DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture

Grand Canyon University DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture 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 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture                           

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture 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 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture                         

The introduction for the Grand Canyon University DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture 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 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture                         

After the introduction, move into the main part of the DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture 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 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture                         

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 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture                           

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 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture

Re: Topic 8 DQ 2

To evidence based practice I must maintain the integrity of good quality research by practicing what programs such as this one has taught me about quality research of quality literature as it is translated into practice. The expectations of the academic discipline is for the DNP prepared nurse to serve as change agents for the profession, with an obligation to advance and publish scholarship (Trautman, Idzik, Hammersla, & Rosseter, 2018) . DNP programs focus on translation of reliable research findings into practice. Nursing scholarship will inform science, improve clinical practice, influence health care policy, and will impact best practice preparing nurses as clinicians, leaders, and scholars.
The DNP prepared nurse has the responsibility to ensure that best practice spreads to health care organizations to improve patient outcomes, and quality of care. The DNP prepared nurse needs to
support EBP from both an educational and organizational standpoint as either an educator or a leader. The aspiration of scholarship is a key responsibility of a DNP prepared nurse to be able to improve and change health care outcomes for our clients (Trautman et al., 2018). One way to support nurses in the clinical environment is to discover concerns or issues that nurses are seeing at
the bedside, and help them to translate these concerns into a PICOT questions. After the question is developed the DNP nurse could assist in the gathering of credible evidence, to see if there is sufficient data to support a practice change, or nursing intervention. The formation of an EBP committee
would be one great way to have bedside nurses involved in EBP, and then the DNP could serve as a mentor, or member of the group.

References

Edwards, N., Coddington, J., Erler, C., Kirkpatrick, J. (2018). The impact of the role of doctor of nursing practice nurses on healthcare and leadership. Medical Research Archives, 6(4).
Trautman, D. E., Idzik, S., Hammersla, S., & Rosseter, M. (2018). Advancing scholarship through translational research: The Role of PhD and DNP prepared nurses. Online Journal of Issues in Nursing, 23(2).

Sample Answer 2 for DNP 820 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture

Implementation and sustainability are two difficult but rewarding goals to achieve. Implementation provides the ability to place a process and or decision into action. It takes practice, planning the design, using models, asking questions to have the ability to proceed with the action. Sustainability is crucial to implementation as it is the ability to maintain the “action” which was put into place. The two evidence-based methods chosen for implementing and sustaining an evidence- based culture are the social movement action (SMA) framework and the knowledge- to – action framework. With the SMA model, it implements several elements that focus on prediction social movement (Grinspun et al, 2020). In this approach the knowledge gain will assist in creating a lasting change (Grinspun et al, 2020). The involvement best practices guidelines create leadership skills in those who are part of the change team (Grinspun et al, 2020). Skills obtained providers the ability to lead change with the “bottom up” and the traditional change approach (Grinspun et al, 2020). Once accreditation occurs the spread of model is to be spread across all sectors (Grinspun et al, 2020). To effectively do this champion are assigned to lead and sustain the “change” in practice (Grinspun et al, 2020). In the knowledge to action is the model which assist in using research by stakeholders (Willis et al., 2017). The process allows to select implementations strategies (Willis et al., 2017). A unique part of this framework is that it begins with the need for the synthesis and translation of research (Willis et al., 2017). The process is presented as an action circle surrounded by seven surrounding steps. Willis et al (2017) simplifies this by explain it that it helps with the gap in what is done and what is current done to apply and create knowledge. To sustain the practice change there are several interventions that continue. An annual educational session occurs yearly to create a refresher (Willis et al., 2017). Those in practice who are new, or students have an orientation to the person- and family – centered best practice guidelines (Willis et al., 2017). An “All the best” campaign is created (Willis et al., 2017). It provides a mode of communication and messages are routinely updated so the organizations priorities are effectively relayed. As learners it is important to remember that models provide the framework sustainability to occur, however external organizational support is ideal to create this culture. As a future DNP prepared nurse, it is our duty to advocate for these environments and present the evidence that supports how this improves clinical outcomes.

References:

Grinspun, D., Wallace, K., Li, S.-A., McNeill, S., Squires, J. E., Bujalance, J., D, A. M., De Souza, G., Farshait, N., Gabbay, J., Graham, I. D., Hutchinson, A., Kinder, K., Laur, C., Mah, T., Moore, J. E., Plant, J., Ploquin, J., Ruiter, P. J. A., … Zhao, J. (2022). Exploring social movement concepts and actions in a knowledge uptake and sustainability context: A concept analysis. International Journal of Nursing Sciences, 9(4), 411–421. https://doi.org/10.1016/j.ijnss.2022.08.003

Willis, C., Riley, B., Lewis, M., Stockton, L., & Yessis, J. (2017). Guidance for organizational strategy on knowledge to action from conceptual frameworks and practice. Evidence & Policy: A Journal of Research, Debate & Practice, 13(2), 317–341. https://doi.org/10.1332/174426416X14609194878495

DNP-820 Reflective Journal Sample Answer

The purpose of this reflective journal essay is to analyze personal experiences during the course DNP 820A. Like many other advanced practice courses, DNP 820A prepares nurses to handle complex patient issues by implementing evidence-based practice. The reflections in this essay are an honest evaluation of personal journey in accomplishing the course objectives aligned with the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice (2022). The essay describes how learning occurred to achieve AACN Essentials. 

Reflection 

DNP 820A expands the nurse student’s competencies of translating research into practice acquired in DNP 815A. Through it, the nurse student examines scientific evidence to guide improvements in practice and care outcomes. Generally, the reflective journal describes the core learning experiences that were pivotal in the course completion. They include DPI project-related activities, literature review and appraisal, and weekly learning experiences. This course’s diverse and insightful experiences and learning involved the following essentials. 

Essential I: Scientific Underpinnings for Practice 

Nursing focuses on actions that impact population health positively. Advancing knowledge allows the DNP nurses to acquire expertise that allows them to translate knowledge to achieve better patient outcomes (AACN, 2022). From the first week, it was evident that the course prepared the DNP student to translate research into practice through activities such as submitting the final PICOT-D and exploring the role of the research translator and evidence-based practice. Other activities during weeks 1-3 included identifying and evaluating literature for proposed DPI intervention and exploring the importance of critical appraisal and levels of evidence. The appropriate nursing theory and change theory were presented along with the literature review. A nursing theory describes the scope of the nursing practice, while change theories explain how to implement change based on the best available evidence (Gasaba et al., 2021; Harrison et al., 2021). The critical appraisal process ensures that scientific evidence is valid and relevant to practice. 

Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking 

Essential II focuses on the nursing competencies vital in eliminating health disparities and optimizing practice experience. Accordingly, the DNP program prepares nurses to better address current and future health needs (McCauley et al., 2020). Learning experiences that helped to achieve these competencies included an in-depth exploration of how different components of a care bundle for pressure ulcers achieve different outcomes. These components include skin care, preventive dressing, and repositioning (Yap et al., 2021; Zhang et al., 2021). Successful implementation of practice change also requires the DNP nurse to serve as a change leader and embrace systems thinking since practice change is a collaborative practice. 

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice 

Health improvement leads to better population health through new discoveries that address complex practice problems. The course prepared the DNP nurse to apply relevant findings from EBP and research to enrich practice leading to improved health outcomes (AACN, 2022). Learning experiences to accomplish Essential III included critically appraising literature related to the effectiveness of a preventive care bundle for pressure ulcers and discussions on how incorporating EBP leads to higher quality health care during weeks 4-6. Other relevant learning experiences to achieve this Essential included the assignment exploring a gap between research findings and implementation in week five and the literature synthesis for a preventive care bundle for pressure injuries. 

Conclusion 

The DNP 820A course focuses on knowledge application activities for translating research into practice using appropriate nursing and change theories. The purpose of this reflection essay was to describe the course activities that helped the DNP nurse to achieve the course’s objectives and AACN’s Essentials. They included weekly discussions, assignments, and project-related activities, primarily literature synthesis and appraisal.  

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References 

AACN. (2022). DNP Essentials. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf 

Gasaba, E., Ntiranyibagira, B., Joseph, I., Uwamariya, T., Nkurikiye, E., Hategekimana, P., … & Niyongabo, E. (2021). Nursing theory and its practices in two health care facilities of Bujumbura. Open Journal of Nursing, 11(9), 757-771. https://doi.org/10.4236/ojn.2021.119064 

Harrison, R., Fischer, S., Walpola, R. L., Chauhan, A., Babalola, T., Mears, S., & Le-Dao, H. (2021). Where do models for change management, improvement and implementation meet? A systematic review of the applications of change management models in healthcare. Journal of Healthcare Leadership, 13, 85-108. https://doi.org/10.2147%2FJHL.S289176 

McCauley, L. A., Broome, M. E., Frazier, L., Hayes, R., Kurth, A., Musil, C. M., … & Villarruel, A. M. (2020). Doctor of nursing practice (DNP) degree in the United States: Reflecting, readjusting, and getting back on track. Nursing Outlook, 68(4), 494-503. https://doi.org/10.1016/j.outlook.2020.03.008 

Yap, T. L., Horn, S. D., Sharkey, P. D., Zheng, T., Bergstrom, N., Colon-Emeric, C., … & Kennerly, S. M. (2021). Effect of varying repositioning frequency on prevention of pressure injuries in nursing home residents: TEAM‐UP cluster‐randomized clinical trial results. Research Square, 1-21. https://doi.org/10.21203/rs.3.rs-717425/v1 

Zhang, X., Wu, Z., Zhao, B., Zhang, Q., & Li, Z. (2021). Implementing a pressure injury care bundle in Chinese intensive care units. Risk Management and Healthcare Policy, 14, 2435–2442. https://doi.org/10.2147/RMHP.S292579