NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU

ST Thomas University NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU– Step-By-Step Guide

This guide will demonstrate how to complete the ST Thomas University NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU  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 NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU                   

Whether one passes or fails an academic assignment such as the ST Thomas University NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU  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 NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU                   

The introduction for the ST Thomas University NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU 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 NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU                   

After the introduction, move into the main part of the NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU 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 NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU                   

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 NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU                   

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 NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU

NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice 

Research and evidence-based practice are essential components of delivering patient-centered quality care in various healthcare settings. Research principles like confidentiality, respect for intellectual property, informed consent and research design, research integrity, and protecting anonymity are critical to ensuring that advanced education nurses and advanced practice registered nurses enhance the credibility and validity of evidence (Dewing et al., 2021). Conducting research safely and upholding the four biomedical principles of beneficence, non-maleficence, autonomy, and justice enhances the credibility of research findings and their application in clinical practice as evidence. The protection of human subjects ensures that research does not harm the participants but aims to offer positive outcomes or interventions to improve their health status (Dagne et al., 2020). Beneficence as a research principle means that the results confer positive outcomes to the participants and the general public while informed consent implies that participants can volunteer to be part of the study without undue influence or coercion. Informed consent requires that participants get sufficient information from researchers to make decisions and exercise their independence in making decisions to be part of the study. Conducting research safely means considering all aspects to reduce possible harm based on the principle of non-maleficence (Kawar et al., 2023). As such, these principles are critical to attaining better research results when dealing with diverse populations. 

Evidence-based practice entails using the best available evidence in liaison with the patient to decide upon the most appropriate interventions to meet their needs and health concerns. Evidence-based practice (EBP) is considered the gold standard for the delivery of safe and effective patient-centric care. EBP implores nurses and other providers to integrate their expertise, seek the opinion and perspectives of the patient, get the most current evidence from research, and combine these aspects to deliver quality care (Abu-Baker et al., 2021). In their study, Duff et al. (2020) assert that providers can implement EBP after determining the available factors in practice settings like expertise, resources, patient preferences, and existing evidence based on a critical appraisal of the literature. As such, nurses and other providers implement EBP in their practice setting by following existing frameworks like the Iowa EBP model or John Hopkins model among others. 

Studies show that the integration of EBP into daily practice has the potential to improve the practice environment and patient outcomes (Abu-Baker et al., 2021; Duff et al. (2020). Research principles guide nursing researchers and even practitioners on the procedures of implementing their studies. For instance, nurses can implement these principles in EBP by ensuring that the articles they appraise meet ethical standards and can lead to better care delivery. Nurses require research principles like informed consent and the institutional review board’s authorization to integrate research evidence into EBP situations (Bitter et al., 2020). As such, the credibility of any proposed EBP intervention requires sufficient research evidence based on the established principles to ascertain credibility and validity. 

Nurses also implement research when they develop interventions based on the findings and combine them with practice-setting requirements within such facilities (Abu-Baker et al., 2021). The implication is that implementing evidence-based practice is premised on effective research where the researchers comply with the set regulations and ethics. These include compliance with research principles and clinical practice knowledge and experience. Therefore, both research principles and EBP are intertwined meaning that providers can only implement an EBP intervention if it is based on research findings from a study that complied with the research principles. 

References 

Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based 

practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC nursing, 20, 1-8. DOI: https://doi.org/10.1186/s12912-020-00522-x 

Bitter, C. C., Ngabirano, A. A., Simon, E. L., & Taylor, D. M. (2020). Principles of research 

ethics: A research primer for low-and middle-income countries. African journal of emergency medicine, 10, S125-S129. DOI: 10.1016/j.afjem.2020.07.006 

Dagne, A. H., & Beshah, M. H. (2021). Implementation of evidence-based practice: The 

experience of nurses and midwives. Plos one, 16(8), e0256600. https://doi.org/10.1371/journal.pone.0256600 

Dewing, J., McCormack, B., & McCance, T. (2021). Principles for person-Centred nursing 

research. In Person-centred nursing research: Methodology, methods and outcomes (pp. 1-12). Cham: Springer International Publishing. 

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based 

practice environment: an interpretive description. Implementation science communications, 1, 1-9. DOI: https://doi.org/10.1186/s43058-020-00070-0 

Kawar, L. N., Aquino-Maneja, E. M., Failla, K. R., Flores, S. L., & Squier, V. R. (2023). 

Research, evidence-based practice, and quality improvement simplified. The journal of continuing education in nursing, 54(1), 40-48. 

Sample Answer for NUR 501 Module 5 Discussion Principles of Research and Evidence-Based Practice STU

Research and evidence-based practice (EBP) are fundamental principles in advancing the quality of care in healthcare settings, including for advanced practice nurses (APNs). Firstly, research involves systematic investigation and analysis to generate new knowledge or validate existing theories. APNs must understand research methodologies, including quantitative, qualitative, and mixed methods approaches, to critically appraise evidence (Gerrish et al., 2022). They should be able to discern the strengths, limitations, and applicability of various research studies to inform their clinical practice. 

Secondly, evidence-based practice involves integrating the best available evidence from research with clinical expertise and patient preferences to make informed decisions about patient care. APNs play a crucial role in bridging the gap between research findings and clinical practice by translating evidence into action (McNett et al., 2021). This process requires APNs to continuously update their knowledge base, critically evaluate evidence, and apply findings to individual patient scenarios while considering contextual factors such as socioeconomic status, cultural beliefs, and healthcare resources. 

Effective implementation of research and EBP in advanced practice nursing requires a multifaceted approach. Firstly, APNs should cultivate a culture of inquiry within their practice settings by encouraging curiosity, critical thinking, and continuous learning among their colleagues. This involves promoting open dialogue, sharing research findings, and fostering collaboration between interdisciplinary team members to integrate evidence into practice. 

In addition, APNs must actively seek out and critically appraise relevant research literature to stay abreast of the latest evidence in their specialty areas. This involves accessing reputable databases, such as PubMed, CINAHL, and Cochrane Library, to identify high-quality studies, systematic reviews, and clinical practice guidelines. APNs should also engage in lifelong learning activities, such as attending conferences, workshops, and continuing education programs, to enhance their research literacy and clinical decision-making skills. 

Furthermore, APNs should champion the use of standardized EBP frameworks, such as the Iowa Model of Evidence-Based Practice or the ACE Star Model of Knowledge Transformation, to guide the systematic implementation of evidence into practice (McNett et al., 2021). These frameworks provide a structured approach to identifying clinical questions, searching for evidence, critically appraising research, integrating findings into practice, and evaluating outcomes to promote quality improvement and patient safety. 

Moreover, APNs should actively involve patients and their families in the decision-making process by providing them with evidence-based information, discussing treatment options, and eliciting their preferences and values. This patient-centered approach fosters shared decision-making, enhances treatment adherence, and improves patient outcomes by aligning care with individual needs and preferences (Gerrish et al., 2022). 

Finally, APNs should advocate for organizational support and resources to facilitate the integration of research and EBP into clinical practice. This may involve collaborating with nursing leadership, quality improvement teams, and clinical educators to develop policies, protocols, and clinical pathways based on best available evidence. Additionally, APNs can serve as mentors and role models for novice nurses, guiding them in the use of research and EBP to deliver high-quality, patient-centered care. By embracing research and EBP principles, APNs can contribute to advancing the science and art of nursing practice while improving patient outcomes and promoting healthcare quality and safety. 

References 

Gerrish, K., Nolan, M., McDonnell, A., Tod, A., Kirshbaum, M., & Guillaume, L. (2022). Factors influencing advanced practice nurses’ ability to promote evidence‐based practice among frontline nurses. Worldviews on Evidence‐Based Nursing, 9(1), 30-39. https://doi.org/10.1111/j.1741-6787.2011.00230.x 

McNett, M., Masciola, R., Sievert, D., & Tucker, S. (2021). Advancing evidence‐based practice through implementation science: Critical contributions of doctor of nursing practice and doctor of philosophy‐prepared nurses. Worldviews on Evidence‐Based Nursing, 18(2), 93-101. https://doi.org/10.1111/wvn.12496  

https://doi.org/10.3928/00220124-20221207-09

Week 6: Culture and Caring Theories

When I practice as an NP, The culture and caring theory that will resonate the most with me is Leininger’s Cultural Care Diversity Theory. This theory examines how an individual’s health is influenced by cultural heritage ( McFarland & Wehbe-Alamah,2019). I like that this theory emphasizes preserving the patient’s beliefs, values, religion, and customs while providing them with the necessary medical care. Being culturally competent as an NP is essential while caring for diverse people. The patients should all be treated as personally as possible while factoring in their culture, beliefs, and values to have a positive patient outcome. 

            The nursing paradigm is integrated through Leininger’s Cultural Care Diversity Theory in that it looks at how culture plays such an essential role in how health takes effect in various communities. Patients’ satisfaction is decreased when culturally based care has failed, leading to a significant recovery delay from illness and non-compliant patients (Butts & Rich, 2018). 

            I identify with the element of preservation and maintenance of culture. This world that we live in is changing day by day. Many different cultures and beliefs are so dear to people, and who are we as a healthcare system to say what people should and should not do? It is essential to understand the differences and similarities that people bring into this world that make us all different because that will give a patient a positive experience in the healthcare setting. As they enter the hospital, it is incredibly critical to ask patients these pivotal questions regarding culture, values, and beliefs so they have a positive outcome regarding their healthcare. 

            Leininger’s theory helps meet CLAS standards in advancing health equity because it provides healthcare providers with how their health is aligned with the patient’s cultural background. This knowledge is then used to construct a treatment plan that is culturally sensitive and personalized only for this particular patient to maximize the positive outcome and decrease health problems. 

      References

McFarland, M. R., & Wehbe-Alamah, H. B. (2019). Leininger’s Theory of Culture Care Diversity and Universality: An Overview With a Historical Retrospective and a View Toward the Future. Journal of Transcultural Nursing, 30(6), 540-557. 

https://doi.org/10.1177/1043659619867134Links to an external site. 

Butts, B. J., & Rich, L. K. (2018). Philosophies and theories for advanced nursing Practice (3rd ed.). Jones & Bartlett Learning.