NRS 493 Topic 6 DQ 1

Grand Canyon University NRS 493 Topic 6 DQ 1-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 493 Topic 6 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 6 DQ 1                           

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Topic 6 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 6 DQ 1                         

The introduction for the Grand Canyon University NRS 493 Topic 6 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.

How to Write the Body for NRS 493 Topic 6 DQ 1                         

After the introduction, move into the main part of the NRS 493 Topic 6 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 6 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 6 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 6 DQ 1 Included After Question

After discussion with your preceptor, name one financial aspect, one quality aspect, and one clinical aspect that need to be taken into account for developing the evidence-based change proposal. Explain how your proposal will directly and indirectly impact each of the aspects.

 A Sample Answer For the Assignment: NRS 493 Topic 6 DQ 1

Title: NRS 493 Topic 6 DQ 1

Over the last 2 decades there has been an undeniable rise in health care costs which has caused a shift in focus toward measuring care quality. Studies have shown that improved quality of care has been associated with lower health care costs through decreased complications and length of stay (Agarwal, Youngerman, Kaakaji, Smith, McGregor, Et. Al, 2021). In efforts to improve care quality, providers use clinical practice guidelines, which are statements that include recommendations, informed by systematic reviews of evidence, intended to optimize patient care. CAUTI caused by improper testing of urine can have financial ramifications. A urine culture can cost $80 or more. Antibiotic treatment for a UTI cost from $3 to over $300. In addition, drug-resistant infections (caused by improper treatment with antibiotics) add costs for extended lengths of stay, expensive medicines, and nursing care (ABIM Foundation, 2014).

After discussion with my preceptor, a urine culture stewardship initiative will reduce costs associated with improper testing and the treatment. Implementation of this initiative will affect clinical practice by decreasing the total number of urine cultures ordered and reducing the number of inappropriate treatments. Regarding quality, a urine culture stewardship will help identify areas where routine ordering and inappropriate practices increase costs and affect patient outcomes, as well as used to reduce excessive ordering, lower contamination rates, and decrease unnecessary antibiotic prescribing (Sinawe, Casadesus, 2022).

References

Agarwal, N., Youngerman, B., Kaakaji, W., Smith, G., McGregor, J. M., Powers, C. J., Guthikonda, B., Menger, R., Schirmer, C. M., Rosenow, J. M., Cozzens, J., & Kimmell, K. T. (2021). Optimizing Medical Care Via Practice Guidelines and Quality Improvement Initiatives. World Neurosurgery, 151, 375–379. https://doi-org.lopes.idm.oclc.org/10.1016/j.wneu.2021.02.013

American Board of Internal Medicine Foundation. (2014). Tests & treatments for urinary tract infections (UTIs) in older people When you need them—and when you don’t. https://www.choosingwisely.org/wp-content/uploads/2014/09/ChoosingWiselyUTIAGSAMDA-ER.pdf

Sinawe H, Casadesus D. Urine Culture. (2022). In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK557569

A Sample Answer 2 For the Assignment: NRS 493 Topic 6 DQ 1

Title: NRS 493 Topic 6 DQ 1

      The student’s practicum focuses on bringing more diabetes education to the practice to facilitate better patient control of their blood sugar. Discussing the financial aspect, the cost of delivery method needs to be discussed. What delivery methods are available and which ones would the patients prefer? Once this has been determined, the cost of education materials or delivery devices are considered. Telehealth or virtual education has been shown to be effective (Esmaeilpour-BandBoni, et al., 2021) in enhancing patient education and providing better outcomes for patients. This is a low-cost alternative that only costs the time of the provider or the employee that does the teaching. This can be done verbally and compose most of the teaching. However, there is a cost associated to multiple other sources of information that can be forwarded on to the patient. Luckily, there is a plethora of accurate and free information available to forward to patients (Tomomi, et al., 2020). This keeps the costs down as well as time use down for the provider as obtaining and sorting the information is the only intensive task. The proposal will not cause a significant impact financially to the patients or the practice.

Devchand, et al., (2017) speak to a National diabetes education management system. The quality aspect related to the practicum introduction is the quality of the education to be delivered. Diabetes is one of the most prevalent diseases we deal with. The education and information that is available for diabetic patients is significant. However, in this digital age, it is also possible a lot of that information is wrong or even dangerous. Therefore, the quality of the diabetes education needs to be from a reputable source and vetted through the providers. This ensures that the patients are receiving accurate information and safe information.

The clinical aspect to consider for this project relates to tool availability and related staff. Considerations must be made for what is available to use to deliver diabetes education. Free education can be requested and then handed out to in-office patients. The same education could be mailed to telehealth clients. The office can do telehealth visits as that is over half their practice, on purpose. The computer technology is available in the clinic to reach the goals of the practicum. The staff that are going to be involved in the teaching need to be assessed. Questions should be made about what technology are they able to work with. They need familiarity with the education materials and the delivery methods intended. The clinical team associated with the project implementation are all competent to use any possible technology needed. The clinical staff is willing to enhance their diabetes education to implement the project and provide greater diabetes education and time to their patients.

Devchand, R., Nicols, C., Gallivan, J. M., Tiktin, M., Krause, S. H., Larkin, M., & Tuncer, D. M. (2017). Assessment of a National Diabetes Education Program diabetes management booklet: The GRADE experience. Journal of the American Association of Nurse Practitioners, 29(5), 255–263. https://doi-org.lopes.idm.oclc.org/10.1002/2327-6924.12445

Esmaeilpour-BandBoni, M., Gholami-Shilsar, F., & Khanaki, K. (2021). The Effects of Telephone-Based Telenursing on Glycated Hemoglobin Among Older Adults With Type 2 Diabetes Mellitus: A Randomized Controlled Trial. Journal for Nurse Practitioners, 17(3), 305–309. https://doi-org.lopes.idm.oclc.org/10.1016/j.nurpra.2020.09.015

Tomomi Horiguchi, Yuya Asada, Keiko Tasaki, & Michiko Inagaki. (2020). Investigation of Educational Methods Using E-Learning Teaching Materials to Improve Nurses’ Skills in Promoting Team-based Diabetes Medical Care. Journal of Japan Academy of Nursing Science, 40, 579–586. https://doi-org.lopes.idm.oclc.org/10.5630/jans.40.579

A Sample Answer 3 For the Assignment: NRS 493 Topic 6 DQ 1

Title: NRS 493 Topic 6 DQ 1

After speaking with my preceptor there are different financial aspects, quality aspects, and clinical aspects when developing the evidence-based change proposal. The capstone project change proposal is on fall interventions and the use of bed alarms and the benefits of hourly rounding. The use of bed alarms can cause a mistrust among staff and of the patients in our care. Patients can feel mistrusted and confined to their beds with the use of these alarms. As nurses we can take on that leadership role to help our facilities strive away from the use of alarms and implement the use of hourly rounding. We able to improve the dignity of our patients and their well faire. We can help to get us the education that we need to understand how to properly hourly round on our patients. By doing this, we are building upon that trusting relationship with our patients. Ensuring that we are providing our patients with quality care is vital to their success in their health. Ensuring quality care is being provided is always a concern. There are rising concerns that poor quality care often results in harm to patients, but also an increase in healthcare costs (Agarwal et al. 2021). This is where focusing on the quality of care being provided is of great importance. Improving the care being given has been related to the lowering of health care and has been shown to decrease complications and the decrease in patient stay (Agarwal et al. 2021). By building upon a trusting relationship with our patients and ensuring that we are providing patient centered care, we can provide our patients with quality care. Increasing patient satisfaction with their care is how quality care can be given. By hourly rounding and increasing patient centered care, is how falls can be prevented. Falls lead to an increase in patient complications and increase in patient stay. This prolongs patients need for hospital care and increases healthcare costs. Patients are at risk for infections and further negative aspects the longer they are in the hospital. This is a financial aspect of care as patient falls leads to an increase in costs. By implementing hourly rounding, we can decrease the financial aspects of the healthcare system. We are able to prevent further injuries to our patients as well and improve patient care. Ensuring that patients are safety is how quality care can be ensured as well. A clinical aspect of the evidence-based practice can be due to staffing. As staffing in the healthcare system is short, being able to implement this intervention can be tough. As many are left short staffing, doubling up on patients is often occurring. At my place of work, this often occurs in order to meet the needs of the patients. Being able to purposefully hourly round can be a challenge in order to meet and care for all of the patients. As short staffing makes it difficult to meet the needs of the patients in a purposeful way. But the implementation of this intervention is crucial in the care and needs of the patients.

Agarwal, N., Youngerman, B., Kaakaji, W., Smith, G., McGregor, J. M., Powers, C. J., Guthikonda, B., Menger, R., Schirmer, C. M., Rosenow, J. M., Cozzens, J., & Kimmell, K. T. (2021). Optimizing Medical Care Via Practice Guidelines and Quality Improvement Initiatives. World Neurosurgery, 151, 375–379. https://doi-org.lopes.idm.oclc.org/10.1016/j.wneu.2021.02.013

Moncada, L., & Mire, L. G. (2017). Preventing Falls in Older Persons. American Family Physician, 96(4), 240–247. https://www.aafp.org/afp/2017/0815/p240.html