DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?

Grand Canyon University DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?                           

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?                         

The introduction for the Grand Canyon University DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?                         

After the introduction, move into the main part of the DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease. 

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW. 

Sample Answer for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? 

Re: Topic 1 DQ 1

The translation of research into clinical practice using Evidence-based practice may seem like a relatively new philosophy. However, looking back in history as the intent of the philosophy becomes clearer, EBP has been in use for many years from the era of Florence nightingale to Dorothea Orem. DNP-prepared nurse leading the translation of research into clinical practice helps to improve the knowledge that can lead to patients’ informed treatment plan option, prevention of disease conditions, and timely intervention. Knowledge is power, educating our patients and replicating the knowledge to the general public using guiding practitioners’ expertise, governing body recommendations, and respecting client beliefs and autonomy is paramount to the care we provide (Friesen, et al., 2017).

How would your educational and clinical background influence or affect the outcomes of this clinical practice implementation?

The learner does home care and cares for elderly demented patients that have a medical history of diabetes mellitus. Diabetes Mellitus co-exist with comorbidities such as atherosclerotic cardiovascular disease, heart failure, chronic kidney disease, and hypoglycemia risk. Most of them end up with Retinopathy, Nephropathy, Neuropathy, or chronic wound that may lead to systemic infections, if not controlled and managed appropriately. The learner’s educational background would influence the outcome of the implementation of her DPI project at her clinical practice by making sure that all patients with diabetes mellitus are scheduled for regular follow-up face-to-face appointment visits and monitoring of hemoglobin A1C to maintain good glycemic health (Friesen, et al., 2017).

How would outcomes be different had there not been a DNP-prepared nurse leading the translation into practice?

According to research studies conducted by Molas-Gallart, et al., (2016), DNP-prepared nurses make important contributions to the development and implementation of the science that shapes nursing practice. At the learner’s project site, there are no provider guidelines or nursing policies in place for the management of diabetes mellitus. The learner observed that diabetic-related complications are the most common cause of debility among older adults receiving home health care. Frequent readmission from diabetic Mellitus complications has increased leading to health care burdens (Molas-Gallart, et al., 2016). She thinks that implementing policies, procedures, and guidelines using translation of research from the American Diabetes Association or American Association of Clinical Endocrinology would impact the HBAIC level and improve the quality of life for individuals with T2DM. Most of the diabetes patients the learner cares for are homebound, bedbound, and unable to care for themselves. They are dependent on others for activities of daily living (Molas-Gallart, et al., 2016). The difference she expects to accomplish as a DNP-Prepared nurse is adequately educating the patient, staff, and caregivers to monitor glucose levels closely and give appropriate medication in order to reduce the rate of readmission into the hospital. Identification of glycemic events through daily blood glucose and hemoglobin AIC monitoring every three months assist to maintain good glycemic health that would improve the patient’s quality of life (Molas-Gallart, et al., 2016).

Reference

Friesen, M. A., Brady, J. M., Milligan, R., Christensen, P. (2017). Findings from a Pilot Study: Bringing Evidence-Based Practice to the Bedside. Worldviews on Evidence-Based Nursing, 14(1), 22-34. DOI: 10.1111/wvn.12195

Molas-Gallart, J., D’Este, P.Llopis, O., & Rafols, I. (2016). Towards an alternative framework for the evaluation of translational research initiatives. Research Evaluation, 25(3), 235–243. Retrieved from doi: 10.1093/reseval/rvv027

Sample Answer 2 for DNP 820 As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? 

Evidence-based practice (EBP) establishes the basic tenets concerning knowledge translation (KT). One of the main strategies to improve health systems is the path from awareness to adherence (Murphy et a., 2017). Moving beyond EBP and building the model to implement knowledge translation among health care practitioners compels comprehension by the organizational leadership. Culture is the vehicle by which the organization shares modes of behavior. Structure and culture collectively guide the internal workings of corporate systems and are conduits that lead to individual output and produce successful outcomes (Murphy et a., 2017).

According to the American Association of Colleges of Nursing (AACN), “DNP prepared nurses to design, influence, and implement healthcare policies that frame healthcare financing, practice regulation, access, safety, quality, and efficacy (Beeber et al., 2019). DNP executive leaders affect healthcare change by conducting evidence-based research, developing programs that improve healthcare outcomes, and addressing and advocating national healthcare policy issues (Nordick, 2019). The DNP-prepared nurse has a unique skill set that significantly affects healthcare systems through their contributions to clinical practice, leadership, advocacy in health policy, implementation and evaluation of evidence-based research, and contributions to nursing education (Beeber et al., 2019). DNP corporate leaders of sizeable integrated healthcare systems focus on collaborative work for common goals. In this position, the DNP-prepared nurse engages interprofessional teams to improve policies and procedures that affect patients and clinician practice by driving innovation, implementing policy changes, and improving evidence-based skills across professions (Beeber et al., 2019).

Moreover, DNP nurse executives in administration and executive leadership positions can promote innovative approaches to problems in highly complex healthcare environments, explore technologies that embrace efficiencies, and oversee patient safety, patient and staff satisfaction, and economic factors (Nordick, 2019). DNP executive leaders affect healthcare change by conducting evidence-based research, developing programs that improve healthcare outcomes, and addressing and advocating national healthcare policy issues (Nordick, 2019). The DNP’s enhanced and expert organizational, economic, and leadership skills in the clinical setting afford a systems-based approach to clinical practice, which lends itself to effect real change in the healthcare system, directly improving patient care and patient outcomes (Beeber et al., 2019). The DNP-prepared nurse is impacting healthcare and working to achieve the IOM goals in various roles and practice settings (Beeber et al., 2019). The DNP is the catalyst leading the inter-professional team to improve healthcare outcomes.

References

Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of the doctor of nursing practice-prepared nurses in practice settings. Nursing Outlook, 67(4), 354-364.

Murphy, M. P., Staffileno, B. A., & Foreman, M. D. (Eds.). (2017). Research for advanced practice nurses: From evidence to practice. Springer Publishing Company.

Nordick, C. L. (2019). Evaluating leadership competency in DNP clinical practice. Journal of Doctoral Nursing Practice, 12(1), 111-116.

DNP-820 Topic 1 DQ 2 Sample Answer

There are various levels of evidence that are placed in a hierarchy. A study that applies a higher level of evidence indicates there has been more rigorous testing and evaluation for that particular topic. A level one study is comprised of randomized control trials, meta-analyses, systematic reviews, and clinical practice guidelines. This is the highest level of evidence. Level one studies may be primary research or secondary research. Secondary research synthesizes the research of others. Level two includes cohort studies. Case report studies make up level three. Level four is composed of case reports and case series. The lowest level of evidence is level five which includes animal or laboratory studies. A higher level of evidence should have more rigorous testing behind the study. As one is reading and evaluating the research, especially as level one evidence, the researcher should critically scrutinize the study design to ensure adequate results (Harvey, 2020). As one goes through the different levels of research, there is less rigorous design in the study which may introduce bias or research errors (Glasofer & Townsend, 2019). By using the highest level of evidence to translate into practice, there is more confidence that the intervention will have a true impact on the variable. 

           Schallom et al. (2020) implemented a research study across seven critical care units evaluating the effect of an early mobility program on different outcomes. The outcomes evaluated include mobility level, length of stay, and delirium. This particular study is a level two in regards to levels of evidence in research. As a primary research article, this cohort study has pre and post-intervention data. Previous literature is supportive of the interventions evaluated within this study. It further helps to establish early mobility as a reliable intervention as this particular study evaluated seven different types of specialty intensive care units. It looked at a broader group compared to only a surgical, medical or trauma unit. While it is not a randomized control study, it is a well laid out study that helps to advance the body of knowledge regarding early mobility programs in an adult intensive care unit with a quasi-experimental design. 

References 

Glasofer, A & Townsend, A. B. (2019). Determining the level of evidence experimental research appraisal. Nursing Critical Care, 14, (6), 22-25. Doi: 10.1097/01.CCN.0000580120.03118.1d 

Harvey, E. (2020). Can we use levels of evidence to make a decision? Canadian Journal of Surgery, 63(1), E86. Doi: 10.1503.cjs.001920 

Shallom, M, Tymkew, H., Vyers, K., Prentice, D., Sona, C., Norris, T. & Arroyo, C. (2020). Implementation of an interdisciplinary AACN early mobility protocol. Critical Care Nurse, 40 (4), e7-e17. Doi: https://doi.org/10.4037/ccn2020632