NUR 590 Summary of Current Course Content Knowledge
Grand Canyon University NUR 590 Summary of Current Course Content Knowledge-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NUR 590 Summary of Current Course Content Knowledge 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 590 Summary of Current Course Content Knowledge
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Summary of Current Course Content Knowledge 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 590 Summary of Current Course Content Knowledge
The introduction for the Grand Canyon University NUR 590 Summary of Current Course Content Knowledge 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 NUR 590 Summary of Current Course Content Knowledge
After the introduction, move into the main part of the NUR 590 Summary of Current Course Content Knowledge 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 590 Summary of Current Course Content Knowledge
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 590 Summary of Current Course Content Knowledge
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 590 Summary of Current Course Content Knowledge
Which weekly objectives do you have prior knowledge of, and to what extent?
I have prior knowledge of the objectives in Topic 1, including the description of the role of advanced registered nursing in evidence-based practice. It is asserted that advanced registered nurses play a critical role in the implementation of EBP including evidence transfer and adoption, harmonization of practices and evaluating the utilization of evidence in hospitals (Ylimäki et al., 2021). They are involved in the provision of high-quality, effective care underscored by EBP to manage patients (Bhatarasakoon et al., 2022). I also have prior experience with the objectives in Topic 2, including effective strategies for fostering an EBP culture within a healthcare setting. Sharplin et al. (2019) suggest the use of the Best-Practice Spotlight Organization (BPSO) Program which is vital for promoting and sustaining EBP change. Yoo et al. (2019) explain that healthcare organizations should focus on EBP knowledge and organizational readiness to ensure a sustained culture of EBP implementation. These are the specific areas of the course I have prior knowledge of.
Which weekly objectives do you have no prior knowledge of?
There are various objectives I lack prior knowledge of in this course. For instance, I have no prior knowledge of the objective in Topic 1 including the presentation of a PICOT for the EBP project proposal. I also lack prior knowledge of the objectives in Topic 3, including the description of the relationship between bias and a model. Estiri et al. (2022) explain that models or frameworks can be biased in their analysis of data. For instance, a model can be biased toward protected groups. Additionally, I lack prior knowledge of the objectives in Topic 3 concerning the selection of statistical tests for the evidence-based project proposal. Jones et al. (2021) explain that paired t-tests are some of the most popular tests used by healthcare professionals. These are some of the areas I lack prior knowledge of.
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What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?
There is one specific area I would like to discuss with my instructor and classmates. For example, the leveraging of evidence-based practice to address emerging health issues such as COVID-19 and its effects. Additionally, there is a need to discuss the barriers that prevent the implementation of EBP in emergency health conditions. The main question about this course relates to how deadlines of the project proposals.
References
Bhatarasakoon, P., Hanucharurnkul, S., Panpakdee, O., Sritanyaratana, W., Junprasert, S., & Pothimas, N. (2022). Use of evidence-based practice among advanced practice nurses in Thailand: A multi-setting, cross-sectional study. The Journal for Nurse Practitioners, 18(5), 529–533. https://doi.org/10.1016/j.nurpra.2022.02.008
Estiri, H., Strasser, Z. H., Rashidian, S., Klann, J. G., Wagholikar, K. B., McCoy, T. H., & Murphy, S. N. (2022). An objective framework for evaluating unrecognized bias in medical AI models predicting COVID-19 outcomes. Journal of the American Medical Informatics Association, 29(8), 1334–1341. https://doi.org/10.1093/jamia/ocac070
Jones, M., deValpine, M., McDonald, M., & Schubert, C. (2021). Use of statistical tests in doctor of nursing practice projects. The Journal for Nurse Practitioners, 17(9), 1118–1121. https://doi.org/10.1016/j.nurpra.2021.06.006
Sharplin, G., Adelson, P., Kennedy, K., Williams, N., Hewlett, R., Wood, J., Bonner, R., Dabars, E., & Eckert, M. (2019). Establishing and sustaining a culture of evidence-based practice: An evaluation of barriers and facilitators to implementing the best practice spotlight organization program in the Australian Healthcare Context. Healthcare, 7(4), 142. https://doi.org/10.3390/healthcare7040142
Ylimäki, S., Oikarinen, A., Kääriäinen, M., Holopainen, A., Oikarainen, A., Pölkki, T., Meriläinen, M., Lukkarila, P., Taam-Ukkonen, M., & Tuomikoski, A.-M. (2022). Advanced practice nurses’ experiences of evidence-based practice: A qualitative study. Nordic Journal of Nursing Research, 42(4), 227–235. https://doi.org/10.1177/20571585221097658
Yoo, J. Y., Kim, J. H., Kim, J. S., Kim, H. L., & Ki, J. S. (2019). Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture. PLOS ONE, 14(12). https://doi.org/10.1371/journal.pone.0226742
Sample Answer 2 for NUR 590 Summary of Current Course Content Knowledge
My previous knowledge fits well with numerous important course goals, particularly in spotting and assessing excellent research papers, knowing theoretical frameworks, and using evidence-based strategies to raise patient outcomes. I am familiar with scientific research concepts and information sharing, shaped mainly by prior training and experiences linked to evidence-based practice (EBP) initiatives and advanced nursing jobs. Reading essential materials, including Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice (Melnyk & Fineout-Overholt, 2023), helps strengthen these competencies further. Another area of knowledge is using the PICOT process and the Iowa Model of Evidence-Based Practice.
I still need more thorough knowledge in many areas, including establishing culturally relevant clinical preventative programs and grasping the nuances of assessing health policy to enhance patient outcomes. According to Mathieson et al. (2020), greater involvement is necessary when investigating ways to create and maintain an evidence-based practice culture within organizational environments. Supported by stakeholder involvement and readiness evaluations, recent studies show that strategic implementation improves the probability of success in using EBP in clinical environments (Nelson-Brantley & Chipps, 2021). I also want to improve my capacity to create assessment strategies covering all project results.
From the course goals, I particularly want to discuss the potential for innovation via teamwork and the pragmatic implementation of EBP theories in various healthcare environments. Especially combining cutting-edge nursing techniques with technology to improve patient care results excites me (Melnyk & Fineout-Overholt, 2023). Since multidisciplinary teams are vital for advancing safety and quality of care, I would also like to investigate the subtleties of running evidence-based initiatives within these teams.
Finally, I would like to explore further how evaluations for EBP initiatives would be scored, especially for group projects and cooperative tasks. In this direction, I want an additional explanation on assessing individual efforts within team environments. Furthermore, advice on using Grand Canyon University’s library resources for peer-reviewed material will be priceless in enabling me to lay a firm basis for my projects and course discussions.
References
Mathieson, A., Grande, G., & Luker, K. (2020). Strategies, facilitators and barriers to implementation of evidence-based practice in community nursing: A systematic mixed-studies review and qualitative synthesis. Primary Health Care Research & Development, 20(20). https://doi.org/10.1017/s1463423618000488
Melnyk, B. M., & Fineout-Overhold, E. (2023). Evidence-based practice in nursing & healthcare (5th ed.). Lippincott Williams & Wilkins.
Nelson-Brantley, H. V., & Chipps, E. (2021). Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice. JONA: The Journal of Nursing Administration, 51(5), 237–239. https://doi.org/10.1097/nna.0000000000001006