NR 505 Analysis and Application of Clinical Practice Recent

Chamberlain University NR 505 Analysis and Application of Clinical Practice Recent-Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 505 Analysis and Application of Clinical Practice Recent  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 NR 505 Analysis and Application of Clinical Practice Recent                  

Whether one passes or fails an academic assignment such as the Chamberlain University NR 505 Analysis and Application of Clinical Practice Recent  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 NR 505 Analysis and Application of Clinical Practice Recent                  

The introduction for the Chamberlain University NR 505 Analysis and Application of Clinical Practice Recent 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.

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How to Write the Body for NR 505 Analysis and Application of Clinical Practice Recent                  

After the introduction, move into the main part of the NR 505 Analysis and Application of Clinical Practice Recent  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 NR 505 Analysis and Application of Clinical Practice Recent                  

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 NR 505 Analysis and Application of Clinical Practice Recent                  

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 NR 505 Analysis and Application of Clinical Practice Recent Included After Question

NR 505 Analysis and Application of Clinical Practice Recent

NR 505 Analysis and Application of Clinical Practice Recent

Analysis and Application of Clinical

Practice Guidelines & Scoring Rubric

Purpose

The purpose of this assignment is to provide an opportunity for students to apply and disseminate information based on practice summaries. The most common type of practice summary in healthcare is the clinical practice guideline (CPG).

Course Outcomes

Through this assignment, the student will demonstrate the ability to

(CO 3) Synthesize for dissemination the research findings from nursing and related disciplines (POs 1, 3, 4, 5, 9); and

(CO 6) Utilize the principles of evidence-based practice to propose strategies that can address nursing issues (POs 1, 3, 4, 5, 7, 9).

Due Date:Sunday 11:59 p.m. MT at the end of Week 7

Total Points Possible:200 Points

Requirements:

Through this assignment, the student will

Develop summary of a clinical practice guideline. (COs 3, 6)

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Preparing the paper

You will develop a summary that you could use within an evidence-basedpractice (EBP) committee or related venue to share with your colleagues. This paper will be 2-4 pages in length.

Select a clinical practice guidelines that addresses an issue pertinent to your practice setting.

Search the literature and evidence-based practice websites and databases to find a recent clinical practice guideline (no more than 5 years) related to the issue you select. The course Webliography provides websites where you can find clinical practice guidelines, but there are many others available in specialty-organization websites.

Analyze and critique the clinical practice guideline. Use the Clinical Practice Guideline Summary Template in Course Resources to develop your paper. Components include:

NR 505 Analysis and Application of Clinical Practice Recent

o scope and purpose of the clinical practice guidelines;
o stakeholder involvement;
o rigor of development;
o clarity and presentation
o applicability
o editorial independence

Attach URL address of the Clinical Practice Guidelines on the reference page of your paper.

Note: The template is an outline to assist you in setting up your paper so you will be sure to address those topics in your paper in addition to other information to meet the criteria for this assignment. Your paper should be in APA 6th ed format. Do not copy and paste the template into your paper.

The summary sheet is amended from the AGREE instrument on page 200 of Melnyk & Fineout-Overholt (2015). Your summary should be approximately 5–6 pages long (Paper lengths do not include cover page or reference page(s).

Category Points % Description

Scope and Purpose 25 12.5 Describes the scope and purpose of the document. Includes the health question(s) covered by the guideline

Stakeholder Involvement 25 12.5 Describes the stakeholder involvement in the development of the document. Identifies the target population.

Rigor of Development 25 12.5 Critiques the rigor of the development of the document. Describes the systematic methods used to develop the guideline. Include level of evidence of the studies used to develop the guideline.

Clarity & presentation (Recommendations) 25 12.5 Provides thekey recommendations of the document. Discusses different options for managing the condition or issue in the guideline.

Application 25 12.5 Identifies facilitators, barriers, costs, and outcome measurement for application of the document.. Identifies key monitoring and/or auditing criteria (outcomes)

Editorial Independence 25 12.5 Discusses conflict of interest and how competing interests of the CPG group members recorded and addressed.

Summary 25 12.5 Summarizes how the CPG answers the key clinical questions presented in the CPG. Discusses how the student, as the advanced practice nurse, would apply the CPG in practice.

Uses appropriate grammar, syntax, and spelling 10 5 No more than 2 errors in grammar, syntax, or spelling.
APA 6th Edition 10 5 No more than 2 APA 6thedition errors.

Attach pdf file of the Clinical Practice Guidelines 5 2.5 A pdf copy of the Clinical Practice Guidelines submitted.

Total 200 100% A quality assignment will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria Exceptional
(100%)

Outstanding or highest level of performance

Exceeds
(88%)

Very good or high level of performance

Meets
(80%)

Competent or satisfactory level of performance

Needs Improvement
(38%)

Poor or failing level of performance

Developing
(0)

Unsatisfactory level of performance

ContentPossible Points = 175 Points 

Scope and Purpose 25 Points 22 Points 20Points 10 Points 0 Points

Describes the scope and purpose of the document. Includes the health question(s) covered by the guideline Describes the scope and purpose of the document but has occasional missing information. Describes the scope and purpose of the document with a minimal amount of information presented. Weakly describes the scope and purpose of the document. Does not include the scope or purpose of the health question covered by the guideline.
Stakeholder Involvement 25 Points 22 Points 20Points 10 Points 0 Points

Describes all of the stakeholders involvement in the development of the document. Identifies the target population Describes the stakeholder involvement in the development of the document with occasional information missing. Describes the stakeholder involvement in the development of the document with a minimal amount of information presented. Does not describe the stakeholder involvement in the development of the document OR does not identify the target population. Does not describe the stakeholder involvement in the development of the document AND does not identify the target population. 

Rigor of Development 25 Points 22 Points 20Points 10 Points 0 Points

Critiques the rigor of the development of the document. Describes the systematic methods used to develop the guideline. Includes level of evidence of the studies used to develop the guidelines. Elaborates on rigor of development. Critiques the rigor of the development of the document. Describes the systematic methods used to develop the guideline. Includes the levels of evidence of the studies used to develop the guidelines. Some occasional important information is missing. Critiques the rigor of the development of the document. Describes the systematic methods used to develop the guideline. Includes the levels of evidence of the studies used to develop the guidelines. Provides a minimal amount of information. Does not critique the rigor of the development of the document. Does not describe the systematic methods used to develop the guideline. ORDoes not include the levels of evidence of the studies used to develop the guidelines. Does not critique the rigor of the development of the document. Does not describe the systematic methods used to develop the guideline. ANDDoes not include the levels of evidence of the studies used to develop the guidelines. 

Clarity & Presentation
(Recommendations)

25 Points 22 Points 20Points 10 Points 0 Points
Provides theall key recommendations of the document. Discusses different options for managing the condition or issue addressed in the guideline. Elaborates on the clarity and presentation of the recommendations. Provides thekey recommendations of the document.

Discusses different options for managing the condition or issue addressed in the guideline. Missing some occasional important information.

Provides thekey recommendations of the document.

Discusses different options for managing the condition or issue addressed in the guideline. Briefly elaborates on the clarity and presentation of the recommendations.

Does not provide or provide thekey recommendations of the document. ORDoes not discuss different options for managing the condition or issue addressed in the guideline. Does not provide or provide thekey recommendations of the document. ANDDoes not discuss different options for managing the condition or issue addressed in the guideline. 

Application 25 Points 22 Points 20Points 10 Points 0 Points

Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Identifies key monitoring or auditing criteria (outcomes). Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Identifies key monitoring or auditing criteria (outcomes). Some occasional important information is missing. Briefly Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Identifies key monitoring or auditing criteria (outcomes). Does not Identify facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. ORDoes not identify key monitoring or auditing criteria (outcomes). Does not Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. ANDDoes not identify key monitoring or auditing criteria (outcomes). 

Editorial Independence 25 Points 22 Points 20Points 10 Points 0 Points

Discusses conflict of interest of group members. Discusses how competing interests of the CPG group members are recorded and addressed. Addresses how the views of the funding body are kept from influencing the content of the guideline. Discusses conflict of interest of group members. Discusses how competing interests of the CPG group members are recorded and addressed. Addresses how the views of the funding body are kept from influencing the content of the guideline. Some occasional important information is missing. Briefly discusses conflict of interest of group members. Briefly discusses how competing interests of the CPG group members are recorded and addressed. Briefly addresses how the views of the funding body are kept from influencing the content of the guideline. Does not discuss conflict of interest of group members. Does not discuss how competing interests of the CPG group members are recorded and addressed. ORDoes not address how the views of the funding body are kept from influencing the content of the guideline. Does not discuss conflict of interest of group members. Does not discuss how competing interests of the CPG group members are recorded and addressed. AND
Does not address how the views of the funding body are kept from influencing the content of the guideline.

Summary 25 Points 22 Points 20Points 10 Points 0 Points

Summarizes the paper. Discusses whether or not the CPG answers the key clinical question(s) presented in the CPG and elaborates. Discusses how the student, as the advance practice nurse, will apply the CPG in practice with specific examples. Summarizes the paper. Discusses whether or not the CPG answers the key clinical question(s) presented in the CPG. Discusses how the student, as the advance practice nurse, will apply the CPG in practice. Some occasional important information is missing. Briefly summarizes the paper. Briefly discusses whether or not the CPG answers the key clinical question(s) presented in the CPG. Briefly discusses how the student, as the advance practice nurse, will apply the CPG in practice. Does not summarize the paper. Does not discuss whether or not the CPG answers the key clinical question(s) presented in the CPG. ORDoes not discuss how the student, as the advance practice nurse, will apply the CPG in practice. Does not summarize the paper. Does not discuss whether or not the CPG answers the key clinical question(s) presented in the CPG.ANDDoes not discuss how the student, as the advance practice nurse, will apply the CPG in practice.

Content Subtotal____/175 points 

FormatPossible Points = 25 Points 

Uses appropriate grammar, syntax, and spelling 10Points 9 Points 8 Points 4 Points 0 Points

No errors in grammar, syntax, or spelling 1-2 errors in grammar, syntax, or spelling 3-4 errors in grammar, syntax, or spelling 5 or more errors in grammar, syntax, or spelling 6 or more errors in grammar, syntax, or spelling
APA 6th edition 10Points 9 Points 8 Points 4 Points 0 Points

No APA 6thedition errors 1-2 APA 6thedition errors 3-4 APA 6thedition errors 5 APA 6thedition errors 6 or more APA 6thedition errorsORTurnitin similarity percentage on student written work is higher than 24%. 

Attach pdf copy of the Clinical Practice Guideline 5 Points 0 Points 

Pdf file of the Clinical Practice Guideline attached No pdf file of the Clinical Practice Guideline attached 

Format Subtotal____/25 points 

Total Points_____/200 points 

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA 

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
  0 points lost       -5 points lost

Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day.       The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.       The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

A Sample Answer For the Assignment: NR 505 Analysis and Application of Clinical Practice Recent

TITLE: NR 505 Analysis and Application of Clinical Practice Recent

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