DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project

Grand Canyon University DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project 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 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project                           

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project 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 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project                         

The introduction for the Grand Canyon University DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project 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 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project                         

After the introduction, move into the main part of the DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project 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 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project                         

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 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project                           

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 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project

Re: Topic 3 DQ 1

Primary research is unique and attempts to study and evaluate original data. It involves asking a research question, designing a study to answer this question, and reviewing results. This is different from secondary studies that use data gathered by others and compare this data. For my DPI project, this writer will implement an early mobility program in a critical care unit, which helps improve patient outcomes and reduce ICU length of stay. The notion of early mobility is not a new one, however, the active implementation is not yet accepted at this writer’s practice site.

The first article was a study conducted by Goldfarb et al (2018). This retrospective study was conducted to review how an early mobility program would impact the level of frailty in older adults admitted to a cardiovascular ICU. While it was not a randomized control trial, this research article is a level two which provides a higher level of evidence. Goldfarb et al. (2018) found early mobility improved the frailty score. The less frail a person was associated with a statistically significant decrease in the length of hospital stay with a p-value of 0.04. This is significant for this writer’s DPI project as it demonstrates early mobility can decrease the degree of frailty resulting in a shorter ICU length of stay.

Girardot and Pancake (2022) evaluated the impact of a mobility team for patients in a COVID ICU. This cohort study used redeployed staff as the mobility team and provided three sessions each day for patients in an ICU. Girardot and Pancake (2018) had a pre- and post-implementation group. This study is another example of a study using level two evidence. After implementing the mobility team, staff was able to reduce the ICU length of stay from 13.57 down to 8.38 for COVID-positive patients for all patients decreased from 9.31 down to 6.17 days (Girardot & Pancake, 2018). While the p-values were not statistically significant (p = 0.14 and p = 0.15 respectively), it makes a clinically significant impact on the patients and freed tapped resources that were being experienced in ICUs due to COVID. This again demonstrates the vital impact early mobility can have on patient outcomes by reducing the length of ICU stay.

References

Girardot, K. & Pancake, L. (2022). Outcomes of a COVID mobility team.  Clinical Nurse Specialist, 36 (3), 153-160. Doi: 10.1097/NUR.0000000000000671

Goldfarb, M., Afilalo, J., Chan, A., Herscovici, R., Cercek, B. (2018). Early mobility in frail and non-frail older adults admitted to the cardiovascular intensive care unit.  Journal of Critical Care, 47,9-14. Doi: https://doi.org,10.1016/j.jcrc.2018.05.013.

Sample Answer 2 for DNP 820 Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project

The two primary research articles that support the proposed intervention for my DPI project are Hilton, L., Maher, A. R., Colaiaco, B., Apaydin, E., Sorbero, M. E., Booth, M., Shanman, R. M., & Hempel, S. (2017). Meditation for posttraumatic stress: Systematic review and meta-analysis. Psychological Trauma: Theory, Research, Practice and Policy, 9(4), 453–460. https://doi.org/10.1037/tra0000180

Gallegos, A. M., Heffner, K. L., Cerulli, C., Luck, P., McGuinness, S., & Pigeon, W. R. (2020). Effects of Mindfulness Training on Posttraumatic Stress Symptoms From a Community-Based Pilot Clinical Trial Among Survivors of Intimate Partner Violence. Psychological trauma: theory, research, practice and policy, 12(8), 859. https://doi.org/10.1037/tra0000975

Posttraumatic stress disorder (PTSD) is a condition that can develop after exposure to a traumatic event. PTSD is characterized by four hallmark clusters of symptoms: reexperiencing, avoidance, negative cognitions or mood, and hyperarousal (American Psychiatric Association, 2018). Meditation is a mind–body technique that refers to a broad variety of practices with the general goal of training the mind through regulation of attention and/or emotion to affect body functions, symptoms, and state of being. This study aimed at synthesizing randomized controlled trials to provide data on the safety and efficacy of meditation interventions in PTSD treatment (Hilton, L. et al, 2017).

The authors of this article aimed at assessing the feasibility and acceptability of an intervention developed for the clinical trial. The study also aimed at testing this psychophysiological model of MBSR effects on the outcomes of PTSD, trauma-related, and trauma-exposed individuals’ symptomatology. The author hypothesized that a decrease in the severity of PTSD symptoms improved self-regulation capacity among MBSR participants as a result of this intervention. The authors recommended further studies to assess the effectiveness of model-guided interventions such as MBSR in PTSD treatment and stress regulation (Gallegos, A. M, et al 2020). This study aimed at examining the impact of MBSR on mindfulness skill building and the reduction of stress symptoms among veterans with PTSD). The researcher hypothesized a reduction in these outcomes after treatment for patients who attended MBSR sessions.

References

American Psychiatric Association. (2018). Diagnostic and statistical manual of mental disorders, (5th ed.). Washington, DC: Author.

Gallegos, A. M., Heffner, K. L., Cerulli, C., Luck, P., McGuinness, S., & Pigeon, W. R. (2020). Effects of Mindfulness Training on Posttraumatic Stress Symptoms From a Community-Based Pilot Clinical Trial Among Survivors of Intimate Partner Violence. Psychological trauma: theory, research, practice and policy, 12(8), 859. https://doi.org/10.1037/tra0000975

Hilton, L., Maher, A. R., Colaiaco, B., Apaydin, E., Sorbero, M. E., Booth, M., Shanman, R. M., & Hempel, S. (2017). Meditation for posttraumatic stress: Systematic review and meta-analysis. Psychological Trauma: Theory, Research, Practice and Policy, 9(4), 453–460. https://doi.org/10.1037/tra0000180

DNP 820 Topic 3 DQ 2 Sample Answer

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.