DNP 810 Topic 6 DQ 2 method that includes using EBP data

Grand Canyon University DNP 810 Topic 6 DQ 2  method that includes using EBP data-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 810 Topic 6 DQ 2  method that includes using EBP data 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 DNP 810 Topic 6 DQ 2  method that includes using EBP data                       

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 810 Topic 6 DQ 2  method that includes using EBP data 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 DNP 810 Topic 6 DQ 2  method that includes using EBP data                       

The introduction for the Grand Canyon University DNP 810 Topic 6 DQ 2  method that includes using EBP data 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 DNP 810 Topic 6 DQ 2  method that includes using EBP data                       

After the introduction, move into the main part of the DNP 810 Topic 6 DQ 2  method that includes using EBP data  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 DNP 810 Topic 6 DQ 2  method that includes using EBP data                       

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 DNP 810 Topic 6 DQ 2  method that includes using EBP data                       

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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Sample Answer for DNP 810 Topic 6 DQ 2  method that includes using EBP data Included After Question

https://www.onlinenursingessays.com/dnp-810-topic-6-dq-2-describe-one-method-that-includes-using-evidence-based-data-to-support-a-new-or-innovative-ways-to-care-for-the-aging-now-or-in-the-future/

DNP 810 Topic 6 DQ 2

Describe one method that includes using evidence-based data to support a new or innovative ways to care for the aging now or in the future. How will it impact care and what are the anticipated outcomes?

Topic 6 DQ 2

Identify a method that uses evidence-based data to support new or innovative ways to care for the
aging population. What are the anticipated outcomes of employing this method and methods like
it? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your
rationale with a minimum of two scholarly sources.

A Sample Answer For the Assignment: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Title: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Patients aged 65 years and older mobility impairments are common and are associated with
increased risk for additional functional loss. Mobility impairments are dynamic, however, and
individuals commonly transition between dependence and independence. During acute illness and
hospitalization in particular, decline in mobility is common and has a large impact on older
patients’ health, independence, and quality of life. Loss of mobility is associated with increased
length of ventilator days, increased length of hospital stays, and adverse outcomes during and
following hospitalization, including falls, declines in activities of daily living (ADL), and nursing
home placement. Loss of mobility is critical in the cascade to dependency.
Electronic health record (EHR) help providers better manage care for patients and provide better
health care by: providing accurate, up-to-date, and complete information about patients at the
point of care, which enables quick access to patient records for more coordinated, efficient care.
The BMAT is a tool designed in Epic for nurses to assess patient mobility in acute care. The
BMAT allows nurses and other healthcare workers to determine the appropriate patient handling

and mobility equipment or device to safely move or mobilize the patient. Mobility is a vital indicator
of patient deterioration or improvement. Proper assessment using BMAT tool can help predict
mobility changes early so they can be addressed. In addition, it encourages evaluating patients’
pre-admission status and setting functional mobility goals, as well as promoting discharge
planning that begins on the day of admission. Standardizing nursing practice, processes, and
procedures for safe patient equipment use promotes caregiver safety, reduces nursing care
variability, results in better patient outcomes. DNP prepared nurse role is to assist with the
implementation of the tool and utilize data to improve fall rate and improved patient outcomes.
Rose, A., Carter, N., Vann, C., Lloyd-Penza, M., & Andrusko, M. (2022). Implementing Bedside
Mobility Assessment Tool to Improve Patient Outcomes and Staff Communication. MEDSURG
Nursing, 31(1), 32–36.

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A Sample Answer 2 For the Assignment: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Title: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Thanks for sharing your post. In addition, EHR portals allow patients to have easy access to
their health history and provide them with the opportunity to make appointment for care, see
test results, renew prescriptions and forward communication to health care providers
(Sakaguchi-Tang et al., 2017).

Reference

Sakaguchi-Tang, D. K., Bosold, A. L., Choi, Y. K., & Turner, A. M. (2017). Patient Portal Use
and Experience Among Older Adults: Systematic Review. JMIR medical informatics, 5(4), e38.
https://doi.org/10.2196/medinform.8092

A Sample Answer 3 For the Assignment: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Title: DNP 810 Topic 6 DQ 2 method that includes using EBP data

I agree that falls are one of the leading costs of health issues and prolonged hospital stays.
Falls frequently result in enormous medical expenditures to treat fall-related injuries. With the
aging of the population, both the number of fall injuries and the resulting expenditures are
expected to increase substantially (Florence et al., 2018).
Reference
Florence, C. S., Bergen, G., Atherly, A., Burns, E., Stevens, J., & Drake, C. (2018). Medical
Costs of Fatal and Nonfatal Falls in Older Adults. Journal of the American Geriatrics
Society, 66(4), 693–698. https://doi.org/10.1111/jgs.15304
JM

A Sample Answer 4 For the Assignment: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Title: DNP 810 Topic 6 DQ 2 method that includes using EBP data

A riches of the novel, innovative technologies in the form of intelligent wearable technologies are
achieving greaten global precision and becoming accessible for the main aims of preventing,
monitoring, and innovative ways to care for the aging population. Current trends try to make health
services more effective by being personalized and tailored to the patients’ needs, resources, and
characteristics, based on early detection of risks and preventive treatment in the person’s
environment (Haghi et al., 2017). Wearable device systems include monitoring tools, gathering
relevant patient biopsychosocial information within predictive applications to be used by the
patients and health centers (Haghi et al., 2017). In addition, E-health care centers incorporate and
process data in real-time, multidimensional information from/to the patients’ home and natural
settings and from/to different areas and agencies in shared, interoperable, and synched extensive
databases using cloud computing technology (Haghi et al., 2017).

Wearable devices offer numerous benefits and advantages to healthcare providers and their
patients. Health care providers include real-time health monitoring of vital statistics, providing more
timely data for analysis and earlier detection of disease or risk of a significant health event.
Wearables track patients’ vitals when they are sick, but they are also valuable tools that keep
recording biometrics even when users are healthy to help find solutions when they are sick
(Loncar-Turukalo et al., 2019). In addition, wearables build a unique and personalized health
model for users who frequently monitor around-the-clock abnormalities that would indicate earlier
identification of acute diseases or the acceleration of chronic or preexisting conditions (Loncar-
Turukalo et al., 2019). This technology opens tremendous possibilities for early detection and

prevention of disease progression, relapses, and crises through developing predictive tools,
including all the related biopsychosocial indices.

DNP-prepared nurses educate the patients on the benefits of utilizing an intelligent wearable
technology for remote monitoring. Wearable devices can provide patient monitoring, surveillance,
screening, diagnosis, and assistance with treatment, post-treatment, and ongoing management
(Haghi et al., 2017). These devices also determine and confirm the efficiency of treatment based
on real-time physiological feedback. In addition, wearable sensors for remote health monitoring
empower individuals to participate more in their care, increase accountability, and allow them to
see progress in real-time. In short, patients are encouraged to take a more active role in their
treatment (Loncar-Turukalo et al., 2019).

References

Haghi, M., Thurow, K., & Stoll, R. (2017). Wearable devices in medical internet of things: scientific
research and commercially available devices. Healthcare informatics research, 23(1), 4-15.

Loncar-Turukalo, T., Zdravevski, E., da Silva, J. M., Chouvarda, I., & Trajkovik, V. (2019).
Literature on wearable technology for connected health: scoping review of research trends,
advances, and barriers. Journal of medical Internet research, 21(9), e14017.

A Sample Answer 5 For the Assignment: DNP 810 Topic 6 DQ 2 method that includes using EBP data

Title: DNP 810 Topic 6 DQ 2 method that includes using EBP data

It is expected that by the year 2030, there will be more individuals older than 65 than there will be younger than the age of five. This has pushed the healthcare industry to develop plans through evidenced based practice (EBP) on ways to care for the aging population. With such a large proportion of the population being elderly, long-term care and treatment plans are one of the forerunners in need of alterations. (Fulmer et al., 2021)

In 2018 a proposal was put forth by the Johns Hopkins School of Nursing and the Stanford Medicine Clinical Research Center about the care of the aging population. The program, Community Aging in Place – Advancing Better Living for Elders (CAPABLE), was presented with the desire to improve the living conditions of elders suffering from chronic conditions while keeping them in their own homes. The program did not include just healthcare workers but also a “handyman” to provide the structural work necessary for the patients.  Teams are comprised of Occupational therapists, Registered Nurses, and a contractor. Together they make plans that allow patients to recover within their own homes and help them stay there as long as possible. (Fields et al., 2021)

As a Doctoral Prepared Nurse, our goal is to help find EBP programs that are appropriate and necessary for our client base. Patients often come to us without any idea of what to do or how to proceed, and it is our job to help facilitate the process. The CAPABLE program has shown significant improvements in ADLs and cost health expenditure savings through the use of Medicaid Services.

References

Fields, B., Yanes, C., Ennis, M., & Toto, P. (2021). Community aging in place, advancing better living for elders (capable) program: Understanding the potential involvement of care partners. Health & Social Care in the Community, 30(4). https://doi.org/10.1111/hsc.13529

Fulmer, T., Reuben, D. B., Auerbach, J., Fick, D., Galambos, C., & Johnson, K. S. (2021). Actualizing better health and health care for older adults. Health Affairs, 40(2), 219–225. https://doi.org/10.1377/hlthaff.2020.01470

Name:  Discussion Rubric

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		Excellent90–100	Good80–89	Fair70–79	Poor0–69
Main Posting:Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%)Thoroughly responds to the Discussion question(s).Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%)Responds to most of the Discussion question(s).Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%)Responds to some of the Discussion question(s).One to 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. Cited with fewer than two credible references.	0 (0%) – 30 (30%)Does not respond to the Discussion question(s).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 references.
Main Posting:Writing		6 (6%) – 6 (6%)Written clearly and concisely.Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%)Written concisely.May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%)Written somewhat concisely.May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%)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 Posting:Timely and full participation		9 (9%) – 10 (10%)Meets requirements for timely, full, and active participation.Posts main Discussion by due date.	8 (8%) – 8 (8%)Meets requirements for full participation.Posts main Discussion by due date.	7 (7%) – 7 (7%)Posts main Discussion by due date.	0 (0%) – 6 (6%)Does not meet requirements for full participation.Does not post main Discussion by due date.
First Response:Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings.Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%)Response is on topic and may have some depth.	0 (0%) – 6 (6%)Response may not be on topic and lacks depth.
First Response:Writing		6 (6%) – 6 (6%)Communication is professional and respectful to colleagues.Response to faculty questions are fully 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.	5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleagues.Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%)Response posed in the Discussion may lack effective professional communication.Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%)Responses posted in the Discussion lack effective communication.Response to faculty questions are missing. No credible sources are cited.
First Response:Timely and full participation		5 (5%) – 5 (5%)Meets requirements for timely, full, and active participation.Posts by due date.	4 (4%) – 4 (4%)Meets requirements for full participation.Posts by due date.	3 (3%) – 3 (3%)Posts by due date.	0 (0%) – 2 (2%)Does not meet requirements for full participation.Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings.Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%)Response is on topic and may have some depth.	0 (0%) – 6 (6%)Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%)Communication is professional and respectful to colleagues.Response to faculty questions are fully 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.	5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleagues.Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%)Response posed in the Discussion may lack effective professional communication.Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%)Responses posted in the Discussion lack effective communication.Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%)Meets requirements for timely, full, and active participation.Posts by due date.	4 (4%) – 4 (4%)Meets requirements for full participation.Posts by due date.	3 (3%) – 3 (3%)Posts by due date.	0 (0%) – 2 (2%)Does not meet requirements for full participation.Does not post by due date.
Total Points: 100

Name:  Discussion Rubric