will expand as you develop clinical questions,
search the research literature, evaluate the research evidence found in the literature, and
make clinical decisions about applying the “best available evidence” to your practice. For
example, you will be encouraged to ask important clinical questions such as: “What makes
a telephone education intervention more effective with one group of patients with a diagnosis of
congestive heart failure but not another?” “What is the effect of computer learning
modules on self-management of diabetes in children?” “What research has been conducted
in the area of identifying barriers to breast cancer screening in African-American women?”
“What is the quality of studies conducted on telehealth?” “What nursing-delivered smoking
cessation interventions are most effective?” This book will help you begin your adventure
into evidence-based nursing practice by developing an appreciation of research as the
foundation for evidence-based practice and quality improvement. provides knowledge that is
reliable and useful for practice. Research studies published in journals, are read and evaluated for
use in clinical practice. The findings of studies provide evidence that is evaluated, and its
applicability to practice is used to inform clinical decisions.
Evidence-based practice is the collection, evaluation, and integration of valid research
evidence, combined with clinical expertise and an understanding of patient and family
values and preferences, to inform clinical decision making (Sackett et al., 2000). Research
studies are gathered from the literature and assessed so that decisions about application to
practice can be made, culminating in nursing practice that is evidence based. For example,
to help you understand the importance of evidence-based practice, think about one of the
latest reports from the Cochrane Collaboration by Murphy and colleagues (2012), which
assessed whether follow-up affects the psychological well being of women following
miscarriage (see Appendix E). Based on their search and synthesis of the literature, they put
forth several conclusions regarding the implications for practice and further research for
nurses working in the field of maternal child care.
Quality improvement (QI) is the systematic use of data to monitor the outcomes of
care processes as well as the use of improvement methods to design and test changes in
practice for the purpose of continuously improving the quality and safety of health care
systems (Cronenwett et al., 2007). While research supports or generates new knowledge,
evidence-based practice and QI uses currently available knowledge to improve health
care delivery. When you first read about these three processes you will notice that they
all have similarities. Each begins with a question. The difference is that in a research
study the question is tested with a design appropriate to the question and specific
methodology (i.e., sample, instruments, procedures, and data analysis) used to test the
research question and contribute to new, generalizable knowledge. In the evidence-based
practice and QI processes, a question is used to search the literature for already
completed studies in order to bring about improvements in care.
All nurses share a commitment to the advancement of nursing science by conducting
research and using research evidence in practice. Scientific investigation promotes
accountability, which is one of the hallmarks of the nursing profession and a fundamental
concept of the American Nurses Association (ANA) Code for Nurses (ANA, 2004).
There is a consensus that the research role of the baccalaureate and master’s graduate
calls for the skills of critical appraisal. That is, nurses must be knowledgeable consumers of
research, who can evaluate the strengths and weaknesses of research evidence
and use existing standards to determine the merit and readiness of research for use in
clinical practice (AACN, 2008; QSEN, 2012). Therefore to use research for an evidencebased
practice and to practice using the highest quality processes, you do not have to
conduct research; however, you do need to understand and appraise the steps of the
research process in order to read the research literature critically and use it to inform
clinical decisions.
As you venture through this text, you will see the steps of the research, evidence-based
practice, and QI processes. The steps are systematic and orderly and relate to the development of
evidence-based practice. Understanding the step-by-step process that researchers
use will help you develop the assessment skills necessary to judge the soundness of research
studies.
Throughout the chapters, terminology pertinent to each step is identified and illustrated
with examples from the research literature. Five published research studies are found in
theappendices and used as examples to illustrate significant points in each chapter. Judging the
study’s strength and quality, as well as its applicability to practice is key. Before you can
judge a study, it is important to understand the differences among studies. There are many
different study designs that you will see as you read through this text and the appendices.
There are standards not only for critiquing the soundness of each step of a study, but also
for judging the strength and quality of evidence provided by a study and determining its
applicability to practice.
This chapter provides an overview of research study types and appraisal skills. It introduces the
overall format of a research article and provides an overview of the subsequent
chapters in the book. It also introduces the QI and evidence-based practice processes, a
level of evidence hierarchy model, and other tools for helping you evaluate the strength and
quality of evidence provided by a study. These topics are designed to help you read research
articles more effectively and with greater understanding, so that you can make evidencebased
clinical decisions and contribute to quality and cost-effective patient outcomes. The
remainder of this book is devoted to helping you develop your evidence-based practice
expertise.
TYPES OF RESEARCH: QUALITATIVE AND QUANTITATIVE
Research is classified into two major categories: qualitative and quantitative. A researcher
chooses between these categories based primarily on the question being asked. That is,
a researcher may wish to test a cause-and-effect relationship, or to assess if variables are
related, or may wish to discover and understand the meaning of an experience or process.
A researcher would choose to conduct a qualitative research study if the question to be
answered is about understanding the meaning of a human experience such as grief, hope,
or loss. The meaning of an experience is based on the view that meaning varies and is subjective.
The context of the experience also plays a role in qualitative research. That is, the
experience of loss as a result of a miscarriage would be different than the experience from
the loss of a parent.
Qualitative research is generally conducted in natural settings and uses data that are
words or text rather than numeric to describe the experiences being studied. Qualitative
studies are guided by research questions and data are collected from a small number of
subjects, allowing an in-depth study of a phenomenon. For example, Seiler and Moss
(2012) explored the experiences of nine nurse practitioners involved in providing health
care to the homeless (see Appendix C). Although qualitative research is systematic in its
method, it uses a subjective approach. Data from qualitative studies help nurses to understand
experiences or phenomena that affect patients; these data also assist in generating
theories that lead clinicians to develop improved patient care and stimulates further
research. Highlights of the general steps of qualitative studies and the journal format for a
qualitative article are outlined in Table 1-1. Chapters 5 through 7 provide an in-depth view
of qualitative research underpinnings, designs, and methods.
Whereas qualitative research looks for meaning, quantitative research encompasses the
study of research questions and/or hypotheses that describe phenomena, test relationships,
assess differences, seek to explain cause-and-effect relationships between variables, and test for
intervention effectiveness. The numeric data in quantitative studies are summarized and analyzed
using statistics. Quantitative research techniques are systematic, and the methodology is
controlled. Appendices A, B, and D illustrate examples of different quantitative approaches to
answering research questions. Table 1-2 indicates where each step of the research process
can usually be located in a quantitative research article, and where it is discussed in this text.
Chapters 2, 3, and 8 through 18 describe processes related to quantitative research.
The primary difference is that a qualitative study seeks to interpret meaning and phenomena,
whereas quantitative research seeks to test a hypothesis or answer research questions using
statistical methods. Remember as you read research articles that, depending on
the nature of the research problem, a researcher may vary the steps slightly; however, all of
the steps should be addressed systematically.
CRITICAL READING SKILLS
To develop an expertise in evidence-based practice, you will need to be able to critically
read all types of research articles. As you read a research article, you may be struck by the
difference in style or format between a research article and a clinical article. The terms of a
research article are new, and the focus of the content is different. You may also be thinking
that the research article is hard to read or that it is too technical and boring. You may
simultaneously wonder, “How will I possibly learn to appraise all the steps of a rese…
Purchase answer to see full
attachment