DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
Grand Canyon University DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another 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 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another 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 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
The introduction for the Grand Canyon University DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
After the introduction, move into the main part of the DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another 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 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
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 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
Re: Topic 3 DQ 2
Evidence-based practice (EBP) is defined as a lifelong problem-solving approach used in the delivery of a patient-centered health care preference incorporating the best evidence from well-designed studies and integrating it with the clinician expertise noted as practice-based evidence accumulated over the course of care for patients with similar diagnoses, which includes internal evidence gathered from patient data. EBP uses systematic search and critical appraisal of the most relevant and best research to answer a burning clinical question; (Melnyk & Fineout-Overhold, 2020, p. 8).
Practice-based evidence (PBE) is a data-gathering approach for the evaluation of efficacy in a practical situation to determine gaps in performance and guide in solution approach (Fink et al., 2019).
Research is focused on generating new evidence for practice by using a systematic approach to assembling and analyzing information. It often carries risks to patient safety, which is one of the reasons for informed consent ( Melnyk & Fineout-Overhold, 2020, p. 689).
Practice-based evidence leads to assists in recognizing how asymptomatic bacteriuria is treated which leads to overtreatment and possible antimicrobial resistance. This prompts into researching for the best articles that support the best evidence for antimicrobial stewardship to change treatment approaches and mitigate the adverse effect of unnecessary antibiotic prescriptions.
In an evolving healthcare system and practice, Evidence-based practice, Practice-based evidence, and Research are vital patient care approaches for the best result.
Reference
Fink Chorzempa, B., Smith, M. D., & Sileo, J. M. (2019). Practice-based evidence: A model for helping educators make evidence-based decisions. Teacher Education and Special Education, 42(1), 82-92.
Melnyk, B. M., & Fineout-Overhold, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.
Sample Answer 2 for DNP 820 Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another
In a national effort toward accountability and effectiveness of health care, evidence-based practices (EBP) are forging to be the standard for clinical care. Health disciplines have various examples of historical treatment approaches and often fall back on the thought process of “this is the way we’ve always done it without objective evidence that it works. The same trend is occurring in prevention as the United States begins shifting from high-cost interventions to preventative care. Unfortunately, the mentality of historical treatment and prevention approaches are not always practical and have sometimes resulted in no improvement in some cases and fatalities at worst. The move toward demonstrating evidence or research based on the effectiveness of prevention, treatment, and intervention approaches was a step toward ensuring the best care for patients and their communities (Jones & Haydon-Laurelut, 2019). However, the pendulum is now swinging toward the sole use of clinical practices with the formalized research base; new challenges and limitations emerge, especially for ethnic minority populations and historically underserved groups. Evidence refers to scientific controlled trials and research data, expert or user consensus, evaluation, or anecdotal information. The purpose of conducting research is to generate new knowledge or validate existing knowledge based on a theory. Research studies involve systematic, scientific inquiry to answer specific research questions or test hypotheses using disciplined, rigorous methods.
While research is about investigation, exploration, and discovery, it also requires an understanding of the philosophy of science. For research results to be considered reliable and valid, researchers must use the scientific method in orderly, sequential steps. Unlike research, EBP isn’t about developing new knowledge or validating existing knowledge. It’s about translating the evidence and applying it to clinical decision-making. The purpose of EBP is to use the best evidence available to make patient-care decisions. Most of the best proof stems from research. But EBP goes beyond research use and includes clinical expertise, patient preferences, and values. The use of EBP considers that sometimes the best evidence is that of opinion leaders and experts, even though no definitive knowledge from research results exists. Whereas research is about developing new knowledge, EBP involves innovation in finding and translating the best evidence into clinical practice. However, there are overlapping areas between practice-based evidence, research, and evidence-based approach, demonstrating their intertwined support of each other. It is essential to focus on their difference, including when, where, and why either is appropriate.
Jones, V., & Haydon-Laurelut, M. (2019). Evidence-based practice and practice-based evidence. Working with People with Learning Disabilities: Systemic Approaches, Red Globe Press, London, 205–211.
DNP-820 Topic 4 DQ 1 Sample Answer
As doctoral students, conducting empirical research is one a foundational aspect of the body of work for the DPI project. Two key elements of evaluation of research is to understand the validity and reliability of the data. If data elements are not valid the results of the study will be impacted. There are four types of validity: construct, statistical conclusiveness, internal and external validity (Abowitz & Toole, n.d.). When establishing the data elements in a research project, it is crucial to ensure that the data is measurable and non-biased. Using data elements that have been used in previous studies provides a higher level of validity of data versus creating an untested element.
Being able to critique quantitative research is an important skill for medical providers. Consideration must be given not only to the results of the study but also the rigor of the research. Rigor refers to the extent to which the researchers worked to enhance the quality of the studies. In quantitative
research, this is achieved through measurement of the validity and reliability. Validity refers to the credibility or believability of the research. Validity looks at whether the measuring instrument adequately covered all of the content that it should cover with respect to the variable (Lawrence, 2015). For example, does the instrument cover the entire domain related to the variable, or construct it was designed to measure? An example is, does an undergraduate nursing course with instruction about public health, does an examination with content validity would cover all the content in the course with greater emphasis on the topics that had received greater coverage or more depth.
Reliability refers to the repeatability of findings. If the study were to be done a second time, would it yield the same results? If the data produces the same results then we can say that the data is reliable. If there is more than one person observing an actual behavior or some event, all observers should agree on what is being recorded in order to claim that the data are reliable. The question to ask is “does the research instrument consistently has the same results if it is used in the same situation on repeated occasions?” A simple example of validity and reliability is an alarm clock that rings at 7:00 each morning, but is set for 6:30. It is very reliable (it consistently rings the same time each day), but is not valid (it is not ringing at the desired time) (Lawrence, 2015).
Reliability and validity are important to remember when analyzing a research article. If the results of a study are not deemed to be valid then they are meaningless to a study. If it does not measure what we want it to measure then the results cannot be used to answer the research question,
which is the main aim of the study. These results cannot then be used to generalize any findings and become a waste of time and effort. It is important to remember that just because a study is valid in one instance it does not mean that it is valid for measuring something else. Once again reliability refers to the repeatability of findings. If the study were to be done a second time, would it yield the same results?
References
Lawrence, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, Vol 4, Iss 3, Pp 324-327 (2015), (3), 324. doi:10.4103/2249-4863.161306
Mohajan, H. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University Economic Series, Vol 17, Iss 4, Pp 59-82 (2017), (4), 59. https://doi-