Discussion: Where in the World Is Evidence-Based Practice

NURS 6052 Discussion: Where In the World Is Evidence-Based Practice?
Discussion: Where in the World Is Evidence-Based Practice

RE: Discussion – Week 1

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The health care organization that will be reviewed will be the Centers for Disease Control and Prevention (CDC). This healthcare organization works in all the prevention to the peoples in a good manner. The be Centers for Disease Control and Prevention (CDC) continuously works in the control of the diseases and also guides prevention care of the people. This organization takes care of the community 24 hours with full support with the use of new research on diseases and how this will be treated appropriately. Moreover, the be Centers for Disease Control and Prevention (CDC) protects many members of the community that are suffering. In addition, it also concentrates on food safety, health, and weight, overweight and obesity, tobacco, and smoke, and also in the vaccination and immunization of individuals that are due and in need of this.
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NURS 6052 Discussion Where In the World Is Evidence-Based Practice
The evidence-based practice that appears on the website of the Centers for Disease Control and Prevention appears on the segment that is subtitled as “about” on the website. The major categories of the website include mission, vision, leadership, organization, funding, jobs and careers, library, and diversity. The main mission of the organization is to protect all the people from the diseases and also support all the people to overcome the new diseases. The organization also protects the chronic or acute diseases at the early stages to secure the people. The major goals of the organization include the following; Detection and response to the newly emerging health threats, carrying out research with the use of advanced technology and mainly concentrate on disease prevention, concentration on the health of the people, and reduction of mortality rate in the society, support in monitoring the health care system and the community, promotion of good advice in safe health behaviors for the community and development of leaders with encouragement in detecting incidence and prevalence of new diseases and outcomes.
Explain whether this healthcare organization’s work is grounded in EBP and why or why not.
The Centers for Disease Control and Prevention is grounded in evidence-based practice and follows the basic practices but with different alternatives documented names. The main integration of the EBP is to clinical expertise. However, good observation lectures and valid information are collected in an individual client. The culture, values, and priorities are obtained by the clients and the caregivers. The EBP is documented in the name of recommendations on science in consideration with community standards and wishes in the CDC States may consult the CDC for help with designing questionnaires, creating specialized data collection tools, and selecting samples of schools to be included in the assessment or for validating self-reported data from a census of schools (Mellerson et al., 2020).
Explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.
Of course, yes, the information I have discovered from this organization’s website has changed my perception because the be Centers for Disease Control and Prevention (CDC) provides all the health care needs which are mainly needed for the community people. It also focused on emergency care, pandemic diseases, social welfare of the people, prevention of health, new research, environmental health, injury, violence, etc. hence my perception is changed according to the health care organizations. Take, for example, the care provided by the current pandemic situation of the globe, and research about the pandemic disease with guidelines on how this can be prevented. Lastly, my perception changed after a thorough review of the health organization because it focuses on disease prevention and health promotion in various ways.
References
Mellerson, J. L., Street, E., Knighton, C., Calhoun, K., Seither, R., & Underwood, J. M. (2020). Centers for Disease Control and Prevention’s School Vaccination Assessment: Collaboration With US State, Local, and Territorial Immunization Programs, 2012–2018. American Journal of Public Health, 110(7), 1092–1097. https://doi-org.ezp.waldenulibrary.org/10.2105/AJPH.2020.305643
Washburn, R. (2019). Conceptual Frameworks in Scientific Inquiry and the Centers for Disease Control and Prevention’s Approach to Pesticide Toxicity (1948–1968). American Journal of Public Health, 109(11), 1548–1556. https://doi-org.ezp.waldenulibrary.org/10.2105/AJPH.2019.305260

Discussion: Where in the World Is Evidence-Based Practice?
March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.
When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.
In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.
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To Prepare:
· Review the Resources and reflect on the definition and goal of EBP.
· Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
· Explore the website to determine where and to what extent EBP is evident.
By Day 3 of Week 1
Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

RE: Discussion – Week

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         Globally various health care professionals are aware that evidence-based practice (EBP) improves healthcare quality, reliability, and patient outcomes and reduces care and cost (Melkyn et al., 2014). In the nursing field, EBP is instilled early on in our educational careers, and encouragements to continually cite or use the most current evidence-based practices for care are frequently provided. It is due to this dedication; that the profession of nursing has been a leader in catalyzing the adoption of EBP and using it as a marker of excellence(Stevens, 2013). However, EBP not only impacts nursing care but health organizations as a whole. Niklaus Children’s Hospital has a detailed section relating to nursing publications and innovations, which details the hospital’s reliance on EBP.
          For instance, Miami Children’s encourages nurses to initiate or use Evidence-Based Practice (EBP) protocols to process improvements to nursing care and nursing research throughout the organization independently. Niklaus Children’s Hospital integrates evidence-based best practices and nursing research into clinical and operational processes to align with the Nursing Department’s commitment to provide high-quality care associated with positive patient outcomes. Therefore EBP plays a significant role in the health care organization’s distribution of patient-centered care and on their expectation of nursing professionals. Having discerned the importance of EBP to Niklaus Children Hospital has shifted my perception in a positive direction and reassured me that patient care is meeting the most up to date standards and policies.
References
Melkyn, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overhalt, E. (2014). The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs. Sigma, 11(1), 5–15. https://doi.org/10.1111/wvn.12021
Niklaus Childrens Hospital. (2019). Nursing Publications. https://www.nicklauschildrens.org/medical-professionals/nursing/science-of-nursing/evidence-projects-publications
Stevens, K. R. (2013). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. The Online Journal of Issues in Nursing, 18(2). https://doi.org/10.3912/OJIN.Vol18No02Man04

RESOURCES
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126.
Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
· Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171.
http://download.lww.com/wolterskluwer_vitalstream_com/PermaLink/NCNJ/A/NCNJ_165_516_2010_08_23_DGSODKGNM_1651_SDC516.pdf.
Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/full/10.1111/wvn.12021.
Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160. Retrieved from https://qualitysafety.bmj.com/content/qhc/24/10/608.full.pdf
Discussion: Where Is Evidence-Based Practice

RE: Discussion – Week

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          The health care organization that I have chosen to review, is one that I recently became a member of. The American Association for Nurse Practitioners (AANP) is an organization that aims to empower all NPs to advance quality health care through practice, education, advocacy, research, and leadership. (American Association of Nurse Practitioners, 2020)
Evidence-based practice (EBP) is defined by Duke University Medical Center, as the integration of clinical expertise, patient values, and the best research evidence into the decision-making process for patient care. (Duke University Medical Center Library and Archives, 2020) According to Melnyk (2018), EBP strategies allow NPs and other health care providers to translate research findings into clinical practice. (Melnyk, 2018)  With the values that the AANP stands for, this organization’s work is grounded in EBP. Being a member of the AANP I receive updates via email and alerts covering the latest information and findings from the Centers for Disease Control and   Prevention (CDC).
I can not say that my findings one the AANP website has changed my perspective, because I researched the organizations prior to joining for the relevancy of information that would be provided pertaining to my future studies. I must express how happy I am having a membership with the AANP. I have access to many articles and scholarly journals with the latest EBP updates.
References
American Association of Nurse Practitioners. (2020). About NPs and AANP. Retrieved from https://www.aanp.org/about
Duke University Medical Center Library and Archives. (2020, January 16). Introduction to Evidence-Based Practice (Original Text      Tutorial): Overview. Retrieved from https://guides.mclibrary.duke.edu/ebmtutorial2018/overview
Melnyk, B. (2018, October 26). Why Choose Evidence-based Practice? Retrieved from https://www.aanp.org/news-feed/why-choose-evidence-based-practice

RE: Discussion – Week

Collapse

         Globally various health care professionals are aware that evidence-based practice (EBP) improves healthcare quality, reliability, and patient outcomes and reduces care and cost (Melkyn et al., 2014). In the nursing field, EBP is instilled early on in our educational careers, and encouragements to continually cite or use the most current evidence-based practices for care are frequently provided. It is due to this dedication; that the profession of nursing has been a leader in catalyzing the adoption of EBP and using it as a marker of excellence(Stevens, 2013). However, EBP not only impacts nursing care but health organizations as a whole. Niklaus Children’s Hospital has a detailed section relating to nursing publications and innovations, which details the hospital’s reliance on EBP.
          For instance, Miami Children’s encourages nurses to initiate or use Evidence-Based Practice (EBP) protocols to process improvements to nursing care and nursing research throughout the organization independently. Niklaus Children’s Hospital integrates evidence-based best practices and nursing research into clinical and operational processes to align with the Nursing Department’s commitment to provide high-quality care associated with positive patient outcomes. Therefore EBP plays a significant role in the health care organization’s distribution of patient-centered care and on their expectation of nursing professionals. Having discerned the importance of EBP to Niklaus Children Hospital has shifted my perception in a positive direction and reassured me that patient care is meeting the most up to date standards and policies.
References
Melkyn, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overhalt, E. (2014). The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs. Sigma, 11(1), 5–15. https://doi.org/10.1111/wvn.12021
Niklaus Childrens Hospital. (2019). Nursing Publications. https://www.nicklauschildrens.org/medical-professionals/nursing/science-of-nursing/evidence-projects-publications
Stevens, K. R. (2013). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. The Online Journal of Issues in Nursing, 18(2). https://doi.org/10.3912/OJIN.Vol18No02Man04

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.
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.
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.
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.

Rubric Detail
 

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Content

Name: NURS_6052_Module01_Week01_Discussion_Rubric

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Excellent
Good
Fair
Poor

Main Posting

Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

Points Range: 10 (10%) – 10 (10%)

Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Does not post by day 3.

First Response

Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.

Second Response

Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.

Participation

Points Range: 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

Name: NURS_6052_Module01_Week01_Discussion_Rubric

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