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NURS 4105 – Advocacy Through Healthcare Policy Course Guide & Examples

NURS 4105 – Advocacy Through Healthcare Policy Course Guide & Examples

NURS 4105 – Advocacy Through Healthcare Policy Course (5 credits)

• HP4001 Policy and the Role of the Nurse
  • Analyze the role of the nurse as a force that shapes policy.
• HP4002 U.S. Healthcare System
  • Demonstrate an understanding of the U.S. healthcare system.
• HP4003 Social Determinants of Health
  • Analyze healthcare policy and social determinants of health and how they impact health disparities.
• HP4004 Evaluating Health Policy
  • Evaluate federal, state, and local policies on healthcare.
• HP4005 Advocacy for Policy Change
  • Recommend policy change to advocate for positive patient outcomes.

Walden University Essays – NURS 4105 Advocacy Through Health Care Policy

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Walden University Essays – NURS 4105 Advocacy Through Health Care Policy Course Readings

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Allegretto, S., & Michelson, D. (2014). Looking at variation through a quality lens. Healthcare financial management, 68(12), 42-49.

American Nurses Association. (2015). Nursing: Scope & standards of practice. Silver Spring, MD: American Nurses Association.

Fowler, M. M., & American Nurses, A. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements : Development, Interpretation, and Application. Silver Spring, Maryland: American Nurses Association.

Fowler, M.D., & American Nurses Association. (2015b). Guide to nursing’s social policy statement: Understanding the profession! From social contract to social covenant. Silver Spring, MD: American Nurses Association.

Glen, P. (2013). Health care and the illegal immigrant. Health matrix: journal of law medicine, 23(1), 197-236.

Lang, K. P., Veazey-Morris, K., Berlin, K. S., & Andrasik, F. (2016). Factors Affecting Health Care Utilization in OEF/OIF Veterans: The Impact of PTSD and Pain. Military medicine, 181(1), 50-55. 

Pope, J. E., Padula, E., & Wallace-Dooley, D. (2015). Improving Ourselves for the Sake of Others: Our Baldrige Journey. Frontiers of health services management, 32(1), 3-16.

Stevens, K. R. (2013). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. Online journal of issues in nursing, 18(2), 1. 

Watson, J. (2014). Young African American males: Barriers to access to health care. Journal of human behavior in the social environment, 24(8), 1004-1009.

NURS 4105 HP4001 Module 2 Pre-Assessment: Nursing Code of Ethics: Respect, Advocacy, and Equal Access to Healthcare

Analyze the Role of the Nurse as a Force That Shapes Policy

Nurses play a crucial role in shaping healthcare policy through their advocacy, ethical practice, and commitment to equitable patient care. This analysis will explore how nurses influence policy and the specific aspects of the nursing code of ethics that guide their advocacy efforts.

Nursing Code of Ethics: Provisions and Advocacy

The Nursing Code of Ethics, established by the American Nurses Association (ANA), comprises nine provisions that serve as a fundamental guide for nurses in their professional practice. These provisions emphasize respect for human dignity, patient relationships, the nature of health, the right to self-determination, and professional relationships. By adhering to these principles, nurses ensure they perform their duties without prejudice, judgment, or discrimination (ANA, 2015).

Respect for Human Dignity (Provision 1):

Nurses respect the inherent dignity, worth, and unique attributes of every person. This principle ensures that all patients receive fair and respectful treatment, regardless of their background or circumstances (ANA, 2015).

Relationships with Patients and Others (Provision 2):

Nurses establish caring and respectful relationships with patients and collaborate with colleagues to provide quality care. This collaborative approach helps in advocating for patients’ needs and rights within the healthcare system (ANA, 2015).

The Nature of Health (Provision 3):

Recognizing the broad determinants of health, nurses advocate for social and economic conditions that promote health, wellness, and access to care for all (ANA, 2015).

The Right to Self-Determination (Provision 4):

Nurses support patients’ autonomy and their right to make informed decisions about their own health care, which is fundamental in advocating for patient-centered policies (ANA, 2015).

Advocacy and Policy Involvement (Provision 8):

Nurses collaborate with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities (ANA, 2015).

Access to Health Policy

One of the critical areas where nurses influence policy is in advocating for equal access to healthcare. Nurses believe that all individuals should have access to the same quality of medical treatment. This commitment is reflected in their support for policies that ensure vulnerable populations receive adequate care and access to necessary services. These services include mental health treatments, substance abuse programs, family planning, and safe environments for all patients (Fowler, 2015).

Historical Context and Ongoing Advocacy

Historically, nurses have been at the forefront of advocating for marginalized populations. According to Fowler’s guide to the nursing social policy statement, “In the 1800s, issues of the position of African-Americans and women surfaced—and persist. Society did not, then, have an awareness of the ways in which older adults, persons with disabilities, some immigrants were disadvantaged by the status quo. That awareness would not dawn until some decades later” (Fowler, 2015, p. 21). This statement highlights the historical challenges faced by minorities and women in accessing healthcare. Nurses took on the challenge of advocating for these groups, striving to ensure they received proper care.

Modern Advocacy

In contemporary society, nurses continue to play a vital role in advocating for equitable healthcare access. They work to ensure that all patients, regardless of their ability to speak up for themselves, receive the care they need. Nursing teams are at the forefront of policy advocacy, working with lawmakers, healthcare organizations, and communities to create and implement policies that support equal access to healthcare services (Fowler, 2015).

Conclusion

Nurses are instrumental in shaping healthcare policy through their advocacy, ethical practice, and commitment to equitable patient care. By adhering to the Nursing Code of Ethics, they ensure that all patients are treated with dignity and respect and have access to the necessary healthcare services. Their ongoing advocacy efforts continue to drive policy changes that promote health equity and protect the rights of vulnerable populations.

References

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. American Nurses Association.

Fowler, M. D. M. (2015). Guide to the code of ethics for nurses with interpretive statements: Development, interpretation, and application (2nd ed.). American Nurses Association.

NURS 4105 HP4001 Module 1 Pre-Assessment: Nurses’ Unique Position in Policy Challenges

Prompt 1: Unique Position of Nurses in Challenging Policy Situations

Nurses have a tremendous advantage in the political process, given the public’s overall respect for the profession and nurses’ expertise in healthcare. Year after year, nursing is voted as the most “ethical” profession by Gallup polls, and the average person perceives nurses as altruistic, caring, and intelligent. Describe two key reasons that nurses are uniquely positioned to take the lead in challenging policy situations.

Response:

Direct Patient Care Insight:

Nurses are the primary providers of direct patient care, making them acutely aware of the practical implications of healthcare policies. Their frontline experience allows them to identify gaps and inefficiencies in existing policies that administrators or policymakers may overlook (Abood, 2007). For instance, a nurse working in an emergency department can highlight the impact of understaffing on patient outcomes and advocate for policies that address nurse-to-patient ratios. This firsthand knowledge positions nurses to propose evidence-based policy changes that enhance the quality of care and improve patient safety.

In-depth Understanding of Healthcare Systems:

Nurses possess a comprehensive understanding of healthcare systems, from patient care protocols to administrative processes. This expertise enables them to evaluate which policies effectively support patient care and which need improvement (American Nurses Association, 2015). Nurses can advocate for policy changes by presenting data and real-life scenarios that illustrate the need for reforms. For example, a nurse who recognizes the shortcomings of discharge procedures might advocate for policies that ensure better patient education and follow-up care, reducing readmission rates and improving overall health outcomes.

Prompt 2: Policy-Making Skill Set and Patient Quality and Safety

Nurses understand that healthcare policy has important implications for patient quality and safety. Analyze how having a policy-making skill set, such as being able to write, review, and debate policies, leads to improvements in patient quality and safety.

Response:

Having a policy-making skill set equips nurses to influence the creation of effective and practical healthcare policies. The ability to write policies ensures that they are clear, comprehensive, and tailored to meet patient needs. Reviewing policies allows nurses to critically assess their impact, identify potential weaknesses, and suggest modifications based on clinical evidence and patient outcomes (Milstead & Short, 2019). Debating policies fosters a collaborative environment where nurses can advocate for patient-centric approaches, ensuring that policies prioritize patient safety and quality care.

For example, a nurse involved in policy-making can help draft protocols for infection control, drawing from their clinical experience to ensure the procedures are both effective and feasible. By reviewing these policies regularly, nurses can update them based on the latest evidence and feedback from frontline staff. During policy debates, nurses can argue for the allocation of resources towards initiatives that directly impact patient safety, such as improved hand hygiene practices or enhanced training programs for healthcare workers.

Prompt 3: Nurse’s Role in Policy Development/Modification

Involvement in healthcare policy is a natural extension of the nurse’s role as an advocate. Many opportunities exist for nurses to become involved in the policy process. Analyze the role of the nurse and how they might become an active participant in policy development/modification in at least two different aspects. For example, examine how a nurse can affect positive change in policy within their facility, and also think about a way that a nurse can be part of the policy-making process at the state or national level.

Response:

Facility-Level Policy Development:

Within their own healthcare facilities, nurses can play a pivotal role in policy development by participating in committees or task forces dedicated to improving patient care standards. For example, a nurse might join a quality improvement committee that reviews and revises clinical guidelines to enhance patient safety. By contributing their clinical insights and experiences, nurses can help shape policies that are both practical and effective (IOM, 2011). They can also lead initiatives such as implementing new protocols for pain management or patient discharge planning, ensuring these policies are grounded in real-world practice and focused on improving patient outcomes.

State or National Level Policy-Making:

At the state or national level, nurses can influence healthcare policy by joining professional organizations, such as the American Nurses Association (ANA), which advocate for nursing and healthcare issues. Nurses can participate in lobbying efforts, engage with legislators, and provide testimony on healthcare bills (Abood, 2007). For instance, a nurse might work with a state nursing association to advocate for legislation that mandates safe staffing ratios in hospitals. By using their clinical expertise and patient advocacy skills, nurses can help shape policies that ensure a safer and more effective healthcare system.

In both scenarios, nurses leverage their unique position and expertise to advocate for policies that improve patient care and safety. Their active involvement in policy development and modification ensures that healthcare policies are informed by practical, frontline experiences and are aligned with the best interests of patients and the nursing profession.

References

Abood, S. (2007). Influencing health care in the legislative arena. The Online Journal of Issues in Nursing, 12(1). Retrieved from https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No1Jan07/ArticlePreviousTopic/tpc26_416073.html

American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: American Nurses Association.

Institute of Medicine (IOM). (2011). The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press.

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

NURS 4105 HP4001 Module 3 Pre-Assessment Analysis: Ethics and Social Justice in Policy Making Discussion

Prompt 1: Ethical Principles in Policy Practices

Key Concept from the Nurses Code of Ethics

Every day, nurses apply ethical principles in each step of the policy process as they follow the best evidence-based practice guidelines available. Nurses’ policy practices are driven by caring, respect, openness, and honesty. Analyze one key concept in the Nurses Code of Ethics that nurses can utilize while involved in healthcare policy activities.

Provision 3: Advocacy for Patient Rights, Health, and Safety

Provision 3 of the Nurses Code of Ethics is a crucial concept that nurses can employ when participating in healthcare policy endeavors. The nurse assumes the responsibility of promoting, advocating for, and safeguarding the patient’s rights, health, and safety. The specifics of this provision play a crucial role in the formulation and modification of healthcare policies. It is imperative to consistently prioritize the welfare of the patient.

Provision 3 of the Nurses Code of Ethics states that nurses have a responsibility to promote, advocate for, and protect the rights, health, and safety of patients (American Nurses Association [ANA], 2015). This provision is essential in healthcare policy activities as it ensures that nurses remain patient-centered in their policy-making efforts. Nurses bring their firsthand experiences and understanding of patient care to the table, which is crucial for formulating policies that truly meet patient needs.

Role in Policy Process

1. Promotion: Nurses use their knowledge and experience to influence healthcare policies that promote better health outcomes. By participating in policy discussions and committees, nurses ensure that the patient’s voice is heard and considered in policy formulation (ANA, 2015).
2. Advocacy: Nurses advocate for patient rights by pushing for policies that protect patient privacy, ensure informed consent, and promote access to care. They work to dismantle barriers to healthcare, such as discrimination and socio-economic factors, ensuring equitable treatment for all patients (ANA, 2015).
3. Protection: Nurses play a crucial role in safeguarding patient safety by advocating for policies that maintain high standards of care, ensure adequate staffing levels, and promote safe working conditions. They contribute to policies that prevent medical errors and enhance patient safety protocols (ANA, 2015).

By adhering to Provision 3, nurses ensure that healthcare policies remain focused on patient welfare, thus enhancing the overall quality and safety of the healthcare system.

Prompt 2: Nurses’ Social Contract and Policy Involvement

The essence of the nursing profession is both valued within a society and uniquely accountable to that society. This is considered to be the profession’s social contract. Using the American Nursing Association website, first identify a current healthcare policy that nurses are involved in at the local, state, or national level. Second, using Fowler’s Guide to Nursing’s Social Policy Statement: Understanding the Profession from Social Contract to Social Covenant, pp. 19-20, analyze how the nurses’ social contract is being upheld within that policy.

Selected Policy: ANA Policy on Care Coordination and the Role of Registered Nurses

Policy Overview

The ANA policy on care coordination emphasizes the critical role registered nurses play in coordinating patient care across various settings. It advocates for recognizing the professional standard of patient-centered care coordination and ensuring nurses are appropriately compensated for their contributions (American Nurses Association [ANA], 2012).

Nurses’ Social Contract and Care Coordination

Social Contract Elements:

• Responsibility to Society: The nursing profession is committed to serving society by ensuring the health and well-being of individuals. This social contract involves a mutual understanding where society values the nursing profession, and nurses uphold their duties by providing high-quality care and advocating for patient needs (Fowler, 2015).
• Accountability: Nurses are accountable to society for maintaining professional standards and ethical practices. This involves continual education, adherence to best practices, and active participation in policy-making to enhance healthcare systems (Fowler, 2015).

Analysis of the Social Contract in the Policy Context

• Holistic Care Approach: The policy emphasizes the holistic care approach, which aligns with the nurses’ social contract by ensuring that care is patient-centered and considers all aspects of a patient’s well-being. Nurses coordinate with various healthcare professionals to provide comprehensive care, reflecting their commitment to society’s health needs (ANA, 2012).
• Advocacy for Fair Compensation: The policy advocates for equitable compensation for nurses, acknowledging their essential role in care coordination. This aligns with the social contract by recognizing the value nurses bring to the healthcare system and ensuring they are rewarded fairly, which in turn, sustains their ability to serve society effectively (ANA, 2012).
• Ensuring Quality and Safety: The policy’s focus on using evidence-based care coordination measures ensures high standards of care. Nurses’ involvement in developing and implementing these measures ensures that patient safety and quality of care are prioritized, upholding the profession’s accountability to society (ANA, 2012).
• Professional Development: The policy encourages the continuous evaluation and communication of nurses’ contributions to care coordination. This supports the social contract by promoting professional growth and ensuring that nurses are equipped to meet evolving healthcare challenges (ANA, 2012).

By supporting the ANA Policy on Care Coordination, nurses fulfill their social contract by enhancing patient care quality, advocating for their professional role, and ensuring that healthcare policies are designed with the patient’s best interest in mind. This policy exemplifies how nurses uphold their responsibilities to society while striving for professional integrity and excellence in healthcare delivery.

References

American Nurses Association. (2012). Care coordination and the role of the registered nurse. https://www.nursingworld.org/~4ae219/globalassets/docs/ana/ethics/carcoordination-principles-position.pdf

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/coe-view-only/

Fowler, M. D. M. (2015). Guide to nursing’s social policy statement: Understanding the profession from social contract to social covenant. American Nurses Association.

NURS 4105 HP4002 Module 1 Pre-Assessment: Understanding the Elements of the U.S Healthcare System

1. Provide an overview of the basic elements that make up the U.S. Healthcare System as well as a description of the functions of each element.

The U.S. healthcare system comprises several key elements, each with distinct functions that together create a comprehensive structure for delivering health services. The primary elements include insurance, financing, delivery, and payment.

Insurance plays a critical role in ensuring that individuals have coverage for healthcare services in the event of illness or injury. It spreads financial risk among a larger group, making healthcare costs more predictable and affordable. Insurance also standardizes healthcare provisions to ensure non-discriminatory access to necessary services. Additionally, it safeguards patients from potential exploitation by healthcare providers through regulated practices and agreed-upon rates for services (Shi & Singh, 2019).

Financing involves the mobilization of resources necessary to support the operations of the healthcare system. This includes government funding, private investments, and contributions from employers and individuals. Effective financing ensures that resources are allocated efficiently to various sectors within the healthcare system, including public health, hospital services, and research. Sustainable financing strategies are crucial to maintaining the continuous inflow of funds required to meet the demands of healthcare delivery (Shi & Singh, 2019).

The delivery element forms the core of the healthcare system, where actual healthcare services are provided. This encompasses preventive care, diagnostics, treatment, rehabilitation, and palliative care. Delivery also involves health promotion activities and education, offering information to the public about healthy lifestyles and disease prevention. Moreover, this element includes scientific research aimed at improving healthcare practices, developing new treatments, and enhancing the overall quality of care (Shi & Singh, 2019).

Payment mechanisms ensure that healthcare providers receive reimbursement for their services. This includes payments from insurance companies, government programs such as Medicare and Medicaid, and out-of-pocket payments by patients. Payment systems often incorporate incentive measures to encourage high-quality care and efficient service delivery, such as pay-for-performance models and bundled payments. Additionally, managing contracts with various stakeholders, including healthcare providers, insurers, and employers, ensures compliance with agreed terms and conditions (Shi & Singh, 2019).

In conclusion, the U.S. healthcare system is a complex network of interrelated elements, each playing a crucial role in ensuring that healthcare services remain accessible, affordable, and of high quality. Understanding these elements and their functions is essential for navigating and improving the healthcare landscape.

References

Shi, L., & Singh, D. A. (2019). Essentials of the U.S. Health Care System (5th ed.). Jones & Bartlett Learning.

NURS 4105 HP4002 Module 2 Pre-Assessment: Understanding the Patient Protection and Affordable Care Act

Prompt 1: Provide an overview of the Patient Protection and Affordable Care Act (PPACA) of 2010

The Patient Protection and Affordable Care Act (PPACA), commonly known as the Affordable Care Act (ACA) or “Obamacare,” was signed into law by President Barack Obama on March 23, 2010. The ACA represents a significant overhaul of the U.S. healthcare system, with the primary goal of increasing health insurance coverage and reducing the overall costs of healthcare.

Key Provisions of the ACA:

• Individual Mandate: The ACA initially required all Americans to have health insurance or pay a penalty. This mandate was designed to ensure a broad insurance pool, balancing costs across healthy and sick individuals.
• Insurance Marketplaces: The establishment of state-based or federal health insurance exchanges where individuals and small businesses could compare and purchase insurance plans. These marketplaces offer subsidies to lower-income individuals to make coverage more affordable.
• Medicaid Expansion: The ACA expanded Medicaid eligibility to individuals and families with incomes up to 138% of the federal poverty level, significantly increasing the number of people covered by Medicaid. However, this expansion was made optional for states by a Supreme Court ruling.
• Pre-existing Conditions: Insurers are prohibited from denying coverage or charging higher premiums based on pre-existing conditions, ensuring that individuals with chronic or serious health conditions have access to affordable insurance.
• Essential Health Benefits: The ACA requires all insurance plans to cover a set of essential health benefits, including hospitalization, prescription drugs, maternity and newborn care, mental health services, and preventive services.
• Dependent Coverage: Young adults can remain on their parents’ insurance plans until the age of 26, providing an extended safety net for individuals in their early careers or still in school.
• Preventive Services: The ACA mandates that insurance plans cover certain preventive services without cost-sharing, such as vaccinations, screenings, and contraceptive services.
• Employer Mandate: Employers with 50 or more full-time employees must offer health insurance that meets certain standards or face penalties, ensuring that more workers have access to health coverage through their jobs.

Prompt 2: Describe challenges and attempted reforms and repeals of the PPACA

Since its enactment, the ACA has faced numerous challenges and attempts at reform and repeal from various stakeholders, including political opponents, state governments, and segments of the public.

Challenges:

• Political Opposition: The ACA faced strong opposition from the Republican Party, which viewed the law as an overreach of federal authority and criticized it for increasing government spending and regulation.
• Legal Challenges: The ACA has been the subject of multiple legal challenges. In 2012, the Supreme Court upheld the individual mandate as a constitutional exercise of Congress’s taxing power. However, the Court also ruled that Medicaid expansion was optional for states, leading to uneven implementation across the country.
• Insurance Market Stability: Some insurers struggled to remain profitable in the ACA marketplaces, leading to higher premiums and reduced plan availability in some areas. This instability was partly due to an initial underestimation of the health needs of enrollees and insufficient participation from younger, healthier individuals.
• Affordability Issues: Despite subsidies, many individuals still found insurance premiums and out-of-pocket costs to be burdensome. High deductibles and copayments have led to concerns about the actual affordability of coverage.

Attempted Reforms and Repeals:

• Repeal Efforts: Since the ACA’s passage, there have been numerous attempts to repeal or replace it, particularly during the Republican-controlled Congress from 2011 to 2019. The most notable attempt was the American Health Care Act (AHCA) in 2017, which sought to dismantle key ACA provisions. The AHCA passed the House of Representatives but failed in the Senate.
• Individual Mandate Repeal: In 2017, as part of the Tax Cuts and Jobs Act, Congress effectively repealed the individual mandate by reducing the penalty for not having insurance to zero, starting in 2019. This move raised concerns about the potential increase in uninsured rates and higher premiums due to a less balanced insurance pool.
• State-level Innovations: Some states have sought to innovate within the framework of the ACA. For instance, states like California and New York have implemented additional subsidies and state-based individual mandates to bolster coverage. Other states have pursued waivers to experiment with different models of care and coverage.
• Executive Actions: The Trump administration took various executive actions to undermine the ACA, including expanding short-term, limited-duration insurance plans that do not meet ACA standards and cutting funding for outreach and enrollment efforts.

Despite these challenges and attempts at reform and repeal, the ACA has succeeded in significantly reducing the uninsured rate in the U.S., expanding access to healthcare, and establishing consumer protections. The future of the ACA continues to be a dynamic and politically charged issue, with ongoing debates about how to best achieve affordable and comprehensive healthcare for all Americans.

NURS 4105 HP4003: Social Determinants of Health: Addressing Healthcare Disparities for Low-Income Communities: A Comprehensive Analysis

Introduction

Healthcare policies are instrumental in shaping the health outcomes of populations, particularly those most vulnerable. In examining the intricate interplay between healthcare policy and social determinants of health, it becomes increasingly apparent that disparities in access to care significantly impact low-income communities. According to Smith (2019), social determinants of health encompass a range of factors, including economic status, educational attainment, and community resources, which collectively influence health outcomes and healthcare utilization patterns. These disparities are particularly pronounced in low-income communities, where residents often face systemic barriers to accessing essential healthcare services. Therefore, understanding the implications of healthcare policy on social determinants of health is paramount in addressing health disparities and promoting health equity.

Impact of Social Determinants of Health

Economic Status

Economic disparities serve as a significant barrier to healthcare access in low-income communities. Adams et al. (2018) highlight that individuals facing financial constraints may struggle to afford health insurance premiums, copayments, and deductibles, leading to delayed or forgone medical care. For instance, studies have shown that low-income households are more likely to report skipping necessary medical appointments or prescriptions due to cost concerns (Brown & Williams, 2020). Furthermore, economic instability can exacerbate health inequities by limiting access to nutritious food, safe housing, and transportation, all of which are essential determinants of health.

Education Level

Limited educational opportunities contribute to disparities in health outcomes by hindering individuals’ health literacy and awareness of available healthcare resources. Robinson & Patel (2019) emphasize that individuals with lower levels of education may struggle to navigate complex healthcare systems, understand medical instructions, or advocate for their health needs effectively. For example, research suggests that individuals with limited health literacy are less likely to engage in preventive health behaviors, such as regular screenings and vaccinations, leading to higher rates of preventable diseases (Garcia & Martinez, 2021). Therefore, addressing educational disparities is crucial for empowering individuals to make informed healthcare decisions and improve health outcomes.

Access to Healthcare

Geographic barriers, transportation limitations, and inadequate healthcare infrastructure further exacerbate disparities in accessing healthcare services among low-income communities. Turner & Clark (2018) note that rural and urban areas with high concentrations of poverty often lack sufficient healthcare facilities, specialists, and essential medical services, forcing residents to travel long distances to access care. Moreover, limited public transportation options and high transportation costs can pose additional challenges for individuals seeking medical treatment, particularly those with chronic conditions or disabilities (Johnson, 2017). Consequently, efforts to improve healthcare access must address not only the availability of services but also the affordability and accessibility of transportation options.

Policy Implications

Recent healthcare policy initiatives, particularly in response to the COVID-19 pandemic, have sought to address disparities in access to care among low-income communities. For example, Adams & White (2021) highlight the expansion of telehealth services as a critical policy intervention to improve healthcare access, particularly for individuals residing in remote or underserved areas. Telehealth platforms enable patients to consult healthcare providers virtually, reducing barriers related to transportation, distance, and time constraints. Additionally, legislative measures have been implemented to ensure equitable access to COVID-19 testing, treatment, and vaccines, regardless of individuals’ socioeconomic status or insurance coverage (Smith et al., 2020). These policy interventions not only mitigate immediate health risks but also lay the groundwork for addressing longstanding disparities in healthcare access and outcomes.

Conclusion

In conclusion, healthcare policies play a pivotal role in shaping health outcomes and addressing disparities in access to care among low-income communities. By recognizing and addressing the social determinants of health, including economic status, educational attainment, and access to healthcare, policymakers can enact targeted interventions to promote health equity and improve health outcomes for all individuals. However, achieving meaningful change requires a multifaceted approach that addresses the root causes of health disparities and prioritizes the needs of underserved populations. Therefore, ongoing advocacy, research, and policy development are essential to advancing health equity and ensuring that every individual has access to quality healthcare, regardless of their socioeconomic status.

References

Adams, J., & White, C. (2021). Addressing healthcare disparities: The role of policy interventions. Journal of Health Policy and Management, 15(3), 102-115.

Adams, S., et al. (2018). Economic barriers to healthcare access in low-income communities. Journal of Public Health Economics, 25(2), 67-82.

Brown, R., & Williams, L. (2020). Transportation challenges and healthcare access in underserved communities. Health Services Research Journal, 18(4), 221-235.

Garcia, M., & Martinez, K. (2021). Improving health literacy in low-income communities: A policy perspective. Health Policy Review, 30(1), 45-58.

Johnson, P. (2017). Economic disparities and healthcare utilization patterns. Healthcare Policy Analysis, 20(3), 145-159.

Robinson, E., & Patel, N. (2019). Education and healthcare access: Bridging the gap in underserved communities. Journal of Community Health, 28(1), 55-68.

Smith, D. (2019). Healthcare policy implications for low-income communities: A critical review. Health Policy and Management Review, 24(4), 189-203.

Smith, M., et al. (2020). Telehealth expansion: Addressing disparities in access to care. Journal of Telemedicine and Telehealth, 10(2), 78-92.

Turner, J., & Clark, S. (2018). Geographic disparities in healthcare access: A spatial analysis. Health Geography Journal, 22(3), 110-125.

NURS 4105 HP4003: Social Determinants of Health Disparities Paper:  Addressing Health Disparities in Rural Northeast Georgia

Introduction

Living in the rural northeast part of Georgia offers a picturesque landscape, but it comes with challenges related to healthcare access and delivery due to various social determinants of health. This paper analyzes the impact of healthcare policy and social determinants of health on health disparities within our community.

Healthcare Access Barriers

One significant barrier to healthcare access in our community is the geographical landscape, characterized by treacherous winding mountain roads. This geographical challenge hinders access to specialized healthcare services and emergency rooms, particularly affecting the elderly population’s ability to reach healthcare facilities. According to national statistical analysis, Georgia ranks fourth in the nation for non-interstate fatalities, with 594 lives lost on rural roads (Study Finds S.C., Ga. Rural Traffic Deaths among Highest in U.S., 2022). The fear of navigating these dangerous roads influences patients’ decisions regarding seeking healthcare, impacting their health outcomes.

Financial Constraints

Limited funding further exacerbates healthcare disparities in our community. Due to our smaller population size, state funds and grants are proportionally distributed, resulting in reduced resources for public services like transportation, which is crucial for the aging population. Additionally, our rural emergency rooms face challenges such as limited supplies, outdated technology, and delayed care due to transportation issues. This lack of resources and staffing constraints hinder our county’s ability to provide adequate healthcare services to the community.

State Health Gap Initiatives

Georgia acknowledges various health gap issues, including lack of insurance coverage, opioid abuse, unmet mental health needs, and financial strain on rural hospitals. To address these gaps, state lawmakers implemented measures such as increasing tobacco product prices to generate additional funds for healthcare initiatives (Harker, 2018). Furthermore, local hospitals, like Northeast Georgia Medical Center, have taken proactive steps to address healthcare disparities. For instance, recognizing the delay in administering whole blood due to rural topography, the hospital initiated a pilot program to transport specialized ambulances carrying whole blood products to improve patient outcomes (accessWDUN & Moore, 2023).

Conclusion

In conclusion, healthcare policy and social determinants of health significantly impact health disparities in rural northeast Georgia. Addressing these disparities requires collaborative efforts from policymakers, healthcare institutions, and the community to overcome barriers to access, financial constraints, and resource limitations. By implementing evidence-based programs and initiatives tailored to the needs of our community, we can work towards achieving health equity for all residents.

NURS 4105 HP4003: Social Determinants of Health: Proper Care for Elderly Patients

Case Study Assessment Response

Healthcare policies and social determinants of health play a crucial role in shaping health outcomes, especially for vulnerable populations like elderly patients. In the case of Maria, a comprehensive understanding of her social context and care environment is essential for providing proper care and ensuring positive health outcomes.

One key aspect to consider is the support system available to Maria at home. Questions regarding who assists her with daily activities such as medication management, cooking, and transportation to medical appointments are pivotal. Additionally, exploring the presence of a caregiver and their capabilities is crucial in assessing Maria’s ability to maintain her health at home.

Moreover, considering Maria’s cognitive abilities is imperative to ensure her understanding of her care plan. Utilizing interpreters when necessary and evaluating her comprehension of healthcare instructions can prevent misunderstandings and improve adherence to treatment regimens.

Furthermore, examining Maria’s living conditions, insurance coverage, and access to pharmacies and healthcare services are vital. Assessing the adequacy of her transportation options and the availability of follow-up care in her small town setting is essential for continuity of care.

In summary, by analyzing healthcare policies and social determinants of health in Maria’s case, nurses can identify potential disparities and develop tailored care plans to address her needs effectively. Advocating for comprehensive assessment protocols and access to supportive services is crucial in promoting optimal health outcomes for elderly patients like Maria.

NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Assignment

Assignment Prompts Descriptions:

1. Find and evaluate evidence-based practice literature pertaining to your selected policy. You’ll need at least two current, scholarly articles that pertain to the policy you selected. These resources will be cited and used within each of the sections of your brochure. { Document #1 : 1 page in paragraph style}
2. What are the barriers to implementing the policy? If it has already been implemented, what are the barriers to modifying the policy?
3. Based on what you’ve learned, do you support the policy or want to see it changed? Why? What changes do you recommend to the policy? What can nurses do to support or change the policy? (Document #2 includes question # 2 and 3 in essay paragraph style)
4. Using the policy brochure template, create a policy brochure to hang in a staff lounge bulletin board. It should be one page and use colors, graphics, and any other visual aids that applies. Your brochure should include each of the following sections/topics:
5.  
   1. Select a policy at the institutional, local, state, or federal level (or your country of origin) that affects you and/or your workplace. For example, it may be a policy that you have observed in your current clinical setting or one that you have read about in a professional journal or newspaper. Give a brief overview of the policy. What is the overall impact of the policy in healthcare? How does the policy impact you and/or your workplace?
   2. Determine how nurses or other healthcare professionals view the policy. You can do this by talking with fellow nurses, observing staff putting the policy into action, or locating readings that discuss how the policy has been received.
   3. Find and evaluate evidence-based practice literature pertaining to your selected policy. You’ll need at least two current, scholarly articles that pertain to the policy you selected. These resources will be cited and used within each of the sections of your brochure.
   4. What are the barriers to implementing the policy? If it has already been implemented, what are the barriers to modifying the policy?
   5. Based on what you’ve learned, do you support the policy or want to see it changed? Why? What changes do you recommend to the policy? What can nurses do to support or change the policy?

Support each of your responses with scholarly resources, as needed.

Brochure Template

What Is the Policy?

• Describe the policy. Describe the overall impact of the policy both holistically and within your facility.

Evidence that supports the policy

• List and explain the evidence that supports the policy.
• Source 1
• Source 2
• Source 3

What Do Nurses Have to Say?

• Explain why nurses either support the policy or why they do not support it.

“USE QUOTES TO ADD INTEREST”
 —Very smart customer

What Are the Barriers to Implementation?

• List the difficulties in implementing the policy. If the policy has already been implemented, list the barriers to change.

Why You Should Support the Policy (or not)

• Explain why colleagues should either support the policy or work to change it.

NURS 4105 HP4005 Advocacy for Policy Change: Advocating Policy Letter Assignment

Description

Select a policy that relates to your personal practice and draft a letter to a state or federal legislator explaining your stance and offering recommendations on how best to improve the policy.

Instructions

To complete this Assessment, do the following:

• Be sure to adhere to the indicated assignment length.
• Access the following:
  • American Association of Colleges of Nurses. (n.d.). From patient advocacy to political activism: AACN’s guide to understanding healthcare policy and politics (2–16; 22–23). http://www.aacnnursing.org/Portals/42/Policy/PDF/AACNPolicyHandbook_2010.pdf
  • American Nurses Association. (2017). Federal issues. https://www.nursingworld.org/practice-policy/advocacy/federal/
  • Open States. (n.d.). Find your legislator. https://openstates.org/find_your_legislator/
  • USA.gov. (n.d.). How to contact your elected officials. https://www.usa.gov/elected-officials

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

Letter to a Legislator (1- 2-pages)

As one of more than 3.6 million nurses in the United States, you are in the unique position to share your professional insights to influence policy at all levels of government. Aiding important initiatives to gain state and national attention is an important part of professional nursing advocacy. After all, as the number one most trusted profession in the country (Norman, J., 2016), nurses can really make a difference in the policy arena to effectively advocate for patients.

One way to ensure effective advocacy is to contact and enlist the support of those in positions of power. In this Assessment, you will compose a 1- to 2-page letter to a legislator concerning a local, state, or national policy and that is similar to those that come across the desks of legislators every day. (Note: You must select a different policy than one you chose for previous Competencies in this Area of Expertise).

This activity allows you to share your nursing expertise with a legislator and to inform that legislator of current research that supports a policy position.

• Step 1: Choose a local, state, or national policy issue that is of concern to you. Go to the American Nurses Association (ANA) web page—Advocacy at https://www.nursingworld.org/practice-policy/advocacy/
  to read about current nursing policy issues in the United States.
• Step 2: Locate legislators or policymakers in your city, state, or country who you will contact regarding your selected policy. You can find a list of local legislators in the United States at:
  • OpenStates. (n.d.). Find your legislators. https://openstates.org/find_your_legislator/
  • USA.gov. (n.d.). How to contact your elected officials. https://www.usa.gov/elected-officials
• Step 3: Draft a letter suggesting a policy change.
  • Read pg. 22—23 of the AACN’s “From Patient Advocacy to Political Action: AACN’s Guide to Understanding Healthcare Policy and Politics” at http://www.aacnnursing.org/Portals/42/Policy/PDF/AACNPolicyHandbook_2010.pdf to view a sample letter.
  • Using the AACN sample letter as a guide, format your letter as follows:
    • Describe your education and career experiences;
    • Describe your qualifications and expertise in a policy area using at least two examples;
    • Analyze the critical role nurses play in improving care, as they are at the point of care;
    • Summarize the key points of your chosen policy;
    • Defend your stance on the policy using at least two current, scholarly resources in support of your position; and
    • Recommend at least two actions for change with regards to the selected policy.

Note: Be respectful, professional, and direct with your written request. Avoid using arguments of emotion and focus only on those arguments based in fact.

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NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course (5 credits)

• EP4001 Evidence-Based Practice Models for Research
  • Understand the importance of using models to facilitate evidence-based practice.
• EP4002 Clinical Nursing Issues
  • Develop an evidence-based practice question based on a clinical nursing issue.
• EP4003 Evaluating Research
  • Evaluate research related to a clinical practice issue.
• EP4004 Designing Interventions
  • Recommend evidence-based clinical interventions or process improvements to promote positive patient health outcomes.

Walden University Essays – NURS 4100 Quality & Safety Through Evidence-Based Practice

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 Walden University Essays – NURS 4100 Quality & Safety Through Evidence-Based Practice Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

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Peterson, M.H., Barnason, S., Donnelly, B., Hill, K., Miley, H., Riggs, L., & Whiteman, K.(2014). Choosing the best evidence to guide clinical practice: Application of AACN levels of evidence. Critical Care Nurse, 34(2), 58-68.

Sand-Jecklin, K. & Sherman, J. (2014). A quantitative assessment of patient and nurse outcomes of bedside nursing report implementation. Journal of Clinical Nursing, 23(19/20), 2854-2863.

Smucker, D., Regan, S., Elder, N., & Gerrety, E. (2014). Patient safety incidents in home hospice care:  The experiences of hospice interdisciplinary team members. Journal of Palliative Medicine, 17(5), 540-544.

Stetler, C. B., Ritchie, J. A., Rycroft-Malone, J., & Charns, M. P. (2014). Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP. Worldviews On Evidence-Based Nursing, 11(4), 219-226.

NURS 4100 – Quality and Safety Through Evidence-Based Practice 

Assignment 1

In this Discussion you will identify three clinical practice problems in your current (or past) practice as a nurse that risk compromise to quality of care and patient safety You will select one of these problems to clearly define the risk and ask a question using the PICO format Asking the question and selecting the problem is the first step of the Impact Model that is discussed in the textbook Evidence-based practice questions are asked and written in the PICO format and you will use this process as you develop an evidence-based practice project that will be completed in steps during the course.

Note Initial Post: A three-paragraph (at least 350 words) response Be sure to use evidence from the readings and include in-text citations Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames Avoid quotes; paraphrase to incorporate evidence into your own writing A reference list is required Use the most current evidence (usually ? 5-years-old)

NURS 4100 Quality and Safety Through Evidence-Based Practice

Assignment 1

Evidence-Based Problem and Question Template

To begin your EBP project for the course you will develop your PICO statement and practice question using the Evidence-Based Problem and Question template in this week’s resources. The template covers all three parts of this assignment:

(1) Identify one nurse sensitive indicator that you think is a problem in your workplace. (For the purposes of this class it is not recommended students attempt to select the topics of staff ratios/mix or turnover, job satisfaction, nursing care hours provided per patient day, or insurance issues. Focus on everyday nursing practice issues such as, falls, pressure ulcers, unsafe work environment, pain assessment, peripheral intravenous, physical restraints, healthcare associated infections, or education.)

(2) Use the four PICO categories to describe this clinical problem.

(3) Develop an answerable EBP question.

(4) Save your Assignment using the following naming convention: WK1Assgn+last name+first and submit.

Nurse Sensitive Indicator See example in the course text.

Develop an answerable EBP question.

A “PICO Advice” discussion forum has been added to the Contact the Instructor section of the course to assist in development of the PICO related information. This forum is to provide students a centralized place to ask the instructor questions related to formation and revision of their PICO. All students are encouraged to review the discussion board as a way to learn from each other as PICO questions are explored and developed.

Template/example

Step 1                  Ask and Search

ASK– identify evidence-based practice (EBP) question

Write in PICO format

P –  patient population

I  –  intervention/issue

C – comparison intervention

O – outcome(s)

PICO Question Example

What are the best interventions to reduce the incidence of Practice Question falls in the confused geriatric patient in acute care settings?

Initial	Patient falls and injury prevention in the confused geriatric population
Population	P: Can falls and injury be prevented without the use of sedatives or antianxiety medications in the confused geriatric population in acute care facilities?
Intervention	I: The use of big boards containing date, time, location, nurse, and physician to reorient the confused geriatric patient in acute care settings.
Comparison	C: Compared to sedatives and antianxiety medications.
Outcome	O: Affect the number of falls in the confused geriatric population in acute care settings and decrease the incidence of falls.

 

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

NURS 4100 Week 4 Quiz / NURS4100 Week 4 Quiz: Quality and Safety through Evidence Based Practice- Walden University (Already graded A)

Question 1 – The purpose of this study was to:

1. Describe patient safety incidents from emergency call records
2. Explore patient safety incidents as described by patients in hospice care
3. Explore patient safety incidents as described by health care team members
4. Extract patient safety incidents from documentation in medical records

Question 2 – The methodology used in this qualitative study is appropriate because:

1. Administering a questionnaire with open-ended questions is the best method to described lived experiences
2. Broad interview questions are the best method to describe lived experiences
3. Observing patients and families in the hospice environment is the best method to describe patient safety issues
4. Using focused interview questions requiring a yes or no answer is the best method to describe lived experiences

Question 3 – The study design is:

1. Ethnography
2. Exploratory descriptive
3. Grounded theory
4. Historical

Question 4 – The subjects selected to participate:

1. Are a convenience sample which is appropriate for qualitative research
2. Should have been randomly selected from the hospice agencies
3. Should have been purposely selected based on years of experience in home hospice
4. Would have provided better descriptions of issues if they had been identified through the snowball method

Question 5 – The research team was described as meeting to discuss and corroborate on the coding. This method:

1. Introduces bias into the data analysis process
2. Is an accurate process in qualitative research
3. Is a threat to the internal validity of the study
4. Should have included several of the interviewees to expand the perspective of how to code the results

Question 6 – The phase 2 data review panel is an appropriate process because it strengthens the of the phase 1 results.

1. Credibility
2. Reliability
3. Sustainability
4. Validity

Question 7 – The results of the study are presented as themes that emerged from the data analysis. To provide an accurate reflection, they need to be supported by:

1. A table listing the number of times the theme was mentioned by the interviewees
2. Direct quotes from previous studies that reported the same theme
3. Direct quotes and examples from the interview transcription
4. Paraphrased quotes from the interview transcription

Question 8 – The summary of common patient safety harms and contributing factors that were categorized under the themes in Table 1 includes all but:

1. Caregiver’s physical and/or cognitive limitations
2. Medical errors made by the health care providers
3. Patient or caregiver difficulty in understanding care instructions
4. Poor or physically hazardous living conditions

Question 9 – The most commonly cited contributing factor for patient safety incidents discussed in the phase 1 interviews was:

1. Frail or debilitated patients living alone, or being left alone by caregivers
2. Injuries from falls
3. Medication diversion by family members or caregivers
4. Non-adherence to instructions provided by the hospice team

Question 10 – The limitations of the study were identified as:

1. Sample size
2. Selection of interview process
3. The type of opening questions may have prompted responses from the interviewees d. The data analysis process

Question 11 – The authors recommend additional research should be conducted.

1. This is an expected result of qualitative research
2. This should only be discussed in quantitative research articles
3. This should be presented as a hypothesis to be tested
4. This skews the results of the data analysis

Question 12 – The researchers controlled bias and preconceptions by:

1. Asking the interviewees to critique and recommend changes to the questions
2. Recruiting participants from the Population-based Palliative Care Research Network
3. Selecting interview questions from a national data bank of qualitative interview questions
4. Using the International Classification for Patient Safety definition as a guide when developing the interview questions

Question 13 – The data collection method was appropriate for qualitative research because it used:

1. Administration of a questionnaire to families of hospice patients
2. Extraction of patient safety incidents from medical records
3. Interviewing health care providers about experiences with home hospice patient safety incidents which gives first- hand knowledge
4. Participant observation of care being provided to home hospice patients

Question 14 – Which of the following qualitative appraisal credibility criteria would be of concern to the nurse evaluating the results?

1. Conducting the participant interviews by telephone
2. Improving the interview guide to probe for additional types of patient safety incidents in the home
3. The study was published in a non-peer reviewed journal
4. Using a computer program with qualitative analysis software to assist in the data analysis

Question 15 – Which statement accurately reflects analysis of the sample of 62 hospice workers in Phase 1?

1. The sample is too small for qualitative research to provide any significant results.
2. The sample is too large for the study to be classified as a qualitative study.
3. Sample size isn’t of concern as sampling continues until data saturation is met.
4. Sample size isn’t of concern as sampling continues until all interested persons have the opportunity to be interviewed.

NURS 4100 – Quality and Safety Through Evidence-Based Practice Course Guide & Examples

EP 4001 Walden University Iowa Model of Evidence Based Practice Research Paper

Description

respond to the following prompts. Be sure to support your responses with evidence from scholarly literature.

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Prompt:

1. Consider some of the models that are used in evidence-based practice (ACE Star, Iowa, Stetler, Ottawa, PARiHS, ARCC, JHNEBP, or KTA).
2. Select one model that you could apply to your current facility or to the type of facility you plan to work.

In a 1–2-page paper, address the following:

1. • Explain why you chose this model to apply to your practice.
   • Describe how you would apply this model in practice focusing on the essential steps within the model and why this would be important to your practice.
   • In addition, use the Walden Library to locate one resource where the model is applied and summarize the resource.

Be sure to include a reference to the resource at the end of your 1–2-page paper

 

© 2020 Walden University 1 EP4001: Evidence-Based Practice Models for Research: Understand the importance of using models to facilitate evidence-based practice.

Assessment Rubric

Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations

Module 1: Evidence-Based Practice Models

Select one model that you could apply to your current facility or to the type of facility you plan to work. Learning Objective 1.1: Identify evidence-based practice models Response does not adequately select an evidence-based practice model that could be applied to either current or potential work environments. Response adequately selects an evidence-based practice model that could be applied to either current or potential work environments. Response clearly selects one evidence-based practice model that can be appropriately applied to either current or potential work environments. Explain why you chose this model to apply to your practice. Learning Objective 1.2: Defend the selection of evidence-based practice models Response does not adequately justify the selection of an evidencebased practice model. Response adequately justifies the selection of an evidence-based practice model. Response clearly, thoughtfully, and completely justifies the selection of an evidencebased practice model.

Module 2: Application of Evidence-Based Practice Models

Explain how you would apply this model in practice focusing on the essential steps within the model. Response does not adequately explain how you would apply this model in practice, or it does not focus on the essential steps within the model. Response adequately explains how you would apply this model in practice and adequately focuses on the essential steps within the model. Response clearly and completely explains how you would apply this model in practice and thoughtfully focuses on the essential steps within the model. © 2020 Walden University 2 Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations Learning Objective 2.1: Analyze evidence-based practice models in professional practice Locate one resource where the model is applied and summarize the resource. Learning Objective 2.2: Summarize literature related to evidence-based practice models Response does not adequately locate one resource where the model is applied, or the resource is not adequately summarized. Response adequately locates one resource where the model is applied and adequately summarizes the resource. Response clearly locates one resource where the model is applied and thoughtfully summarizes the resource.

Professional Skills Assessment

Professional Writing Professional Writing: Clarity, Flow, and Organization Content contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization. Content contains few spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is satisfactorily clear, logical, and/or organized, but could benefit from additional editing/revision. Content is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is clear, logical, and well-organized. © 2020 Walden University 3 Professional Writing: Context, Audience, Purpose, and Tone Content minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone and/or is not free of bias. Style is inconsistent with the professional setting/workplace context and reflects the need for additional editing. Content demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from bias, and style is mostly consistent with the professional setting/workplace context. Content clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is appropriate for the professional setting/workplace context. Professional Writing: Originality, Source Credibility, and Attribution of Ideas Content does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference. There are numerous and/or significant errors. Content adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references. There are one or two minor errors. Content reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.

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NURS 3150 – Foundations of Nursing Research Course Guide & Examples

NURS 3150 – Foundations of Nursing Research Course Description

5 credits

Nurses must understand research in order to effectively participate in the provision of evidence-based nursing care. Students in this course learn the foundational elements of the research process, refine information literacy skills, and develop an understanding of ethical research. Students investigate each step of the research process and complete a critical examination of quantitative and qualitative research relevant to their nursing practice. Students are given the tools to analyze nurse-sensitive indicators and clinical practice guidelines.

RN-BSN Track Students Prerequisites

• NURS 3100
• STAT 3001 or PSYC 3002

RN-BSN-AIM Track Students Prerequisites

• NURS 3100
• STAT 3001 or PSYC 3002; cannot be taken with NURS 5052

NURS 3150 – Foundations of Nursing Research Course (5 credits)

• NR3001 Research Process
  • Recognize the elements of the research process.
• NR3002 Research Methodology
  • Analyze research methodologies.
• NR3003 Interpreting Data
  • Analyze and interpret research data.
• NR3004 Research Recommendations
  • Generate reasonable conclusions and recommendations based on published research findings.

NURS 3150/3151: Foundations of Nursing Research

Discussion – Week 1

Top of Form

Part 1: Patient Safety Problem

One significant patient safety problem in many healthcare settings is medication errors. Medication errors can occur at any stage of the medication process, including prescribing, transcribing, dispensing, administering, and monitoring. These errors can result from a variety of causes, such as miscommunication among healthcare providers, similar drug names, poor handwriting, lack of patient information, and distractions during the medication administration process. The impact of medication errors on patient outcomes is profound, leading to adverse drug events, increased morbidity and mortality, prolonged hospital stays, and additional healthcare costs (McIntyre, Cover, & Bonner, 2019).

A specific change in practice to address medication errors is the implementation of a comprehensive medication reconciliation process. Medication reconciliation involves verifying the patient’s medication information at each transition of care to ensure consistency and accuracy. This process includes comparing the patient’s current medications with new orders and resolving any discrepancies. Additionally, using electronic health records (EHRs) and computerized physician order entry (CPOE) systems can reduce errors by providing decision support and standardizing medication orders. Education and training of healthcare staff on proper medication administration and the importance of double-checking medications can also play a crucial role in minimizing errors (Gray & Grove, 2021).

Part 2: Research on Patient Safety Problem

To determine the effectiveness of the proposed practice change in improving patient outcomes, the following research question could be developed: “Does the implementation of a comprehensive medication reconciliation process reduce the incidence of medication errors in hospitalized patients?” To answer this research question, a quasi-experimental design would be most appropriate. A quasi-experimental design allows for comparison between groups receiving the intervention (medication reconciliation) and those not receiving it, while not requiring random assignment.

Quasi-experimental designs are advantageous because they are practical and feasible in real-world clinical settings where randomization might not be possible or ethical. They allow for the evaluation of interventions in a naturalistic environment, providing valuable information on the intervention’s effectiveness in routine practice. Additionally, this design can control for confounding variables through statistical methods, enhancing the validity of the findings (Gray & Grove, 2021).

On the other hand, a true experimental design, such as a randomized controlled trial (RCT), might not be suitable for this type of study due to ethical considerations and the difficulty of randomizing patients to different levels of care within a single healthcare setting. Descriptive research, while useful for understanding the scope and nature of medication errors, would not provide information on the causal relationship between the intervention and patient outcomes. Correlational research could identify associations between medication reconciliation and reduced errors but would not establish causality. Qualitative research, although valuable for exploring healthcare providers’ experiences and perceptions, would not quantitatively measure the intervention’s impact on medication error rates (Gray & Grove, 2021).

References

Gray, J. R., & Grove, S. K. (2021). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

McIntyre, M., Cover, D., & Bonner, A. (2019). Nursing-sensitive indicators: A concept analysis. Journal of Nursing Scholarship, 51(4), 399-407.

Responses to Colleagues

Response to Ahmed

Ahmed, your discussion on the importance of a comprehensive medication reconciliation process to reduce medication errors is insightful. The distinction you made between a true experimental design and a quasi-experimental design is crucial in understanding their application in real-world clinical settings. While a true experimental design, like an RCT, offers high internal validity through randomization, the feasibility and ethical considerations often limit its use in healthcare settings (Gray & Grove, 2021). Quasi-experimental designs, although lacking randomization, provide a more practical approach, especially when evaluating interventions already integrated into clinical practice. Your emphasis on the need for practical feasibility in research design is well-founded, considering the dynamic nature of healthcare environments.

Response to Merilyn J. Long

Merilyn, your exploration of the differences between true experimental and quasi-experimental designs in implementing practice changes is very well-articulated. You highlighted key considerations such as time, cost, ethical implications, and sample size, which are essential in selecting an appropriate research design (Gray & Grove, 2021). The practical limitations you mentioned regarding experimental designs in healthcare settings, such as withholding standard care, underscore the ethical dilemmas researchers often face. Your approach to discussing the feasibility and applicability of quasi-experimental designs in real-world clinical settings aligns well with the need for research that can be seamlessly integrated into existing healthcare practices. This perspective is vital for ensuring that research findings are not only valid but also applicable in improving patient outcomes.

Week 1: Overview of Research

What is research, and how does research relate to nursing practice?

Nursing practice is based on outcomes and best practices supported by research findings. That is, issues related to health are examined, and proposed solutions to promote patient safety and health care quality are tested to best determine nursing protocols for professional practice. Consider for example, current nursing protocols to minimize patient falls in health care settings. Without research, extensive testing, and an awareness of how to promote solutions to minimize the risk of falls, there is an increased risk that this very real patient problem would get worse.

This week you explore an overview of the different types of research uses in health care settings. You examine how each type of research is used by nurses in providing quality of care and in promoting positive patient safety outcomes. The week will conclude with an overview of the basic elements of the research process: (a) problem identification, (b) review of literature, (c) implementation of research methods, (d) analyses and presentation of findings, and (e) conclusions about implications for practice. NURS 3150/3151: Foundations of Nursing Research.

Learning Objectives

Students will:

• Describe steps of the research process to advance knowledge about quality of care and patient safety
• Develop a research question that guides the development of a study on patient safety
• Develop a research question that guides the development of a study
• Identify different types of research and their contribution to health care

Learning Resources

Required Readings

Gray, J. R, Grove, S. K., & Sutherland, S. (2017). The practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier.

• Chapter 1, “Discovering the World of Nursing Research” (pp. 1-15)
• Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice” (pp. 18-34)
• Chapter 5, “Research Problem and Purpose” (pp. 76-93)
• Chapter 6, “Objectives, Questions, Variables, and Hypothesis” (pp. 98-117)

Martinez, K., Battaglia, R., Start, R., Mastal, M.F., & Matlock, A.M. (2015). Nursing sensitive indicators in ambulatory care. Nursing Economics, 33(1), 59-64.

Document: Developing a Good Research Question in Nursing (PDF)

Writing Resources and Program Success Tools

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (7th ed.). Retrieved from https://academicguides.waldenu.edu/writingcenter/templates/general

Document: Academic Writing Expectations (AWE) Checklist (Word Document)

 

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course. NURS 3150/3151: Foundations of Nursing Research.

Discussion: Choosing the Type of Research for a Research Problem

How do you choose the type of research to conduct to address a research problem? What information should you keep in mind to ensure that your research process will adequately address your research problem?

Understanding the different types of research is a critical skill for the nurse researcher and nursing professional. As a current nursing professional, consider how understanding the different types of research may be conducive to achieving a particular mission in your health care setting, such as developing an intervention to address a quality or patient safety problem. This knowledge can also be a step toward assuming a nursing leadership position. As a critical component of your nursing toolkit, differentiating between the types of research is a fundamental step toward enacting change through the process of research.

For this Discussion, please review the following:

• Think about clinical practice problems you have seen in health care that compromise patient safety and health outcomes. For example, nursing-sensitive indicators reflect high-priority practice problems, which are described in the article by Martinez, Battaglia, Start, Mastal, and Matlock (2015).
• Choose one of the clinical practice problems you have seen in your current or past job in a health care setting. Consider the possible causes of this problem and how you think it is, or was, affecting patient outcomes.
• Some patient safety problems are solved by making changes in clinical practice. For example, decreasing catheter-associated urinary tract infections in hospitalized patients often requires changes in clinical practice such as better adherence to preventive measures when catheters are inserted (e.g., use of disposable gloves, maintaining sterile fields, cleansing urethral meatus). For the problem you identified, what specific change in practice do you think is needed?
• When a practice change is implemented, it is important to verify whether or not the change has improved patient outcomes. One way to determine this is by conducting research. One of the first steps in the research process involves developing a research question that will later serve as the foundation for your study. Using information from Chapter 5 in your textbook and the handout on developing research questions, think about a research question and about the effectiveness of the practice change you proposed in improving patient outcomes.
• Another step in the research process involves identifying which type of research could be conducted to best answer your research question. In Chapter 5 of your textbook you will find a list of different types of research in the first column in Table 5-2, and Table 5-3. You can learn more about these different types of research in both Chapter 2 and the Glossary in your textbook. To locate even more information, you can also use an Internet search engine for more in-depth descriptions and examples. After learning more about the different types of research, think about which one you think is best for determining how well the clinical practice change you identified will improve patient outcomes.

By Day 3

Post a description of how you would address the following:

Part 1: Patient Safety Problem

Describe the patient safety problem you identified, its causes, and the impact you think it has on patient outcomes. For this problem, describe a specific change in practice that could help improve patient outcomes.

Part 2: Research on Patient Safety Problem

Develop a research question that tests the effectiveness of your practice change in the improvement of one or more patient outcomes. What type of research would you use to answer this question? Describe the reasons why you think this is the best approach and why you would not use the other three types of research.

Note: Post a three paragraph (at least 350 words) response. Be sure to use evidence, in-text citations, and essay-level writing skills, including the use of transitional material and organizational frames. Use the writing resources to develop your post.

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Post a Discussion entry on 3 different days of the week. See the Rubric for more information.

Submission and Grading Information

Grading Criteria

To access your Rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 7

To participate in this Discussion:

Week 1 Discussion

Quiz: Nursing Research

By Day 7

Complete the quiz which covers content in the assigned readings for this week. The quiz includes questions that are multiple choice, true/false, and matching.

Note on Quiz Content: This quiz will cover (a) definition and importance of nursing research, (b) nursing research trends in the 21st century, (c) basic steps in the research process, (d) clinical origins of research problems (e.g., nursing sensitive indicators), and (e) feasibility of conducting research in clinical settings. The content is covered in this week’s Learning Resources. NURS 3150 3151: Foundations of Nursing Research.

Submission and Grading Information

Submit Your Quiz by Day 7

To submit your Quiz:

Week 1 Quiz

Week in Review

Now you… know the necessary steps to a research process and developed a research question that guides the development of a study and patient safety, including the impact it has on patient outcomes. Next week you will… conduct a literature review including all the components and demonstrate an understanding of ethical issues in conducting clinical research.

Week 2: Conducting a Literature Search on a Clinical Research Question

Have you ever conducted a literature search before? What does a literature search entail, and why might it be important for nursing practice?

As a nursing professional, you may engage in conducting a literature search in order to refine a clinical research question that you might examine through the research process. Examining, reviewing, and considering the literature in the field will help you to hone your research question and think about new ways you might address or answer a research question with clinical practice.

This week, you examine the skills needed to conduct a literature search to locate other studies that have been conducted on a clinical practice problem. Given the importance of ethical considerations throughout the research process, you will also explore the ethical implications of clinical research. You will examine the definition of research ethics, explore a historical overview of ethical problems in research, consider the ethics of using existing data in research, and the implications of the Health Insurance Portability and Accountability Act (HIPAA) on research. NURS 3150/3151: Foundations of Nursing Research.

Learning Objectives

Students will:

• Perform a literature search on a research topic
• Describe components of a literature review
• Demonstrate an understanding of ethical issues in conducting clinical research

Learning Resources

Required Readings

Gray, J. R, Grove, S. K., & Sutherland, S. (2017). The practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier.

• Chapter 7, “Review of Relevant Literature” (pp. 120-136)
• Chapter 9, “Ethics in Research” (pp. 157-188)

Purdue Online Writing Lab. (2015). Retrieved from https://owl.english.purdue.edu/owl/resource/560/07/

Walden University Library. (2015b). Keyword searching: Finding articles on your topic: Searching basics. Retrieved from http://academicguides.waldenu.edu/library/keyword

Walden University Library. (2015a). How do I find databases by subject? Retrieved from http://academicanswers.waldenu.edu/faq/73256

Walden University Library. (2015c). Searching and finding information in the library databases: Overview. Retrieved from http://academicguides.waldenu.edu/searchingfinding

Writing Resources and Program Success Tools

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (7th ed.). Retrieved from https://academicguides.waldenu.edu/writingcenter/templates/general

Document: Academic Writing Expectations (AWE) Checklist (Word Document)

 

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Required Media

Walden University Library. (2019, June). Introduction to nursing research in the Walden Library [Webinar]. Retrieved from https://academicguides.waldenu.edu/nurs3150/week2discussion

Discussion: Conducting a Literature Review

For this Discussion, view the webinar in this week’s resources by a Walden University librarian on strategies to conduct a successful literature search. The webinar provides information on available databases, the use of search engines, and the selection of search terms. Then, you will conduct a literature search on research conducted in the last 5 years on the patient safety problem you identified in Week 1. NURS 3150/3151: Foundations of Nursing Research

By Day 3

Post the following:

For the literature search, describe the following in your post:

• The databases, search engines, and search terms you used in your literature search
• The number of research articles you found on your patient safety problem that were published in the last year
• The challenges you encountered locating research articles and how you overcame them
• Who you would go to for help in your work setting if you needed help with a literature search

Note: Post a three paragraph (at least 350 words) response. Be sure to use evidence, in-text citations, and essay-level writing skills, including the use of transitional material and organizational frames. Use the writing resources to develop your post.

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Post a Discussion entry on 3 different days of the week. See the Discussion Rubrics for more information.

Submission and Grading Information

Grading Criteria

To access your Rubric:

Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 7

To participate in this Discussion:

Week 2 Discussion

Quiz: Ethical Implications of Research

By Day 7

Complete the quiz which covers content in the assigned readings for this week. The quiz questions are multiple choice.

Note on Quiz Content: This quiz will cover (a) ethics in research, (b) human rights in research, and (c) clinical research. The content is covered in this week’s Learning Resources.

Submission and Grading Information

Submit Your Quiz by Day 7

To submit your Quiz:

Week 2 Quiz

Week in Review

Now you… have conducted a literature review that includes a number of research articles, shared the challenges encountered in locating them and ways to overcome them. Next week you will… be introduced to quantitative research designs and the strengths and weaknesses of those methods.

Week 3: Quantitative Research Designs and Methods

Andre is a nursing student who has just completed the first 2 weeks in a nursing research course. He has defined a clinical research question for his health care setting and has also determined that the research problem exists in the literature. However, his approach to defining a solution for his research question requires that he receive approval from his health care setting before testing it. However, Andre is not quite sure what he needs to do next. Eager to start, Andre jumps ahead in the course syllabus and sees that in the following weeks he will read about quantitative research design and methods. Slightly confused, he is not quite sure what is meant by quantitative research design and methods and begins drafting an email message to his instructor to see if he might be able to use this information for testing
his research question in practice. NURS 3150/3151: Foundations of Nursing Research

What is quantitative research design? What different methods might exist for engaging in quantitative research for nursing practice?

As you have explored in this course, your next step in the research process is to determine what type of research design and methods you will use to engage in research for your research question. While it is possible that many research designs and methods might be appropriate for your particular research question, gaining a firm understanding of different research designs and methods is another useful skill for engaging in nursing research and practice.

This week, you explore the different categories of quantitative research designs used in a clinical research studies. These include experimental, quasi-experimental, descriptive and correlational designs. You will examine the basic characteristics of each design (e.g., causality, control, bias, validity, randomization, probability). You will also examine the basic features of the methods used to conduct most quantitative research designs, such as sample selection, data collection and measurement of variables, as well as data management and analyses.

Learning Objectives

Students will:

• Demonstrate an understanding of the basic characteristics of quantitative research designs
• Analyze the strengths and weaknesses of methods used in quantitative research designs

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Gray, J. R, Grove, S. K., & Sutherland, S. (2017). The practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier.

• Chapter 3, “Introduction to Quantitative Research” (pp. 37-58)
• Chapter 10, “Quantitative Methodology: Noninterventional Designs and Methods” (pp. 192-215)
• Chapter 11, “Quantitative Methodology: Interventional Designs and Methods” (pp. 217-248)
• Chapter 15, “Sampling” (pp. 329-360)

Labrague, L. & McEnroe-Petitte, D. (2016). Influence of music on preoperative anxiety and physiological parameters in women undergoing gynecologic surgery. Clinical Nursing Research, 25(2), 157-173.

Sand-Jecklin, K., & Sherman, J. (2014). A quantitative assessment of patient and nursing outcomes of bedside nursing report implementation. Journal of Clinical Nursing, 23(19/20), 2854–2863.

Steelman, V. M., Graling, P. R., & Perkhounkova, Y. (2013). Priority patient safety issues identified by perioperative nurses. AORN Journal, 97(4), 402–418.

Document: Journal Club Template for Quantitative Research (Word Document)

Writing Resources and Program Success Tools

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (7th ed.). Retrieved from https://academicguides.waldenu.edu/writingcenter/templates/general

Document: Academic Writing Expectations (AWE) Checklist (Word Document)

 

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Required Media

Laureate Education (Producer). (2015c). Quantitative research designs [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 27 minutes.

Optional Resources

Fitzpatrick, J. J. (Ed.). (2017). Encyclopedia of nursing research (4th ed.). New York, NY: Springer.

Grove, S. K., & Gray, J. R. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.) (pp. 214–263). St. Louis, MO: Elsevier.

Discussion: Reliability and Validity of Research Methodology

Selection of the appropriate sample is critical to the reliability and validity of research methodology. The sample must be representative of the population that is being studied. Researchers often report both the inclusion and exclusion criteria for the sample. There are many different methods for selecting a sample and random sampling provides the high control of outside variables but is often difficult to utilize in many studies.

For this Discussion, please review the following:

• For this assignment, read the article by Labrague, L. & McEnroe-Petitte, D. (2016). Influence of music on preoperative anxiety and physiological parameters in women undergoing gynecologic surgery. Clinical Nursing Research, 25(2), 157-173, listed in the resource section for this week.

By Day 3

Prepare at least a 350-word post discussing the strengths and weaknesses of the sampling method used in this study and if the sampling method promoted reliable and valid results. Include in the discussion if there is anything the researcher could have done to improve the sampling process.

Note: Post a three paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources to develop your post.

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Post a Discussion entry on 3 different days of the week. See the Discussion Rubrics for more information.

Submission and Grading Information

Grading Criteria

To access your Rubric:

Week 3 Discussion Rubric

Post by Day 3 and Respond by Day 7

To participate in this Discussion:

Week 3 Discussion

Quiz: Basic Characteristics of Quantitative Research Designs

By Day 7

Complete the quiz which covers the content in the Quantitative Research Design PowerPoint webinar and assigned readings for this week. The quiz includes questions that are multiple choice, true/false, and matching. Be sure to familiarize yourself with the following five characteristics of quantitative research designs: (a) causality, (b) control, (c) randomization, (d) reliability, and (e) validity.

Note on Quiz Content: This quiz will cover: (a) four basic quantitative designs along with their overall strengths and weaknesses, (b) characteristics of quantitative research designs, (c) problems with the commonly pretest-posttest study [one type of quasi-experimental design], and (d) value of randomized clinical trials in health care.

Submission and Grading Information

Submit Your Quiz by Day 7

To submit your Quiz:

Week 3 Quiz

Assignment: Application: Methods Used in Quantitative Research

As you have explored this week, there are various methods a researcher may use to engage in quantitative research design. While the methods presented this week are not exhaustive, they do introduce numerous features that you will likely encounter when reviewing, accessing, and researching the nursing practice literature. Whether you are creating new research or searching the literature to add support for a research question you are interested in, understanding the quantitative research designs that may be used for nursing practice will likely inform how you will conduct research for your health care setting. As you continue to build upon your research skills as a nursing researcher and professional, understanding how to engage in quantitative research design is a valuable asset.

For this Assignment, view this week’s Quantitative Research Designs PowerPoint webinar and pay close attention to its content on the basic elements of research methods (e.g., sample, data collection, measurement, analysis). Then, be sure to review the research study by Sand-Jekline and Sherman (2014), included in this week’s resources.

Note: While not a required resource, you might find the definitions in the Encyclopedia of Nursing Research helpful for this assignment.

This assignment involves identifying and describing the strengths and weaknesses of the research method used in the Sand-Jecklin and Sherman (2014) research article in this week’s resources.

• Focus on the research design, sample data collection methods, tools used for data collection, and the plan for data analysis as discussed in the Sand-Jecklin and Sherman (2014) article.
• Identify at least two strengths and two weaknesses of the study based on reliability and validity by including additional support with citations from resources not assigned this week.
• Use the copy of the Journal Club Template for Quantitative Research located in this week’s resources. The template includes an area for each element discussed in the study.
• Be brief, paraphrase and summarize each of the elements clearly on the form.
• Provide the full citation of the article used for this Assignment on the template.

By Day 7

Once this is complete, save your file and submit the Journal Club Template for Quantitative Research to the submission link.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
• Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your Rubric:

Week 3 Assignment Rubric

Check your Assignment draft for authenticity

To check your assignment draft for authenticity

Submit your Week 3 Assignment Draft, and review the “SafeAssign Originality Report”

Submit Your Assignment by Day 7

To submit your Assignment:

Week 3 Assignment

Week in Review

Now you have examined the basic characteristics of quantitative research designs used in nursing for clinical research questions including causality, control, randomization, reliability and validity. Next week you will….analyze the elements, strengths, and weaknesses of methods used in qualitative research designs and examine the differences between quantitative/qualitative research designs.

To go to the next week:

Week 4

Week 4: Qualitative Research Designs and Methods

[Qualitative research] is more than simply conducting research on a single individual or situation. This approach has the potential to deal with simple through complex situations. It enables the researcher to answer “how” and “why” type questions, while taking into consideration how a phenomenon is influenced by
the context within which it is situated.
– Pamela Baxter and Susan Jack,
“Qualitative Case Study Methodology”

How does qualitative research differ from quantitative research? How might a research question best be answered by using a qualitative research design approach?

Last week, you explored different quantitative research designs used in nursing research for clinical research questions. While quantitative research designs are appropriate and useful for a wide range of research questions, you might find that adopting a qualitative approach may yield different insights that might best support solutions for a given research question. Understanding the differences between quantitative/qualitative research designs, and their methods, will contribute to effective nursing practice and your role as a nursing professional.

This week, you examine qualitative research designs and methods. You will first explore the different types of qualitative research approaches used in clinical research studies, including obtrusive (e.g., participatory action, ethnography), unobtrusive (e.g., non-participatory observation, audiovisual), and observational (e.g., focus groups, in-depth interviews). Then, you examine the basic characteristics of each approach (e.g., inductive reasoning, narrative descriptions, process orientation), as well as the characteristics of different approaches used to conduct qualitative research designs, such as sample selection, data collection, data management, and interpretative techniques.

Learning Objectives

Students will:

• Analyze the strengths and weaknesses of methods used in qualitative research designs
• Analyze elements of qualitative research designs

Learning Resources

Required Readings

Gray, J. R, Grove, S. K., & Sutherland, S. (2017). The practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier.

• Chapter 4, “Introduction to Qualitative Research” (pp. 62-73)
• Chapter 12, “Qualitative Research Methods” (pp. 251-281)

Bamm, E. L., Rosenbaum, P., Wilkins, S., Stratford, P., & Mahlberg, N. (2015). Exploring client-centered care experiences in in-patient rehabilitation settings. Global Qualitative Nursing Research, 2, 1–11.

Sarvestani, R. S., Moattari, M., Nasrabadi, A. N., Momennasab, M., & Yektatalab, S. (2015). Challenges of nursing handover: A qualitative study. Clinical Nursing Research, 24(3), 234–252.

Stiffler, D., Cullen, D. & Luna, G. (2014). Diabetes barriers and self-care management: The patient perspective. Clinical Nursing Research, 23(6), 601-626.

Walsh, A., Meagher-Stewart, D. & Macdonald, M. (2015). Persistent optimizing: How mothers make food choices for their preschool children. Qualitative Health Research, 25(4), 527-539.

Document: Journal Club Template for Qualitative Research (Word Document)

Writing Resources and Program Success Tools

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (7th ed.). Retrieved from https://academicguides.waldenu.edu/writingcenter/templates/general

Document: Academic Writing Expectations (AWE) Checklist (Word Document)

 

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Required Media

Laureate Education (Producer). (2015b). Qualitative research design [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 11 minutes.

Discussion: Basic Characteristics of Qualitative Research

As a nursing professional, you will likely engage in research for your health care setting. Depending on the research question you seek to address, you might choose to use a qualitative research design. Understanding when and why it is appropriate to choose a qualitative research design will be important as you develop research skills for nursing practice. As you continue throughout this course, think about what considerations you should keep in mind when choosing to engage in qualitative research. In what ways might qualitative research be more preferred than quantitative research for informing nursing practice?

For this Discussion, be sure to review the qualitative article by Sarvestani et al. (2015). Then, view this week’s Qualitative Research Design PowerPoint webinar that describes each step of the qualitative research process and different approaches used to conduct qualitative research.

By Day 3

You will need to prepare and post a 350-word response that addresses the following:

• Qualitative research often is viewed as not having the same rigor and adherence to objective standards as quantitative studies. Using the references provided to assist you, prepare an argument to either support or refute this claim and post it to the Discussion. In your response, explain if qualitative research does or does not have the controls needed to generate the results that contribute to the nursing knowledge base.
• Then, explain if qualitative research could be used to investigate the patient safety problem you identified in Week 1.

Note:Post a three paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources to develop your post. NURS 3150/3151: Foundations of Nursing Research

Evidence

In-text Citations

Essay-Level

Transitional Material

Organizational Frames

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Post a Discussion entry on 3 different days of the week. See the Discussion Rubrics for more information.

Submission and Grading Information

Grading Criteria

To access your Rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 7

To participate in this Discussion:

Week 4 Discussion

Assignment: Application: Methods Used in Qualitative Research

In order to achieve credible and trustworthy results from qualitative studies, the methodology must be designed very carefully. That is, you must consider the process of conducting qualitative research to address your research question. Important considerations include selecting the research question, collecting data, engaging in data analysis and management, and selecting appropriate
interpretive techniques.

For this Assignment, be sure to view this week’s Qualitative Research Design PowerPoint webinar and pay close attention to its content on the basic elements of qualitative research methods (e.g., sample selection, data collection, plans for interpretive analysis). Then, review the two research studies presented in this week’s resources for this assignment.

Note: While not a required resource, you might find the definitions in the Encyclopedia of Nursing Research helpful for this assignment.

This assignment involves identifying and describing different elements of the research method used in the Walsh et al. (2015) article.

• Focus on the research design, sample selection, data collection methods, and plan for data analysis as discussed in the Walsh et al. (2015) article.
• Identify at least two strengths and two weaknesses of the article’s research method based on trustworthiness. You must provide support for your explanation with citations from additional sources.
• Use the Journal Club Template for Qualitative Research located in this week’s resources.
• The template includes an area for each element discussed in the study.
• Be brief, paraphrase and summarize each of the elements clearly on the form

By Day 7

Once this is complete, save your file and submit the Journal Club Template for Qualitative Research to the submission link.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
• Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your Rubric:

Week 4 Assignment Rubric

Check your Assignment draft for authenticity

To check your assignment draft for authenticity

Submit your Week 4 Assignment 1 Draft, and review the “SafeAssign Originality Report”

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

Week in Review

Now you…..have analyzed the basic characteristics of qualitative research and discovered the differences between qualitative and quantitative studies. You have also examined if qualitative research has the controls needed to generate results that contribute to the nursing knowledge base. Next week you will….examine the analysis of data with a focus on common statistical techniques that include descriptive and comparative analyses.

Week 5: Analysis of Quantitative and Qualitative Data

Jaime has just completed gathering quantitative and qualitative data on causes of hospital acquired infections (HAIs) on a medical/surgical unit in his hospital. After collecting data on different patients, physicians, procedures, and infections, Jaime is ready to begin analyzing the data. However, how should Jaime proceed? What data is most telling for indicating to the hospital that the medical/surgical unit is experiencing an unexpected increase in the rate of HAIs? How will Jaime determine what type of analyses will be most important for articulating his research question and proposed nursing practice solutions? NURS 3150 3151: Foundations of Nursing Research

Once you have collected and gathered data, the next step in the research process is to engage in the analysis of the data. Whether you perform statistical tests to determine if your data is significant or pool responses to interview questions to indicate emerging themes and patterns, understanding the types of analysis available for the research process is important in order to draw necessary conclusions to inform nursing practice. As a nursing professional, if you engage in research for your health care setting, you will likely engage in the analysis of your data to help inform, implement, and evaluate nursing practice solutions.

This week, you examine the analysis of data, including a focus on common statistical techniques: (a) descriptive analyses (e.g., frequency distributions and mean scores with standard deviations) and (b) comparative analyses (e.g., t-test, chi square). You will also consider the importance of using existing quantitative health care data to address clinical questions in nursing practice, including electronic medical records and local, regional, and national quality and safety databases. For qualitative research, you will explore an overview on the common techniques used to understand themes and patterns in narrative data.

Learning Objectives

Students will:

• Identify available local, regional, and national quantitative databases on health care issues
• Analyze nursing quality indicators in relation to patient safety
• Conduct descriptive analyses of quantitative and qualitative data

Learning Resources

Required Readings

Gray, J. R, Grove, S. K., & Sutherland, S. (2017). The practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier.

• Chapter 21, “Introduction to Statistical Analysis” (pp. 519-533)
• Chapter 22, “Using Statistics to Describe Variables” (pp. 535-544)
• Chapter 12, “Qualitative Research Methodology”
  • “Qualitative Data Analysis” (pp. 268-270)

Medicare.gov. (n.d.-a). Hospital compare. Retrieved December 16, 2015, from https://www.medicare.gov/hospitalcompare/About/What-Is-HOS.html

Medicare.gov. (n.d.-b). Home health compare. Retrieved December 16, 2015, from https://www.medicare.gov/homehealthcompare/

Medicare.gov. (n.d.-c). Nursing home compare. Retrieved from https://www.medicare.gov/nursinghomecompare/search.html

Quantitative Resources

Document: Instructions: Quantitative Analysis Assignment (PDF)

Document: Codebook: Quantitative Patient Safety Data (PDF)

Document: Summary Data Analysis Form (Word document)

Document: Quantitative Data Excel Assignment (Excel spreadsheet)

Qualitative Resources

Document: Instructions: Content Coding of Student Pet Peeves (Word document)

Document: Perceived Pet Peeves Data (PDF)

Document: Code Sheet: Student Pet Peeve Data (Word Document)

Writing Resources and Program Success Tools

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (7th ed.). Retrieved from https://academicguides.waldenu.edu/writingcenter/templates/general

Document: Academic Writing Expectations (AWE) Checklist (Word Document)

 

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Discussion: Access to Existing Databases on Patient Safety, Quality of Care, and Clinical Practice

Quantitative health care databases are developed and published to give health care providers and consumers information about patient quality and safety outcomes. These reports are often distributed to staff in patient care units and shared with health agencies. Understanding the variables and findings described in
these databases is important.

By Day 3

Post a description of one existing source of data you found with variables related to a patient quality and safety problem in your practice. Locate the data posted for your agency/facility. If you are unable to find this information for your agency, locate a national database that can be accessed by health professionals, e.g., Medicare Hospital Compare. (Data are also available for home health and nursing homes.) Include the citation and the link to use for web access. Identify three variables found in the database that are important in better understanding a patient safety problem. Explain how you would interpret the results and how they might help improve nursing practice and patient outcomes. Explain how data is used in your own agency, including nursing involvement in the process.

Medicare Hospital Compare

Note:Post a three paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources to develop your post.

Evidence

In-text Citations

Essay-Level

Transitional Material

Organizational Frames

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Post a Discussion entry on 3 different days of the week. See the Discussion Rubrics for more information.

Submission and Grading Information

Grading Criteria

To access your Rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 7

To participate in this Discussion:

Week 5 Discussion

Assignment: Application: Analysis of Quantitative and Qualitative Data

In order to provide meaningful results, research processes must be carefully selected and appropriate for the data being analyzed. Statistical programs such as SPSS are frequently utilized by researchers to conduct the analysis of large data sets. These data are organized to provide meaningful interpretation and often include descriptive statistics. Qualitative analysis is completed using content analysis, looking for patterns and themes that emerge from the data. Individual experiences described in interviews and focus groups are considered data and are often provided as examples to support the results in the study publication. Whether you will engage in either quantitative or qualitative research, it is likely that you will encounter both types of studies in the literature. As a nursing professional, being able to analyze and interpret both types of research designs will be important to affect nursing practice that promotes positive health outcomes in
quality of care and patient safety. NURS 3150 3151: Foundations of Nursing Research

For Part 1 of this Assignment, you will conduct descriptive statistical analyses using quantitative data. For Part 2 of this Assignment, you will conduct content coding to analyze qualitative data. Please review the Instructions: Quantitative Analysis Assignment and Instructions: Content Coding of Student Pet Peeves in this week’s resources to review how to complete both parts of this Assignment.

Part 1: Quantitative Analyses

• Follow the step-by-step instructions provided in the Instructions: Quantitative Analysis Assignment document in this week’s resources on using the Excel program to conduct descriptive analyses of quantitative data.
• The Quantitative Data Excel Assignment spreadsheet that you will need is in the resources for this week.
• For this Assignment, you will need to describe the findings from your analyses and summarize what they tell you about these patients and the extent of the adverse events they experienced during their hospitalization by completing the Summary Data Analysis Form in this week’s resources.

Part 2: Qualitative Analyses

• Follow the step-by-step instructions provided in the Instructions: Content Coding of Student Pet Peeves document in this week’s resources. The document provides detailed instructions on the step-by-step process of conducting the content analysis for this part of the Assignment.
• Access the Perceived Pet Peeves Data document located in this week’s resources that includes the narrative descriptions of 10 students about their “pet peeves’ in courses they have taken. (In other words, what are the things that detracted from their learning experiences in these courses)?
  • The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using thematic categories on a coding sheet.
• Access the Code Sheet: Student Pet Peeve Data document located in this week’s resources to carry out the coding as defined in the instructions.
  • For the written part of this assignment, you will need to describe the most common types of “pet peeves” that students have about their courses.

By Day 7

Submit both your Part I: Quantitative Analysis and Part II: Qualitative Analysis components.

Submission and Grading Information

To submit your completed Assignment 1 for review and grading, do the following:

• Please save your Assignment using the naming convention “WK5Assgn1+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Part 1 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment Part 1 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn1+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your Rubric:

Week 5 Assignment 1 Rubric

Check your Assignment draft for authenticity

To check your assignment draft for authenticity

Submit your Week 5 Assignment 1 Draft, and review the “SafeAssign Originality Report”

Submit Your Assignment by Day 7

To submit your Assignment:

Week 5 Assignment 1

To submit your completed Assignment 2 for review and grading, do the following:

• Please save your Assignment using the naming convention “WK5Assgn2+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Part 2 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment Part 2 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn2+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your Rubric:

Week 5 Assignment 2 Rubric

Check your Assignment draft for authenticity

To check your assignment draft for authenticity

Submit your Week 5 Assignment 2 Draft, and review the “SafeAssign Originality Report”

Submit Your Assignment by Day 7

To submit your Assignment:

Week 5 Assignment 2

Week in Review

Now you…..have examined the analysis of data and the importance of using existing quantitative health care data to address clinical questions in nursing practice, and qualitative research techniques to understand themes and patterns in narrative data. Next week you will….tie it all together by examining two content areas; drawing conclusions about research findings and their implications for clinical practice and the value of research in evidence-based practice and translational science.

Week 6: Tying it All Together

Once a nursing researcher or nursing professional has conducted analyses on their collected data, what can they conclude about their research and research question?

The last and final phase of the research process involves drawing conclusions about research findings as well as tying them into meaningful solutions for clinical nursing practice. How might a nursing researcher or nursing professional relate their research findings to solutions for improved quality of care and patient safety? How might drawing certain conclusions from research findings impact your health care setting?

This week, you will examine two content areas.

Part I: Drawing Conclusions About Research Findings and Their Implications for Clinical Practice

Part I focuses on the last phase of the research process, namely drawing conclusions about the findings and discussing their implications for clinical practice. You will examine how the findings contribute to clinical practice and how the findings might add to new knowledge and the existing literature on a topic. You will consider how the characteristics of well-written conclusions and implications, including consideration of the study’s limitations, recommendations for future research, and variation in the quality of presenting these areas in published research may impact nursing practice. NURS 3150 3151: Foundations of Nursing Research

Part II: The Value of Research in Evidence-Based Practice and Translational Science

Part II focuses on what has been explored about the value of quantitative and qualitative research in evidence-based practice and translational science in nursing.

Learning Objectives

Students will:

• Evaluate how evidence-based practice will improve patient quality and safety
• Evaluate the importance of the interpretation, conclusion, and clinical implications of clinical research articles in evidence-based practice
• Evaluate effectiveness of interventions on decreasing medication errors in health care settings

Learning Resources

Required Readings

Gray, J. R, Grove, S. K., & Sutherland, S. (2017). The practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier.

• Chapter 26, “Interpreting Research Outcomes” (pp. 578–591)

Becker, P. T. (2009). Thoughts on the end of the article: The implications for nursing practice. Research in Nursing & Health, 32(3), 241–242.

Thoughts on the end of the article: The implications for nursing practice by Becker, P. T., in Research in Nursing & Health, 32(3), 241–242. Copyright by John Willey & Sons – Journals. Reprinted by permission of John Willey & Sons – Journals via the Copyright Clearance Center.

Titler, M. G. (2008). Chapter 7. The evidence for evidence-based practice implementation. In R.G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (Vol. 1, 113–116). Rockville, MD: Agency for Healthcare Research and Quality.

Agency for Healthcare Research and Quality, U.S. Department of Health and Human Services. (2008, April). Patient Safety and Quality: An Evidence-Based Handbook for Nurses, Volume 1. Retrieved from http://archive.ahrq.gov/professionals/clinicians-providers/resources/nursing/resources/nurseshdbk/nurseshdbk.pdf

Document: Writing Conclusions to Nursing Studies (PDF)

Document: Research Methods and Findings of the 2014 Verweij Study (PDF)

Writing Resources and Program Success Tools

Document: Week 6 Paper Template (Word Document)

Document: Academic Writing Expectations (AWE) Checklist (Word Document)

 

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

Discussion: Use of Research in Clinical Practice

Throughout this course, you have examined and considered how the research process contributes to the field of clinical nursing practice. More than just an exercise in developing a research question, searching the literature to guide future research, and performing actual data collection/data analysis, the conclusions you draw from your research findings are useful in helping to develop and enact effective clinical practice. In essence, the process of conducting research contributes to positive social change in that the solutions that you might propose as a nurse researcher and professional will likely impact quality of care and patient safety.

For this Discussion, read the book chapter by Titler (2008) presented in this week’s resources that describes evidence-based practice and translational science, as well as the kind of research needed for both. Then, reflect on how the knowledge you gained about research will support your effort as a nursing professional to improve patient quality and safety.

By Day 3

Describe how you will use evidence-based practice to improve patient quality and safety in your health care setting. Be specific and provide examples. Then, explain how the knowledge gained about research in this course will support your role in practice as a nursing professional. Then, describe how you will use evidence-based practice to improve patient quality and safety. Be sure to include in your Discussion any unanswered questions that need to be considered by your classmates and/or Instructor.

Note: Post a three paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources to develop your post.

Evidence

In-text Citations

Essay-Level

Transitional Material

Organizational Frames

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Post a Discussion entry on 3 different days of the week. See the Discussion Rubrics for more information.

Submission and Grading Information

Grading Criteria

To access your Rubric:

Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 7

To participate in this Discussion:

Week 6 Discussion

Assignment: Application: Drawing Conclusions About Research Findings and Their Implications for Clinical Practice

As a current or future nursing researcher and professional, your ability to draw reasonable conclusions from research findings will determine the effectiveness of proposed solutions for clinical nursing practice. As you continue to develop your skill set to become a nursing leader, your exposure to a multitude of research designs, research findings, and evidence-based practice will likely inform how you will absorb this knowledge into meaningful clinical practice. Throughout this course and program, your exposure to different research questions, research study designs, and approaches to addressing serious issues in both nursing and health care confirms the ever-changing landscape in which you have elected to practice. While this is in its own right challenging, it also offers several opportunities to create new knowledge, improve upon current nursing practice, and exercise research skills
for positive patient outcomes.

For this Assignment, review the Research Methods and Findings of the Verweij study conducted in 2014 in this week’s resources. The primary purpose of this quantitative research study was to investigate the effectiveness of an intervention to decrease medication errors in a hospital. The citation and discussion/conclusion information is intentionally deleted so you can draw your own conclusions. NURS 3150 3151: Foundations of Nursing Research

In a 2- to 3-page, double-spaced paper, describe three conclusions you have drawn from the findings in this study, taking into consideration the limitations of the study. Next describe three implications for clinical practice. Once you have submitted the assignment, you will be given the full article for review.

Refer to the Academic Writing Expectations (AWE) Checklist document and use the Walden template from this week’s resources. No abstract or reference list is required for AWE 2000/3000.

By Day 7

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.
• Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission

Grading Criteria

To access your Rubric:

Week 6 Assignment Rubric

Check your Assignment draft for authenticity

To check your assignment draft for authenticity

Submit your Week 6 Assignment Draft, and review the “SafeAssign Originality Report”

Submit Your Assignment by Day 7

To submit your Assignment:

Week 6 Assignment

Week in Review

Now you…..have evaluated how evidence-based practice is used to improve patient quality and safety in your health care setting, and identified ways research will support your role in practice as a nursing professional. You also used conclusions about research findings to identify the effectiveness of interventions intended to decrease medication errors in health care settings. Next you will…. apply the concepts learned in this course to next courses and in the future. Best wishes in your endeavors. Congratulations! You have completed this course.

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7. NURS 3150/3151: Foundations of Nursing Research.

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