27 Dec Research and EBP projects
Week 1 discussion
DQ1 What is the difference between research- and evidence-based practice projects? Provide an example of each one and the reason for the difference. Why should nurses be interested in learning about EBP?
DQ2 How would a nurse practitioner and a nurse manager differ with regard to how they use and incorporate EBP in their areas of practice?
Week 2 discussion
DQ1 Review the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook. You should save this tool and use it throughout the development of the PICOT question, problem description, and literature review
Begin the development of your PICOT question, using the following resources:
“Appendix A: Template for Asking Clinical Questions,” available in the textbook appendix
Formulate your PICOT question and post it to the main forum. Respond to at least four other statements, providing feedback. Review the statements to see if the clinical issue is clearly defined and that all aspects are identified. Also refer to the “PICOT: Components of an Answerable, Searchable Question” table, located in chapter 2 of the text. If one PICOT statement has at least three feedback posts, move to another statement.
You will be using the feedback to make revisions to your PICOT question before using it in your “Section B: Problem Description” assignment.
DQ2 What strategies will you use in your new practice as an advance practice nurse to review and critique literature pertinent to your practice?
Week 3 discussion
DQ1 What levels of evidence are present in relation to research and practice, and why it is important regardless of the method you use?
DQ2 What factors must be assessed when critically appraising quantitative studies (e.g., validity, reliability, and applicability)? Which is the most important? Why?
Week 4 discussion
DQ1 What are some of the obstacles or barriers to implementing EBP in nursing? Provide a rationale for your answer. Since there are numerous topics on the issue, it is not appropriate to repeat one that has already been mentioned unless providing new information.
DQ2 Conducting research projects while ensuring the protection of human subjects is necessary. What are some methods to protect personal rights of someone in one of the groups that is labeled as vulnerable? Justify your rationale.
Week 5 discussion
DQ1 Why is it important to incorporate a theory or model related to change when implementing practice changes? Does the benefit of incorporating a change model outweigh the time and effort it took to include it?
DQ2 Consider an obstacle or barrier to the implementation of evidence-based practice you identified in last week’s discussion. What are two ways to address this problem?
Week 6 discussion
DQ1 When reviewing the literature and different types of evidence, there are often gaps in the findings. Are such gaps a help or a hindrance when wanting to create a change?
DQ2 What is the difference between statistically significant evidence and clinically significant evidence? How would each of these findings be used to advance an evidenced-based project?
Week 7 discussion
Research and EBP projects can be communicated in many ways. Which method do you think is most effective to get to the staff nurse level? To the advance practice nurses? How will you ensure that all appropriate audiences receive your information?
Week 8 discussion
DQ1 Post your “Evidence-Based Practice Proposal Project Presentation.” Review all of the presentations but provide critical commentary only to five others posted. Address the strengths of the proposal as well as recommendations for improvement. If a post already has five feedback posts then move on to another one. You will be responsible for responding to each peer’s feedback that is posted to your original presentation post.
DQ2 There is power in having data to support change. The EBP process is one way of advancing improvements in healthcare. Identify three strategies that you will now incorporate into your practice based on this course. Explain your rationale.
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