NRS 493 Topic 3 DQ 1
Grand Canyon University NRS 493 Topic 3 DQ 1-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
The introduction for the Grand Canyon University NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
After the introduction, move into the main part of the NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
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 NRS 493 Topic 3 DQ 1
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 NRS 493 Topic 3 DQ 1 Included After Question
Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.
A Sample Answer For the Assignment: NRS 493 Topic 3 DQ 1
Title: NRS 493 Topic 3 DQ 1
Capstone projects prepare students to oversee improvements in healthcare institutions. These projects focus on quality improvements, especially in nursing practice. My project focuses on catheter-acquired urinary tract infections in critical care units. My PICOT question: Among critical care unit patients, does a clinician education program on CAUTI, compared to routine care, reduce the prevalence and mortality related to catheter-acquired urinary tract infections in six months?
The population is critically ill patients who are the most affected by catheter-acquired urinary tract infections compared to other units. About 25% of patients are usually catheterized, which is higher in critical care units (Clarke et al., 2019). The patients are also prone to long periods of catheterization due to their health conditions. Thus patients in critical care settings such as ICU and step-down units. The selected intervention is a clinician education program that aims to improve care providers’ knowledge and skills in inserting, caring for, and removing catheters. Clinician education will entail themes such as catheter indications and contraindications to prevent unnecessary catheterization, catheter care, and prompt removal to reduce risks of infection (Mong et al., 2022).
The comparison is routine and regular care without clinician education or sensitization on the significance of safe practice in catheter insertion, removal, and care. The expected outcomes are a decreased prevalence of CAUTIs in critical care units and a decrease in CAUTIs-associated mortalities. These outcomes will result from better practices such as following aseptic procedures and prompt removal of catheters to prevent prolonged use, increasing infection risks. The proposed timeline is six months. The impact of the clinician education program can take time to be significant and adequate time is necessary. Six months will give ample time for the program to change activities in the facility and to be reflected in the organizational performance results. This project will improve the state and effects of catheter-acquired urinary tract infections and ensure quality and safety improvements in critical care settings.
References
Clarke, K., Hall, C. L., Wiley, Z., Tejedor, S. C., Kim, J. S., Reif, L., Witt, L., & Jacob, J. T. (2020). Catheter‐Associated Urinary Tract Infections in Adults: Diagnosis, Treatment, and Prevention. Journal of hospital medicine, 15(9), 552-556. https://doi.org/10.12788/jhm.3292
Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of clinical nursing, 31(1-2), 209-219. https://doi.org/10.1111/jocn.15899\
A Sample Answer 2 For the Assignment: NRS 493 Topic 3 DQ 1
Title: NRS 493 Topic 3 DQ 1
I agree with you that the inclusion of PICOT in nursing research helps to continuously improve clinical judgment. The PICOT question guides nursing research. Every acronym of PICOT question represents a component of nursing research. PICOT represents patient population (P), an intervention of interest (I), a comparison group (C), an outcome (O), and a time frame (T) (Scott et al., 2021). Nursing research provides crucial information that can be used to address nursing-related problems. Therefore, nursing research is expected to provide accurate information to avoid wrong decision-making. Adhering to PICOT question reduces chances of having inaccurate findings in nursing research (Mendes et al., 2020). Depending on the research topic, researchers can tailor PICOT question to address research demand. Unfortunately, other researchers have challenges using PICOT question. Therefore, incompetent healthcare workers may provide inaccurate information despite using PICOT question. Poor understanding and interpretation of PICOT questions trigger attainment of inaccurate results.
References
Mendes, A. J., Pacheco-Barrios, K., Gonzalez-Mego, P., Sanchez, A., & Fregni, F. (2020). Ten strategies to formulate a strong research question. Principles and Practice of Clinical Research, 6(2), 21-24. https://doi.org/10.21801/ppcrj.2020.62.4
Scott, A. M., Forbes, C., Clark, J., Carter, M., Glasziou, P., & Munn, Z. (2021). Systematic review automation tools improve efficiency but lack of knowledge impedes their adoption: a survey. Journal of clinical epidemiology, 138, 80-94. https://doi.org/10.1016/j.jclinepi.2021.06.030
A Sample Answer 3 For the Assignment: NRS 493 Topic 3 DQ 1
Title: NRS 493 Topic 3 DQ 1
PICOT QUESTION: Is knowledge to prevent Catheter associated urinary tract infections and adherence to UTI guidelines will decrease incidents of UTIs in the ICU setting?
P-patients with Urinary tract infections
I-knowledge to prevent urinary tract infections and adherence to preceded UTI guidelines
C-not adhering to guidelines and not obtaining knowledge about UTIs
O-a significant decrease in incidents of UTIs
T-3 month
The use of indwelling catheters in the Critical Care Unit has an important role in determining the incidence and morbidity of hospital-acquired urinary tract infections (Dawa et al., 2019). Catheter-associated urinary tract infections in ICU, are directly related to the widespread use of indwelling catheters in these settings. Educating nurses about the prevention of UTI through evidence-based practice, using the guidelines that provide comprehensive recommendations for detecting and preventing healthcare-associated infections for CAUTI can manage the treatment of this infection (McNeil, 2017).
Dawa, T., Randolph, M., Moyers, P., Finch Guthrie, P., Frie, B., & Filer, D. (2019). Rehabilitation Nurses’ Knowledge, Attitudes, and Behaviors for Preventing Urinary Tract Infections From Intermittent Catheterization. Rehabilitation Nursing : The Official Journal of the Association of Rehabilitation Nurses, 44(3), 171–180. https://doi-org.lopes.idm.oclc.org/10.1097/rnj.0000000000000125
McNeill, L. (2017). Back to Basics: How Evidence-Based Nursing Practice Can Prevent Catheter-Associated Urinary Tract Infections. Urologic Nursing, 37(4), 204–206. https://doi-org.lopes.idm.oclc.org/10.7257/1053-816X.2017.37.4.204
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