NUR-550 Literature Review – Resubmission NUR 590 Topic 1 Assignment

NUR 590 Topic 1 Assignment NUR-550 Literature Review – Resubmission

NUR-550 Literature Review – Resubmission NUR 590 Topic 1 Assignment Assessment Description

NUR-550 Literature Review – Resubmission NUR 590 Topic 1 Assignment Submit your literature review from NUR-550 for your NUR-590 instructor to review. If your NUR-550 instructor indicated areas for revision be sure to incorporate these improvements prior to submitting your paper for this assignment.

You will use the revised literature review for your final written paper in Topic, 8 detailing your evidence-based practice project proposal.

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NUR-590 Course Objectives

In this course, the learner will:

  1. Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies.
  2. Demonstrate understanding of scientific inquiry, knowledge generation,
    NUR 590 Topic 1 Assignment NUR-550 Literature Review – Resubmission
    NUR 590 Topic 1 Assignment NUR-550 Literature Review – Resubmission

    utilization, and dissemination in advanced nursing practice.

  3. Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes.
  4. Identify gaps in nursing knowledge and evidence-based practice that can potentially be resolved by planning and implementing a practice change project proposal.
  5. Evaluate health policy and advocacy issues for the purpose of improving health care outcomes.
  6. Propose quality improvement initiatives that advance the delivery of safe, high-quality health care.
  7. Design culturally appropriate clinical prevention interventions and population-based care that reduces risks, prevents disease, and promotes health and well-being
Optional: Grammarly

For additional information, the following is recommended:

Grammarly is an online writing assistance app that reviews written submissions and suggests context-specific corrections for grammar, spelling, word usage, wordiness, style, punctuation, and plagiarism. The reasoning for each suggested correction is provided, allowing users to make informed decisions about how to correct writing issues.

Grammarly can be installed as free browser extension, though Grammarly Premium requires an annual subscription. This subscription is not a GCU-required purchase.

NUR 590 Topic 2 DQ 1

Compare two organizational readiness tools. Identify the tool you selected and explain why it is most appropriate for assessing your organization.

The two organizational readiness tool that I had chosen are The Patient Assessment of Chronic Illness Care (PACIC) and the Organization Readiness Change Assessment (ORCA).  The organization’s readiness assessment for change is a crucial factor in the implementation phase of any given public health intervention (“Selecting A Tool”, n.d.). These tools can assist in evidenced-based practice (EBP) interventions. The Patient Assessment of Chronic Illness Care Questionnaire also known as PACIC is a tool that is used to make an evaluation of the perspective of the patient with regards to the receipt of patient care delivery in the 5 domains namely: activation, delivery system, goal setting, problem solving, and follow-up (Gensichen et al., 2011). PACIC tool can be used for conditions that incurable and illnesses that lasts for a prolonged period time. On the other hand, the ORCA tool has 4 main purposes: learning about the degree of motivation, assessment of organizational abilities, improvement of organizational capacities, and empowerment of organizations (Dearing, 2018).

 

The most appropriate tool for assessing my organization is the ORCA tool because it can help with identifying and monitoring of organizational strengths and weakness or an organization (“Organizational Readiness”, 2017).By using this tool in clinical settings which it was originally intended for, can help with providing support and success of EBP.

 

References

 

Dearing, J. (2018). Organizational readiness tools for global health intervention: A review. Frontiers In Public Health. https://doi.org/10.3389/fpubh.2018.00056

 

Gensichen J, Serras A, Paulitsch MA, Rosemann T, König J, Gerlach FM, Petersen JJ. (2011).The Patient Assessment of Chronic Illness Care questionnaire: Evaluation in patients with mental disorders in primary care. Community Ment Health J, 47(4):447-53. doi: 10.1007/s10597-010-9340-2.

 

“Organizational Readiness”. (2017). National Collaborating Centre for Methods and Tools. http://www.nccmt.ca/resources/search/187.

 

“Selecting A Tool”.(n.d.). National Collaborating Centre for Methods and Tools. https://www.nccmt.ca/knowledge-repositories/search/279

Organizational readiness assessments allow for change leaders and champions to assess key areas of organization structure, stability and culture in order to make an informed decision as to whether or not a change or improvement initiative is going to be successful, and the right intervention at the right time (HRSA, 2021). Upon comparison of two different examples of organizational readiness assessments designed for healthcare, there are certainly similarities but also differences that must be considered when selecting one that is right for a particular organization and initiative.

 

The Agency for Healthcare Research and Quality (AHRQ) has an evidence-based safety and teamwork communication program by the name of TeamSTEPPS. This evidence-based program has been around for 20 years, and is now an evidence-based intervention effective at improving perceptions of teamwork, communication and trust, as well as sound data supporting improved patient safety metrics in an organization (AHRQ, 2021). With this, a readiness assessment is highlighted as a key part of the process to ensure an organization is ready for TeamSTEPPS implementation. Utilizing the AHRQ TeamSTEPPS Readiness Assessment, areas of defined need, readiness for change in culture, time/resources/personnel, and sustainment of the change are assessed in a checklist format that is easy-to-use for any individual assessing whether or not this intervention is right for one’s organization (AHRQ, 2021).

 

Comparatively, the Maryland Healthcare Commission (2019) provides a tool for healthcare organizations interested in implementing a standardized telehealth program with aim to improve the safety, quality, fiscal stewardship and patient experience side of healthcare. The readiness assessment provided- includes core readiness, financial considerations, operations, staff engagement and patient readiness. Maryland Healthcare Commission highlights a toolkit they’ve created to guide the assessment of successful improvement of one’s healthcare system telehealth practices.

Advanced Nursing Research: From Theory to Practice

Tappan, R. M. (2016). Advanced nursing research: From theory to practice (2nd ed.). Jones & Bartlett Learning. ISBN-13: 9781284048308

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LopesWrite

Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.

Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539

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RefWorks and EndNote: RefWorks and EndNote Login

Manage your citations with the RefWorks tool, located on the GCU Library website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.).

Academic Integrity

Read the “About LopesWrite” and “Plagiarism” sections of the Academic Integrity page of the GCU website.

Discussion Forum Guidelines and Example

Review the “Discussion Forum Guidelines and Example” document for your weekly discussion forum participation.

Optional: ThinkingStorm

For additional information, the following is recommended:

ThinkingStorm is an online tutoring resource that provides flexible support to supplement traditional educational environments. The tutoring center is remotely accessible to GCU learners with a computer and an Internet connection and offers convenient hours for learners with busy schedules. ThinkingStorm tutoring includes a writing center that offers 24/7 submission-based writing support, as well as live writing support across the curriculum.

If you are interested in utilizing ThinkingStorm’s writing support, submit your documents chapter by chapter, rather than as a full manuscript.

To assist learners with thei

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APA Writing Style

APA Style is required for all writing assignments in this course, where indicated. Please prepare these assignments according to the APA Style Guide, located in the in the Student Success Center.

You may want to consider purchasing a copy of the APA style guide as this will be a useful resource throughout your program. NUR-550 Literature Review – Resubmission NUR 590 Topic 1 Assignment

University Policy Handbook

Read the Code of Conduct and Academic Standards section of the University Policy Handbook.

The Writing Process

View “The Writing Process” media presentation for information on how to strengthen your writing for future assignments.

Reading a Scientific Article

Read “Reading a Scientific Article,” located on the GCU Library website.

GCU Library: Persistent Links

Review “Persistent Links,” located on the GCU Library website, to learn how to locate persistent links for library articles, videos, etc.

Evidence-Based Practice Project Proposal –Assignment Overview

Learners are required to develop an evidence-based practice project proposal. The project begins in NUR-550 and culminates in NUR-590. The project will be completed in sections throughout both courses and culminate in NUR-590, during which the project elements are synthesized into a final written paper that details the evidence-based practice project proposal.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments. This document serves only to provide context for the overall project and how the assignments interact. Refer to each assignment in the classroom for the assignment criteria and rubric information.

Writing Center

Refer to the resources located in the Writing Center for PowerPoint guidelines, APA style, writing and library tutorials, and research and writing assistance.

Advanced Practice Nursing: Essential Knowledge for the Profession

DeNisco, S. M. (Ed.). (2021). Advanced practice nursing: Essential knowledge for the profession (4th ed.). Jones & Bartlett Learning. ISBN-13: 9781284176124

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GCU Library Research Guides: Citing Sources

Reference the “GCU Library Research Guides: Citing Sources” resource, located on the GCU Library website, for information on how to cite sources properly.

Evaluating Sources: What Is a “Scholarly” Source?

Read “Evaluating Sources: What Is a ‘Scholarly’ Source?” located on the GCU Library website.

APA Writing Checklist

Use the “APA Writing Checklist” to act as a checklist for each paper you will write throughout your GCU graduate program.

GCU Library: General Research Guide

Review the “General Research” guide, located on the GCU Library website.

Resources

Centre for Evidence Based Medicine: About Us

Read “About Us” page of the Centre for Evidence Based Medicine (CEBM) website.


Evidence Based Medicine

Explore the Evidence Based Medicine page of the University of Illinois Library of the Health Sciences website. Use this website as a resource for y

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Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study

Read “Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study,” by Wilson, Ice, Nakashima, Cox,

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Evidence-Based Practice Tutorial

Read the Evidence-Based Practice tutorial, located on the Duke University website.


Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice

Read Chapters 1-3 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.


A Leader’s Guide to Implementing Evidence-Based Practice: Lead the Way to Healthcare Quality and Safety

Read “A Leader’s Guide to Implementing Evidence-Based Practice: Lead the Way to Healthcare Quality and Safety,” by Tucker and Melnyk, from

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Evidence Based Medicine Toolkit

Explore the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and Saunders (2012), located on the University of Alberta website.

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Centre for Evidence Based Medicine: Resources

Explore the Resources page of the Centre for Evidence Based Medicine (CEBM) website.


Evaluation of a Nurse Practitioner-Led Project to Improve Communication and Collaboration in the Acute Care Setting

Read “Evaluation of a Nurse Practitioner-Led Project to Improve Communication and Collaboration in the Acute Care Setting,” by Austin, Powe

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Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice

Read “Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice,” by Nelson-Brant

… 


Advanced Nursing Research: From Theory to Practice

Read Chapters 1 and 2 in Advanced Nursing Research: From Theory to Practice.

TOPIC 1 DQ 1

Based on the PICOT you developed for NUR-550, summarize the intervention you are proposing. How does this support the population of focus, your setting, and role? Justify how the problem you selected to investigate is amenable to a research-based intervention using the PICOT format. Include your PICOT statement with your response.

Alzheimer’s patients were disproportionately affected by COVID-19 (Azarpazhooh, 2020; Wang, 2021). While there is a biologic/genetic component to the mortality rates (Wang et al., 2020), it is unknown whether the quarantine induced social isolation contributed to mortality rates. Since COVID-19 vaccines have high efficacy (CDC, 2021) and have increased the safety of the elderly in community settings, it has become more common for facilities to allow Alzheimer’s family member act as a caregiver and advocate.

The importance of family/friends to Alzheimer’s patients can not be denied. During the initial COVID-19 lock-downs of community settings and long-term care, dementia patients neuropsychiatric symptoms and confusion increased due to the dramatic change and loss of their loved ones (Boutoleau-Bretonnière,2020). Therefore, during the pandemic, caregivers were eventually allowed into the facilities for compassionate visitation. The question facing the community as it faces future pandemics and lock-downs, is how to keep the Alzheimer’s patients safe without the dramatic social isolation from their family caregivers. Therefore, like paid caregivers and medical staff, family caregivers should receive basic infection control training. The PICOT is defined by: NUR-550 Literature Review – Resubmission NUR 590 Topic 1 Assignment

Will educating Alzheimer’s’ caregivers in disease transmission control help reduce community acquired infections in Alzheimer’s patients living in community settings (i.e., long term care or assisted living) over a 3-month period?

Population: Alzheimer’s patients

Intervention: disease transmission education

Comparison: education complete versus not

Outcome: reduce community acquired infections (i.e. COVID-19, pneumonia, etc.)

Time period: 3 months

By educating family caregivers, it adds to the resources of the community settings. In the case of long-term care, the patient receives better care from their family member with staff support and reduces demands on staff time. This reduces staff stress and caseload while increasing the availability of staff to other patients.

Azarpazhooh, M. R., Amiri, A., Morovatdar, N., Steinwender, S., Rezaei Ardani, A., Yassi, N., Biller, J., Stranges, S., Tokazebani Belasi, M., Neya, S. K., Khorram, B., Sheikh Andalibi, M. S., Arsang-Jang, S., Mokhber, N., & Di Napoli, M. (2020). Correlations between COVID-19 and burden of dementia: An ecological study and review of literature. Journal of the Neurological Sciences416, 117013. https://doi.org/10.1016/j.jns.2020.117013

Boutoleau-Bretonnière, C., Pouclet-Courtemanche, H., Gillet, A., Bernard, A., Deruet, A., Gouraud, I., Mazoue, A., Lamy, E., Rocher, L., Kapogiannis, D., El Haj, M. (2020). The effects of confinement on neuropsychiatric symptoms in Alzheimer’s disease during the COVID-19 crisis. Journal of Alzheimer’s Disease. 76(1):41-47. doi: 10.3233/JAD-200604. PMID: 32568211.

Wang Q., Davis P., Gurney M., Xu, R. (2021) COVID‐19 and dementia: Analyses of risk, disparity, and outcomes from electronic health records in the US. Alzheimer’s Dementia, 2021, 1– 10. https://doi.org/10.1002/alz.12296

TOPIC 1 DQ 2 

Explain the importance of a “spirit of inquiry” in an evidence-based culture and what you can do as an advanced registered nurse to encourage this within your practice or organization. In response to your peers, compare the role and implementation of EBP in your specialty area with another advanced registered nurse specialty.

Evidence-based practice for nursing is driven by the influence and motivation to seek more information that would support interventions and practice. The spirit of inquiry is the term given to this motivation as nurses continue to question current practices and knowledge for evidence-based practice. Without it, research would go stale and would not produce any change that could significantly increase positive outcomes in health care or practice. Evidence-based culture is dependent on those who nurses who seek to explore more possibility in practice, patient care and health knowledge so that health care not only constantly improving but also evolving to meet changes in health demands and technologies. Advanced registered nurses can encourage inquiry in their respective areas of practice where they feel that although there is good outcomes, better ones can be produced with a change in evidence-based practice. This would require extensive research which those advanced nurses must have the motivation to thoroughly examine through the evidence-based research process. Giving opportunity to make changes to how they practice and how it affects the patients will produce professional rewarding as well as personal ones too which is why nudging and leading other nurses to participate in change can greatly improve patient outcomes from interventions (Arzouman, 2015).

Nurse Informaticists utilize evidence-based communication and technology integration techniques so that patient care and information systems are beneficial to all parties involved. Utilization of nursing experience in order to enhance communication or health records can streamline patient care so that efficiency can reach maximum potential. Leadership is also important to nursing informatics and communication when implementing evidence-based practice interventions. Having knowledge of communication barriers and having implementing creativity in overcoming them provides valuable resources to patient care and health (Farokhzadian, Jouparineiad, Fatehi & Falahati-Marvast, 2021).

References:

Arzouman, J. (2015). Evidence-Based Practice: Share the Spirit of Inquiry. MEDSURG Nursing, 24(4), 209–211.

Farokhzadian, J., Jouparinejad, S., Fatehi, F., & Falahati-Marvast, F. (2021). Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program. BMC Nursing, 20(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12912-021-00599-y