Students much review the case study and answer all questions with a scholarly response using APA style, and include 2 (two) scholarly references. Answer both case studies on the same document and upload 1(one) document to Moodle. Case Studies will be Upload to Moodle and put through TURN-It-In (anti-Plagiarism program)

 Write one page on whether the CCRC model will do well in your home country and why. 12-point Times New Roman font, double spaced. Due: 4 PM PST, Friday, 10.02.2020 

you have to be familiar with CCRC model  and it should be relate to China 

What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

What are Generally Accepted Accounting Principles (GAAP)? Why are they important?

8 week class 

Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

• Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
• Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

• Planning and requirements definition
• Analysis
• Design of the new system
• Implementation
• Post-implementation support

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

1. Review the Resources and reflect on the definition and goal of EBP.
2. Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
3. Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond to at least two of your colleagues on two different days by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Will be adding two discussions that will need at least three references all in APA 7 format each.

The mail discussion will need at least 3 references and also in APA 7 format.

Micheals  discussion

Evidence based practice presents with summation of ideas, experiences, coupled with literature centered around dedicated man power and hours of work both in the clinical and or research setting which could span for a number of years based on the mission and or vision of the facility working on a certain intervention to bring about global change in the dynamics of either how healthcare is delivered, managed and or improved. Following from a careful perusing of the medical university of South Carolina, the institution presents with a healthcare setting centered on the need to achieve excellence through innovative implementation of quality assurance, patient centered care based on improved clinical practices based on improvements and incorporation of new data on evidence based practices. According to Crabtree et al., (2016, p172) “The MUSC Center for Evidence-Based Practice (EBP), housed jointly in the Library and the Quality Management department of the MUSC Hospital, aims to promote scientific inquiry, EBP, and quality outcomes at MUSC. Through education, the development of evidence-based clinical decision support tools and outcomes research, the Center for EBP has begun to transform the culture of MUSC into one that incorporates best evidence into clinical practice on both an individual and system level”.

     Following from the presentation as rendered by Crabtree et al., (2016, p172) “The EBP Nurse Scholars course provides nurses with a comprehensive overview of EBP, prepares them to frame clinical questions, perform literature searches, analyze and evaluate evidence, and translate that knowledge into something clinically meaningful… Pre- and post-course surveys demonstrated that the course improved nurses’ confidence with EBP methods and skills related to research tools, statistical concepts, and study designs. Data collected included responses from students from two EBP Nurse Scholars courses: Spring 2013 and Spring 2014”. The literature speaks to the mission, vision and philosophy of evidence based practice while also bearing in mind the goal of this organization in making their nurses frontiers in the quest and search for results that correlate with caring for patients with evidence based information at the top of their list.

     Based on the careful scrutiny and analysis of the recommended resource list, I would be made to understand that the organizations priority and goals centered on the need to show case, while also embracing the innovations of evidence based practices, and its contribution to the healthcare sector. “A regional, collaborative EBP fellowship program, the EBP Institute, was founded in 2006 by nurse leaders from multiple hospitals and academia in San Diego County, California, to promote implementation of EBP by hospital nurses. The fellowship program utilized institution-matched mentors to assist in executing unit-based EBP projects, and included didactic as well as interactive learning experiences in six daylong educational sessions over a 9-month period.” (Kim et al., 2016, p340)

     Following from some of the literature on the resource reading list and some of the organizations mode of operation in terms of their mission, philosophy and vision as set forth by their quest for in depth knowledge on evidence based practices and some of their acquired results individually and collectively, I would say I am convinced evidence based practice is worth the time, attention and resources utilized in sustaining researches, grooming future innovators, while also honing in on how to better incorporate evidence based practices into most if not all aspects of healthcare. An example of evidence based practice at work would be the change that was incorporated to the new ways of following through with CPR which formally was accessing a patients airway, breathing and circulation (ABC), but now following from innovative results backed by evidence based practice, the new order of CPR is circulation, airway and breathing (CAB). According to Melnyk (2018, p29) “It is time for practitioners from all healthcare professions to embrace EBP and quickly move from practices steeped in tradition or based on outdated policies to those supported by sound evidence form well designed studies.”

                                                                                                            References

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving Patient Care Through Nursing Engagement in Evidence-Based Practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. https://doi-org.ezp.waldenulibrary.org/10.1111/wvn.12126

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A., & Davidson, J. E. (2016). Predictors of Evidence-Based Practice Implementation, Job Satisfaction, and Group Cohesion Among Regional Fellowship Program Participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. https://doi-org.ezp.waldenulibrary.org/10.1111/wvn.12171

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Deannas discussion

The healthcare organization website I reviewed is the American Psychiatric Nurse Association (APNA). This organization is the largest membership organization that focuses on different aspects of mental health. For example, they focus on wellness, prevention, and treatment for mental health disorders (APNA, n.d.). As I look for evidence-based practice (EBP) on this website, it is spread out through their vision, structure, collegiality, and continuing education. According to Melnyk and Fineout-Overholt (2018), “EBP enhances healthcare quality, improves patient outcomes, reduces costs, and empowers clinicians”.

The work is grounded in EBP. In the vision statement, they promote EBP advances. In their structure, APNA shares research via online, conference calls, and through chapter meetings. APNA believes this is a way to distribute standards quickly and can reach a wide audience. With collegiality, APNA disperses state of the art information through the website and other modalities that are available to their members only. Lastly, APNA uses continuing education that provides the most current information in mental health research and practices (APNA, n.d.).

The information I discovered change my perception of the organization. I did not know very much about the organization, but after looking into it, I have a better appreciation for what they offer psychiatric nurses and providers who work in this field. I like the idea of conferences that provide continuing education and current information. APNA provides in-person education and online education (APNA, n.d.). It is important to belong to some type of professional organization and one that is specific to your field because they help promote policy and practice. They also provide career growth, networking, and education (Nichols, 2020).

References

American Psychiatric Nurses Association. (n.d.).  About the American psychiatric nurses association: An introduction. Retrieved December 1, 2020, from https://www.apna.org/i4a/pages/index.cfm?pageid=3277

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Nichols, J. (2020, September 2020). 10 benefits of joining professional nursing organizations and associations. Retrieved December 1, 2020, from https://nurseslabs.com/10-benefits-joining-professional-nursing-organizations-associations/

Find a concept within Watson’s Theory of Caring and a similar concept within any other nursing theory.  Compare the two concepts for similarities and differences. Illustrate how a person reading about a theory can be influenced in their understanding of a theory if they have a different definition of a concept than the author.

Expectations

Initial Post:

• Length: A minimum of 250 words, not including references
• Citations: At least one high-level scholarly reference in APA from within the last 5 years

Instructions for Answer to 2 Question

1- After Each DQ (question), write down references

2- 300 minimum words for every DQ, you can go up to 800 words but answer should be complete.

3- 2-3 Peer Reviewed/ scholarly references for each question

4- References should be within 4 years

5- I am in acute care nurse practitioner program.

6- The response to the DQ is expected to be a minimum of 300 words. A minimum of two peer reviewed/ scholarly  resources are expected. These need to be appropriate for a clinical professional to guide decisions about patient care. If a textbook is used for one of these responses, the other needs to be journal or professional-level website. The references need to be correctly formatted, as do the citations for those references.  “ Question words” don’t count towards 300 minimum count”

Principles of Research and Evidence-Based Practice

            In a world where there are quests and thirsts to advance knowledge, to learn and acquire new skills, research is vital. We all have done some research in some way or the other, whether personal, academic, or work-related. Research is defined as the systematic inquiry to generate new knowledge and refine or validate a specific subject’s existing knowledge. In essence, a researcher’s principal objective is to produce new information and add to an existing knowledge body in a specific area, which could be directly applicable for practice or the knowledge that needs further verification before application. The process of research has been well illustrated in the literature. Scientific research methods are based on a research problem definition, which is used to formalize a research protocol to answer the research question. One example of a research question is as follows: “Does the use of sitters prevents hospitalized elderly patients from falling?” (Mohammadi, 2016).

            Researchers publish approximately 1.5 million journal articles each year. The assumption is that this literature can be used by other researchers, stakeholders, and the broader society because it is trustworthy, robust, rigorous, and complete. The approach taken to validating research and its outcomes differs depending on the nature of the research. For example, to rigorously examine the effects of a health intervention, trial participants (human or animal) are typically required to be randomized between the intervention being studied. Many researchers advocate registration of protocols to ensure transparency, reduce bias, discriminate between exploratory and confirmatory modes of research, and provide insight into ongoing research projects. Reporting guidelines can then ensure complete and transparent reporting of the researchers’ methods and results (Moher et al., 2020).

           According to Moher et al. (2020), five principles of research were identified. First, assess researchers on responsible practices from conception to delivery, including developing the research idea, research design, methodology, execution, and effective dissemination. Second, value the accurate and transparent reporting of all research, regardless of the results. Third, value opens science practices (open research) such as open methods, materials, and data. Fourth, value a broad range of research and scholarship, such as replication, innovation, translation, synthesis, and meta-research. Lastly, value a range of other contributions to responsible research and scholarly activity, such as peer review for grants and publications, mentoring, outreach, and knowledge exchange. To implement some of these principles is likely straightforward, although it might not be the case for all principles. To do so requires more understanding of the complexities of today’s research environment, such as the availability of institutional infrastructure, whether current CV formats are optimal to collect best practices, enabling transparency about career assessment, and considering closer alignment with funders’ policies.

           Research and evidence-based practice (EBP) are connected. EBP is an attempt to answer clinical questions by evaluating the existing evidence. Scientific evidence is considered the main component of the overall structure of EBP; by using EBP, advanced practice nurses apply the most credible evidence to deliver the necessary care procedures under all circumstances. The fundamental components of EBP methodology are embedded in the PICO model, used to frame the EBP question. PICO is a leading technique in EBP and is defined as follows: P (identification of patient or population problem to specify the primary concern, complaint, disease or health status of the patient), I (identification of the intervention used to address the problem), C (comparison of the main alternatives of the intervention), and O (recognition of the expected outcome). A systematic search strategy is the root of the evidence obtained from the research, theories, clinical literature, and clinical knowledge based on experts’ opinions. Therefore, the principal sources of evidence are research, theory, and theory-based research findings. If EBP is separated from research and theory, it has been disconnected from its origin and is devoid of meaning and scientific value (Mohammadi, 2016).  

           Still, some health care researchers tend to neglect this intrinsic and essential relationship, insisting on EBP without considering the significance of conducting proper research and devising a proper theory as the foundations of the evidence, outcomes, and products of qualitative research. This is an outright diversion from the subject of proper research, which is against the principles of EBP. An important distinction between research/theory and EBP is that EBP accounts for patients’ preferences concerning intervention. For example, in hospitalized elderly patients (P), how does bed alarms (I) compare to the use of sitters (C) affect the rate of falling (O)? EBP adopts a problem-solving approach based on the most reliable evidence, clinical expertise, and patient preferences to answer questions (Mohammadi, 2016). Using research evidence and incorporating the problem-solving approach of EBP, advanced practice nurses will carefully improve patient outcomes.

References

Mohammadi, E. (2016). A Reflection on Research, Theory, Evidence-based Practice, and Quality Improvement. Journal of Evidence-Based Care, 6(1), 79–80.

Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., Coriat, A.-M., Foeger, N., & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity. PLoS Biology, 18(7), 1–14.