NRSE 6052 Week 1 Assignment: EBP and the Quadruple Aim

NURS 6052/NURS5052/NRSE6052 Essent of Evidence
NURS 6052 Week 1 Assignment: Evidence-Based Practice and the Quadruple Aim
NRSE 6052 Week 1 Assignment: EBP and the Quadruple Aim
In this week’s assignment I will briefly describe and analyze the similarities and connection between Evidence-based practice (EBP) and the Quadruple Aim (QA). This paper is primarily focused on how EBP might (or might not) help reach the Quadruple Aim. It will each of the four measures of patient experience, population health, costs, and work-life of healthcare providers. Finally, the impact that EBP may have on factors affecting these quadruple aim elements, such as preventable errors in a clinical setting or nursing practice will also be considered.
Evidence-based practice is a method that helps clinical practitioners to select the best course of action according to patients’ values, useful external research, and the clinician’s own experience. The EBP is a good choice when it comes to the best principle the facilitates the patient’s experience with the capability of the clinician’s experience, and up-to-date knowledge (Petra Dannapfel, 2015). It is applying a problem-solving strategy to the delivery of healthcare which included the most appropriate conclusions based off research that have been tested clinician expertise, medical practitioners and patient preferences and outcomes (Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2010).
The Quadruple aim combines the clinician’s experience, the patient’s experience, optimal outcomes, and the costs of the whole practice involved altogether. The quadruple aim focuses not only on the patients, health practitioners but also on the cost of the method. It enhances healthcare quality and patient outcomes, eliminates unnecessary costs, reduced costs, and empowered clinicians by the utilization of EBP (Melnyk & Fineout-Overholt, 2018).
Patient experience
The main objective goal of the quadruple aim is foster and develop improved quality care experience for the patient (Sikka, Morath, & Leape, 2015). Medical Practitioners and clinicians are able to incorporate EBP strategies into their research studies and eventually interpret the conclusions deduced into practical clinical roles. By making use of knowledgeable skills and strategies, literature-searching methods, and the implementation of EBP’s concepts in the evaluation of research findings. As nurses in a clinical setting we are constantly using existing scientific knowledge as we render care to our patients (Melnyk, 2018). By so doing we are able to address the various needs and problems each and every individual present for treatment. Eventually with EBP, nurses maintain improved patient care in their various practices respectively (Crabtree, Brennan, Davis, & Coyle, 2016). More importantly, with the concept of EBP, the patient’s preference and values are greatly considered which allows for ultimate patient care satisfaction (Melnyk & Fineout-Overholt, 2018).
Population health
The Centers for Disease Control (CDC) as well as other major federal agencies require approaches that have been tested by EBP, especially during the funding phase of population-based chronic disease prevention and control (Allen et al., 2018). This can foster overall improved health on the populace while eradicating disease burden in populations (Allen et al., 2018). Some other components of the Quadruple Aim include developing better and more effective patient outcomes and fostering improved quality healthcare (Melnyk & Fineout-Overholt, 2018).
Costs
Evidence-based practices on the nurse retention have helped to create guidelines and strategies for nursing leaders to foster increased job satisfaction which in turn leads to an increase in the retention of newly hired nurses’ overtime (Tang & Hudson, 2019). Experiencing a high turnover in nursing staff can be quite expensive and costly, which negatively impacts the safety and quality of care provided to patients (Tang & Hudson, 2019). EBP can be used to enhance job satisfaction amongst clinicians, it decreases unnecessary costs, establishes improved patient care and outcomes, which are all components of the quadruple aim (Tang & Hudson, 2019).
Work-life of healthcare providers
Extensive research studies reveal that nurses that have training and knowledge d in EBP have more efficient educational backgrounds and attitudes (Kim et al., 2016). Clinicals that have a sense of confidence and empowerment in their practices factor into a quadruple aim in healthcare, which is the foundation and core of a well-structured healthcare system (Kim et al., 2016).
In summary, the implementation of EBP in in patient care, overall health and well-being of a population, costs and clinical practices of a medical practitioner collectively factor into the quadruple aim. The principle of EBP helps to develop and create optimum patient care, without unnecessary cost, fwhile fostering quality patient outcomes, and empowering medical practitioners and clinicians.
 
 
 
 
References
Allen, P., Jacob, R., Lakshman, M., Best, L. A., Bass, K., & Brownson, R. C. (2018, Oct). Lessons learned in promoting evidence-based public health: Perspectives from managers in state public health departments. Journal of Community Health, 43(5), 856-863. http://dx.doi.org/10.1007/s10900-018-0494-0
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. http://dx.doi.org/10.1111/wvn.12126
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A., & Davidson, J. E. (2016, Oct). 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. http://dx.doi.org/10.1111/wvn.12171
Melnyk, B. M., & Fineout-Overholt, E. (2018). Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry. In B. M. Melnyk, Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed. (pp. 7-32). Philadelphia, PA: Wolters Kluwer.
Pannunzio, Valeria, Kleinsmann, Maaike. (2019). Design research, eHealth, and the convergence revolution. Retrieved from https://arxiv.org/ftp/arxiv/papers/1909/1909.08398.pdf
Petra Dannapfel. (2015). Evidence-Based Practice in Practice: Exploring Conditions forUsing Research in Physiotherapy. Retrieved from diva-portal.org/smash/get/diva2:862658/FULLTEXT01.pdf

Mauricio Barría P. (2014). Implementing Evidence-Based Practice: A challenge for the nursing practice. Retrieved from scielo.org.co/pdf/iee/v32n2/v32n2a01.pdf

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24(10), 608-610. http://dx.doi.org/10.1136/bmjqs-2015-004160
Tang, J. H., & Hudson, P. (2019, Nov). Evidence-based practice guideline: Nurse retention for nurse managers. Journal of Gerontological Nursing, 45(11), 11-19. http://dx.doi.org/10.3928/00989134-20191011-03
NRSE 6052 Week 1 Assignment: EBP and the Quadruple Aim
Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.
More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.
ORDER NOW FOR AN ORIGINAL PAPER!!! NRSE 6052 Week 1 Assignment: EBP and the Quadruple Aim
To Prepare:
Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.
To Complete:
Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.
Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including
NRSE 6052 Week 1 Assignment EBP and the Quadruple Aim
each of the four measures of:
Patient experience
Population health
Costs
Work life of healthcare providers

NURS 6052/NURS5052/NRSE6052 Essent of Evidence
Week 2 Quiz
Question 1 What type of study is described in the following excerpt?
An interprofessional team wants to test a new intervention to see whether it will improve central-line associated bloodstream infection (CLABSI) rates. Subjects were randomized into either the intervention or the control group by pulling a slip of paper with either a one or a two written on it from a manila envelope (those pulling ones were randomized to the intervention group; those pulling twos were randomized to the control group). When the study began, the intervention group received the intervention and the control group received equal attention. Data was collected and analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics were used to report the data. NRSE 6052 Week 1 Assignment: EBP and the Quadruple Aim
What type of research article is this?
Question 2What type of information would help you identify a research study as qualitative? (Select all that apply.)
Question 3The methods used in conducting a systematic review are specific and rigorous.
Question 4Mixed-methods studies are a combination of which two methodologies?
Question 5In qualitative studies, results are reported using words or themes.
Question 6You are forming a team to do a systematic review of the literature about interventions to treat post-traumatic stress disorder (PTSD). Which of the following would be your first step?
Question 7Which of the following is a type of quantitative research study?
Question 8 What type of study is described in the following excerpt?
Surveys to evaluate nurse satisfaction, medical errors, depression and anxiety, and demographics were given to 5,432 nurses from hospitals of various sizes and geographic locations; some had nurses working 8-hour shifts and 12-hour shifts. Nurses were asked to complete the survey. Upon completion of the survey, nurses were invited to participate in video conference focus groups and one-on-one interviews with a research assistant by video conferencing. Survey results were reported using descriptive statistics, and themes were identified and reported from the data collected in the focus groups and one-on-one interviews.
Question 9Which of the following statements is true of narrative reviews? (Select all that apply.)
Question 10In a systematic review with a meta-analysis, researchers combine the results of each of the individual studies to create a larger sample size (and therefore greater power), then re-run the statistics to capture the true magnitude of the effect. The single-effect measure calculated and reported when the results from all the studies are combined is called what?
Question 11In quantitative studies, results are reported using words or themes.
Question 12What types of information would help you identify a research study as quantitative? (Select all that apply.)
Question 13What kind of study is described in the following excerpt?
Question 14What type of literature may a systematic review include to be considered Level 1 evidence on the Melnyk & Fineout-Overholt levels of evidence hierarchy?
Question 15Randomized controlled trials are which type of research?
Question 16Order the following types of research evidence reviews in order of rigor from most rigorous to least rigorous:
Question 17When trying to determine what type of research study is described in an article, which two sections of the article will give you the best information to make that determination?
Question 18Both literature reviews and systematic reviews are types of research evidence reviews.
Question 19A key characteristic of a systematic review is that it contains a meta-analysis.
Question 20Which of the following types of research can be categorized as primary research? Select all that apply. NRSE 6052 Week 1 Assignment: EBP and the Quadruple Aim
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.

 
 

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