NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

Walden University NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS– Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS 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 NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

Whether one passes or fails an academic assignment such as the Walden University NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS 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 NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

The introduction for the Walden University NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS 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 NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

After the introduction, move into the main part of the NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS 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 NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

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 NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

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 NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

Knowledge-to-Action framework 

To start with NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS, patients with severe mental disorders may harm themselves or others due to agitated and aggressive behaviors. Healthcare professionals commonly use alternative approaches, such as de-escalation techniques and crisis management, to minimize the risk of harm (Raveesh et al., 2019). However, compulsory intervention may be needed if these approaches do not resolve the conflict. Physical restraint is a common practice in psychiatric units to prevent harm to patients or staff when patients exhibit violent or disruptive behaviors. However, using restraint can also cause physical and psychological damage to patients, staff, and the therapeutic environment. Restraint can also negatively affect the patient-staff relationship, the quality of care, and patient satisfaction (Chieze et al., 2019). Therefore, there is a need for more efforts to reduce or prevent the use of restraint by implementing alternative interventions that are less restrictive and more respectful of patients’ rights and dignity and following evidence-based guidelines and ethical principles when applying restraint (Ye et al., 2019). Translating the best available evidence into actual health interventions in a timely way is a challenge that health professionals worldwide share to provide the best possible effective care and service to patients (Ten Ham-Baloyi, 2022).  

Using the Knowledge-to-Action framework to improve the use of restraints 

The Knowledge-to-Action framework (KTA) is a conceptual framework that guides the process of translating knowledge into action in healthcare settings. It consists of two components: knowledge creation and action cycle. Knowledge creation involves identifying, synthesizing, and adapting the best available evidence to the local context. The action cycle involves identifying the problem, selecting and tailoring interventions, assessing barriers and facilitators, implementing and monitoring interventions, evaluating outcomes, and sustaining knowledge use (Ten Ham-Baloyi, 2022). 

Knowledge creation: One possible way to use the knowledge creation model to improve the use of restraints in psychiatric units is to follow a series of steps that involve generating, synthesizing, and applying evidence. The first step is identifying primary research on effective, safe, acceptable restraints and alternative interventions for managing agitation or violence in psychiatric patients (Field et al., 2014). The second step is to conduct systematic reviews of the evidence on restraints and alternative interventions for managing agitation or violence in psychiatric patients and assess their quality and applicability (Field et al., 2014). The third step is to consult with the stakeholders, such as patients, staff, managers, and policymakers, and develop clinical practice guidelines or recommendations that give clear and consistent guidance on how and when to use restraints and alternative interventions for managing agitation or violence in psychiatric patients (Field et al., 2014). The fourth step is to adapt or tailor the clinical practice guidelines or recommendations to the specific characteristics and needs of the psychiatric unit, such as culture, resources, barriers, and facilitators (Field et al., 2014). 

Action cycle: The implementation of this second step of the Knowledge-to-Action framework to improve the use of restraint in our psychiatric unit will require a quality improvement project that will be conducted using the following steps: 

Identifying Problem: Data from incident reports, patient satisfaction surveys, staff feedback, and clinical audits will be used and analyzed to determine the gap in practice regarding the use of restraint. Also, the gap in practice will be checked against the organizational goals and values, such as patient safety, quality of care, and human rights (Ten Ham-Baloyi, 2022). 

Selecting and tailoring interventions: The best available evidence, stakeholder preferences, and feasibility will be used to choose the interventions to promote the use of evidence on restraint. The selected interventions will include staff education and training on the evidence-based guidelines and recommendations on restraint; audit and feedback on the restraint use and outcomes; reminders and prompts to use restraint alternatives; incentives and recognition for restraint reduction; and patient and family involvement and support in decision making and care planning. Also, the selected interventions will be adapted to the unit’s specific characteristics and needs, such as culture, resources, barriers, and facilitators. For example, the staff education and training sessions will be adapted to the staff’s learning styles, schedules, and roles; and the patient and family involvement and support will be based on their preferences and needs (Ten Ham-Baloyi, 2022). 

Assessing Barriers and Facilitators: The factors that can affect the implementation of the selected interventions will be assessed using surveys, interviews, focus groups, and observation. Possible barriers include lack of knowledge, skills, confidence, or motivation to use evidence on restraint; resistance to change or fear of losing control; negative views or thoughts about restraint or its alternatives; lack of time, staff, equipment, or space to use restraint alternatives; lack of support or communication from managers or colleagues; lack of feedback or monitoring on the restraint use; and lack of patient or family consent or cooperation. The facilitators include awareness, interest, or willingness to use evidence on restraint; positive views or thoughts about restraint or its alternatives; availability of time, staff, equipment, or space to use restraint alternatives; support or communication from managers or colleagues; feedback or monitoring on the restraint use; and patient or family consent or cooperation (Ten Ham-Baloyi, 2022). 

Implementing and monitoring interventions: The selected interventions will be delivered using a plan-do-study-act cycle. The plan involves setting each intervention’s objectives, timelines, roles, responsibilities, and resources. The do involves carrying out each intervention according to the plan. The study involves collecting data on the process and outcome of each intervention. The act involves analyzing the data and making necessary adjustments or improvements (Ten Ham-Baloyi, 2022). 

Evaluating outcomes and sustaining knowledge use: The outcome will be assessed based on the number and proportion of patients who are restrained; duration and intensity of restraint episodes; number and severity of adverse events related to restraint; number and satisfaction of complaints about restraint; patient satisfaction with care; staff satisfaction with work. The sustainability of knowledge use would be accomplished by continuously collecting data through surveys and audits and providing necessary education and support (Ten Ham-Baloyi, 2022). 

The Knowledge-to-Action framework is most relevant to improve the use of restraint in psychiatric units because it can help with three improvement aspects. First, it can help identify, implement, and evaluate interventions to reduce the use of restraint in psychiatric units by following a systematic and comprehensive process (Field et al., 2014). Second, it can help ensure that the interventions are based on the best available evidence, tailored to the local context, and responsive to the barriers and facilitators of knowledge use (Field et al., 2014). Third, it can help promote alternative interventions that are less restrictive and more respectful of patients’ rights and dignity (Field et al., 2014). 

Conclusion 

Restraint in psychiatric units is common, inconsistent, and harmful and should be used only as a last resort. The Knowledge-to-Action framework can help reduce restraint use by guiding evidence-based and context-specific interventions. The framework can help support alternative interventions that respect patients’ rights and dignity. 

References 

Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the Knowledge to Action Framework in practice: A citation analysis and systematic review. Implementation Science, 9(1), Article 172. https://doi.org/10.1186/s13012-014-0172-2Links to an external site. 

Chieze, M., Hurst, S., Kaiser, S., & Sentissi, O. (2019). Effects of seclusion and restraint in adult psychiatry: A systematic review. Frontiers in Psychiatry, 10(491), Article 491. https://doi.org/10.3389/fpsyt.2019.00491Links to an external site. 

Raveesh, B. N., Gowda, G. S., Gowda, M., Liao, Y., Xu, Y., & Zhang, Y. (2019). Alternatives to use of restraint: A path toward humanistic care. Indian Journal of Psychiatry, 61(Suppl 4), S693-S697. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_104_19Links to an external site. 

Ten Ham-Baloyi W. (2022). Assisting nurses with evidence-based practice: A case for the Knowledge-to-Action Framework. Health SA = SA Gesondheid, 27, 2118. https://doi.org/10.4102/hsag.v27i0.2118 

Ye, J., Wang, C., Xiao, A., Xia, Z., Yu, L., & Lin, J. (2019). Physical restraint in mental health nursing: A concept analysis. International Journal of Nursing Sciences, 6(3), 343-348. https://doi.org/10.1016/j.ijnss.2019.04.002

Sample Answer 2 for NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

Great post, Caroline! I see why no one posted on this discussion. It is because it is thorough and fear of non-valuable input.

The practice problem presented is a great topic. Working inpatient hospital for 15 years and restraints utilized when necessary. As time working in the hospital progressed, so did technology. Additional assistance was available with video monitors and sitters. As the additional services are a great asset, there are still times when patient restraint is a must. Any patient in restraints will not trust the staff. Therefore, I can imagine how restraining a patient on a psychiatric unit is with trust issues. The nurse-patient relationship can make the hospitalization either positive or negative. Especially noteworthy is the patient-voiced choice of the most ‘meaningful’ nurse-patient relationship (Desmet et al., 2023, p. 574)

You did a great job describing the Knowledge-to-Action (KTA) framework and how your practice problem relates. The development of KTA was in the 2000s. One thing that is a hindrance to KTA is the time constraint. During the time we live in, everyone wants results now, and with KTA, it takes time to analyze the research. Ten Ham-Baloyi (2022) action part of KTA can take up to 17 years to utilize in nursing practice. Desmet et al. (2023), the process is a complex path. Upon completing the action plan, they must present it to multiple levels for approval. The presentation of the information to the providers is next. If the provider deems it necessary to their practice, it must be presented to office administration and colleagues for their cost analysis support to proceed. Once approved, the staff education follows, and the implementation of the action will come into practice.

References

Desmet, K., Bracke, P., Deproost, E., Goossens, P. J., Vandewalle, J., Vercruysse, L., Beeckman, D., Van Hecke, A., Kinnaer, L., & Verhaeghe, S. (2023). Patient‐reported outcomes of the nurse–patient relationship in psychiatric inpatient hospitals: A multicentred descriptive cross‐sectional study. Journal of Psychiatric and Mental Health Nursing, 30(3), 568–579. https://doi.org/10.1111/jpm.12895Links to an external site.

Driessnack, M., Campbell, M., & Fornero, K. (2022). Moving knowledge to action: Aware, adopt, adapt (a3). The Journal for Nurse Practitioners, 18(5), 503–505. https://doi.org/10.1016/j.nurpra.2022.01.021Links to an external site.

Ten Ham-Baloyi, W. (2022). Assisting nurses with evidence-based practice: A case for the knowledge-to-action framework. Health SA Gesondheid, 27. https://doi.org/10.4102/hsag.v27i0.2118

Sample Answer 3 for NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

As I continue my education on the Doctorate level of nursing, I am constantly seeing the importance of not only implementing evidence-based practice but also incorporation a framework that is focused on elements of knowledge transfer (knowledge to action). The evidence into practice model has 4 phases: summarizing the evidence for improving a specific outcome, identify local barriers to implementation, measure performance and engage in process of evaluation, and ensure the patients receive the intervention (White and Dudley-Brown). 

By continuing my education here at Walden I am taking my knowledge base to a higher level and learning new theories and models for me to improve my practice. For me to improve my practice I do need to evaluate what I am currently doing and measuring the outcomes that I am having with it. By increasing my knowledge base, evaluating methods of healthcare delivery I am ensuring higher-level care for the patient in a more holistic manner.         

The world is not stagnant and things change it is important to focus on elements that work and those that don’t so that more emphasis will be given that which helps. In my theory of holistic care and using health promotion models, I do need to learn the evidence, identify barriers to my patients, measure if it is working or not and make sure they receive the best care I can give. 

References

White, K.M., & Dudley-Brown, S. (2012). Translation of evidence into nursing and health care practice. [electronic resource]. Springer Pub. Co.

Sample Answer 4 for NURS 8114 Week 5: TRANSLATION MODELS AND FRAMEWORKS

The Knowledge-to-Action (KTA) paradigm presented in Chapter 2 of “Translation of Evidence into Nursing and Healthcare” is the reasoning behind the proposed Evidence-Based Practice (EBP) Quality Improvement (QI) intervention. Knowledge development and the action cycle are prerequisites for this paradigm. This comprehensive technique is especially suited to healthcare translation research. Starting with integrating and consolidating information from various sources is the KTA framework (White et al. 2019). This fits in with the original idea of data-based Practice Quality Improvement (EBP QI), whose initial stages are to gather relevant data related to a practice problem (White et al. 2019). It focuses on tailoring information to the individual recipient and adapting evidence to healthcare realities.

The second step focuses on the action cycle, designed to select, adapt, apply, supervise and assess interventions. However, this dynamic strategy suits the nature of quality improvement, which is based on refinement and needs to be adjusted over time (White et al., 2019). The continuing evaluation emphasized in the KTA framework also meshes well with the Plan-Do-Study-Act (PDSA) cycle, which is widely used in QI efforts (White et al. 2019). Besides such procedural aspects, there are also human elements. When Activating the KTA framework (White et al., 2019). This finding is particularly relevant to the practice problems associated with clinical practice changes brought about by those providing healthcare and organizational culture. All these difficult questions are part of the KTA paradigm and give us a comprehensive system for change, which raises the chances of long-term effectiveness. Evidence on how to treat pain effectively is compiled under the framework, considering patient demographics, available resources and staff capabilities (White et al. 2019). Further, it also helps structure and compliance while fitting the surgical unit’s specific features.

The Knowledge-to-Action framework is vital to the Evidence-Based Practice Quality Improvement challenge. This is the method of synthesizing knowledge and the cycle of dynamic action in treating quality improvement, which complements its cyclical character. The focus on adapting knowledge to the situation and respect for human and organizational variables positions it as a sound choice. With the KTA gateway, it’s much more likely that evidence-based procedures will be followed and patient outcomes improved (White et al. 2019). Knowledge translation and implementation science undergird the KTA framework, which guides EBP QI. The dynamic action cycle and knowledge synthesis create a force to transform health care (White et al. 2019). The framework was selected manually and theoretically to deal with the challenges of the QI project.

This selection is because the KTA framework is more flexible and emphasizes follow-up assessment. These will help take the project from the planning to the implementation phase and improve patient results in time. This becomes a practical document that will form the project. As it progresses, the KTA framework should facilitate the improvement of interventions to suit changing requirements for healthcare (White et al. 2019). Continuous evaluation of the framework measures the effects of interventions, supporting evidence-based decision-making through every phase. The KTA framework will guide the project in both theory and practice (White et al., 2019). Such agility and reliance on ongoing self-idents the project’s ability to transition from planning to implementation, giving them a better chance at a successful surgical outcome. Applying the KTA framework demonstrates dedication to data-driven healthcare provision and patient treatment.

References

Walden University Academic Skills Center. (n.d.). How do I create a strong PowerPoint presentation?Links to an external site. https://academicanswers.waldenu.edu/faq/72804

Walden University Academic Skills Center. (n.d.). MS PowerPoint resources: Getting startedLinks to an external site.. https://academicanswers.waldenu.edu/faq/330533

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.