Category: Nursing

Critically appraise a qualitative and quantitative research design.
Selection of Research Studies: choose and critically appraise two research studies
One qualitative research study in nursing.
One quantitative research study in nursing.
Citation and Mention: Clearly cite and reference both research studies you have selected.
Mention the titles and authors of the chosen studies within your response.
Critique and Analysis: critically appraise each of the selected studies by discussing their:Research objectives and questions.
Methodologies (for qualitative: data collection, analysis, and for quantitative: study design, data analysis).
Strengths and weaknesses.
Contribution to nursing practice and knowledge.
Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within 5 years. This is submitted through turnitin and AI detector, therefore requires less than 20% plagiarism.

In the context of your current work environment, explore innovative strategies that professional nurses can employ to champion the integration of nursing theory into practice, enhancing the quality of patient care. Consider how leveraging evidence-based practices, fostering interdisciplinary collaboration, and utilizing technology can advance the application of nursing theory as a framework for delivering high-quality care in today’s dynamic healthcare settings.
Initial Post Screening Instructions:Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.
Submit your initial post as a Word document to this assignment.
Black, B. P. (2023). Professional Nursing Concepts and Challenges (10th ed.). Elsevier.
National Academies of Sciences, Engineering, and Medicine. (2021). The future of nursing 2020-2030: Charting a path to achieve health equity. The National Academies Press. https://doi.org/10.17226/25982.
The Future of Nursing 2020-2030: Charting a Path to Achieve Health EquityLinks to an external site.
Institute of Medicine of the National Academies. (2010). The future of nursing: leading change, advancing health [report brief]. https://nap.nationalacademies.org/resource/12956/F…
The Future of Nursing: Leading Change, Advancing HealthLinks to an external site.
WatchNational Academy of Medicine. (2021, May 12). Report release webinar: the future of nursing 2020-2030 [Video]. YouTube.
Report Release Webinar: The Future of Nursing 2020-2030 (1:33:35)Links to an external site.
NASEM Health and Medicine Division. (2013, December 12). Back to the future of nursing: A look ahead based on a landmark IOM report [Video]. YouTube.
Back to The Future of Nursing: A Look Ahead Based on a Landmark IOM Report (2:10:46)Links to an external site.
Mullan Institute for Health Workforce Equity. (2016, February 19). The IOM graduate medical education report (10.09.14) [Video]. YouTube.
The IOM Graduate Medical Education Report (10.09.14) (43:02)Links to an external site.

Complete a systematic evaluation of a unit, facility, or organization with which you are familiar, in an attempt to identify the need to address the economic health care issue.
Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriiptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.
Overall, you will be assessed on the following criteria:
Summarize your chosen economic issue and its impact on your work, organization, colleagues, and community.
Reiterate your rationale for pursuing this issue, as well as the gap contributing to it that you identified in your previous assessment.
Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
Use at least one piece of evidence to support this disparity (public health data, aggregated data from an organization, or other scholarly resources).
Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
For example, if your implementation plan includes the need for increased staffing, you might want to research errors or patient falls that occurred as a result of high patient and low staff ratio in the literature.
Use at least four evidence-based or scholarly sources that are relevant to your chosen topic to support your explanation.
Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.
Outcomes and opportunities for growth should focus on economic considerations.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
Additional Requirements
Length of Submission: 3–5 double-spaced pages.
Number of References: Cite at least four sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.
APA formatting: Titles, headings, resources, and citations are formatted according to the current APA style.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.
Summarize the chosen economic issue and its impact on your work, organization, colleagues, and community.
Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.
Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.
Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.
Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.
Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Please read discussion number one, which is written by the student, and provide a response (75-100 words). Cited per APA (7th ed) comparing the nursing protocols discussed in discussion number one to the nursing protocol in discussion number two (discussion number two is written by me). Ensure that your cultivated responses are complete and rationale is provided from text or other scholarly resources.
So, basically, you are comparing two discussions. The first one is written by the student Jess, which is the main one, and the second one is mine. Please only use references from the last five years only. I attached the rubric as well.
Discussion number one:
Suicide Prevention Policy:
In my current workplace, an internal medicine office, we do not have as many nursing protocols as you would find in an acute setting. One protocol that we, unfortunately, use quite often is the suicide prevention policy and procedure. In brief, all patients who visit the office are screened for depression using a screening tool called the PHQ2/9. If they have had thoughts of harming themselves, we then use the suicide prevention protocol. Going forward with the visit the patient is not left alone in the exam room and the provider is notified through EPIC chat. Once the provider arrives the nurse may exit. The provider completes their own assessment and screening tool to determine their risk level. Mobile crisis may be called based on the outcome of this assessment.
The suicide prevention policy is lengthy, 18 pages, but outlines procedures for acute and sub-acute care as well as medical offices. The policy was created using several resources including the Joint Commission Standards BoosterPak for Suicide Risk, and the Sentinel Event Alert Issue 56: Detecting and Treating Suicide Ideation in All Settings. Interestingly enough, I could not access the actual reference listed in the policy for the joint commission publication, but it is from 2013. However, the joint commission does have a great deal of information about suicide prevention on their website including tool kits and safety planning videos (The Joint Commission, 2024). The other resource, Detecting and Treating Suicide Ideation in All Settings, is also published by the joint commission and reviews risk factors for suicide, methods for recognizing individuals at risk, and recommendations for actions when treating these patients (Collander, 2016).
While our policy seems comprehensive and was written using credible resources, it only goes so far in protecting patients in an outpatient setting. Unfortunately, the lack of mental healthcare services in the community presents a huge barrier when trying to support severely depressed individuals.
References
Collander, T. (2016). Detecting and treating suicide ideation in all settings. The Joint Commission. Retrieved from https://www.jointcommission.org/-/media/tjc/documents/resources/webinar-replays/webinar_slides_detecting_treating_suicide_settings_collanderpdf.pdf
The Joint Commission. (2024). Suicide prevention. Retrieved October 22, 2024, from https://www.jointcommission.org/resources/patient-safety-topics/suicide-prevention/
Discussion number two:
Chronic Care Management Protocol:
The nursing protocol I have recently worked with is Chronic Care Management (CCM). It is a Medicare-sponsored virtual care program for patients with chronic conditions. Implemented in a primary care office, the program promises continuous, remote care and lets patients monitor and manage their home health. The main aim of the CCM is to ensure that patients acquire regular care and supervision to help prevent their condition from worsening (Tandan et al., 2024).
A dedicated virtual care team allows patients to access CCM anytime, anywhere, without appointments or office visits (Dufour et al., 2023). The team coordinates cross-provider care to achieve the patient’s health goals. CCM helps patients avoid serious health events like emergency department visits or falls by engaging patients via regular, coordinated check-ins and communication. It also intends to lower long-term healthcare bill costs by addressing such issues before they become problematic.
Medicare guidelines and evidence-based practices in chronic disease management underline the development of the CCM protocol (Gibbs et al., 2021). The informed consent form explains the personalization of care and coordinated support. CCM builds on focusing on patients’ health and quality of life and helps people manage their condition effectively. The program’s structure provides an opportunity to continue interacting with healthcare providers, resulting in improved health outcomes and increased effectiveness in chronic care.
References
Dufour, E., Bolduc, J., Leclerc-Loiselle, J., Charette, M., Dufour, I., Roy, D., … & Duhoux, A. (2023). Examining nursing processes in primary care settings using the Chronic Care Model: an umbrella review. BMC Primary Care, 24(1), 176.
Gibbs, J. F., Guarnieri, E., Chu, Q. D., Murdoch, K., & Asif, A. (2021). Value-based chronic care model approach for vulnerable older patients with multiple chronic conditions. Journal of Gastrointestinal Oncology, 12(Suppl 2), S324.
Tandan, M., Dunlea, S., Cullen, W., & Bury, G. (2024). Teamwork and its impact on chronic disease clinical outcomes in primary care: a systematic review and meta-analysis. Public Health, 229, 88-115.

Develop a proposal for an intervention plan to fulfill a need within a specific population. We will be exploring the population of mature aged adults (65 and older) about managing their chronic kidney disease effectively while simultaneously incorporating the use of informatics in improving patient care outcomes.
Part 1: Problem Statement
Need Statement
Analyze a health promotion, quality improvement, prevention, education, or management need., which will be the population of mature aged adults (65 and older) about managing their chronic kidney disease effectively while simultaneously incorporating the use of informatics in improving patient care outcomes. Consider the following questions:
• What type of need is your project trying to address?
• Why is addressing this need important?
• What are one or more key pieces of evidence that support the urgency of the need?
Population and Setting
Describe a target population and setting in which an identified need will be addressed, which will be the population of mature aged adults (65 and older) about managing their chronic kidney disease effectively while simultaneously incorporating the use of informatics in improving patient care outcomes. Consider the following questions:
• What is the population you will be targeting with your project?
o Why is it important to address your identified need within this population?
• What is the setting you will be targeting with your project?
o Why is it important to address your identified need and target population within this setting?
Intervention Overview
Explain an overview of one or more interventions that would help address the population of mature aged adults (65 and older) about managing their chronic kidney disease effectively while simultaneously incorporating the use of informatics in improving patient care outcomes. Consider the following questions:
• What interventions could be applied to your identified need?
o How well do the interventions fit your target population?
o How well do the interventions fit your target setting?
o How well do the interventions address your identified need?
Comparison of Approaches
Analyze potential interprofessional alternatives to an initial intervention overview with regard to their possibilities to meet the needs of the project, population, and setting.
• Discuss one or more alternatives to the intervention(s) presented in your Intervention Overview.
o How do the alternatives encourage interprofessional care approaches compared to the interventions in your overview?
o How well do the alternatives fit your target population compared to the interventions in your overview?
o How well do the alternatives fit your target setting compared to the interventions in your overview?
o How well do the alternatives address your identified need compared to the interventions in your overview?
Initial Outcome Draft
Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
• What is one outcome (or goal) that you want to achieve with your intervention and project?
o How does this outcome illustrate the purpose of your intervention and project?
o How does this outcome illustrate what you hope to accomplish with your intervention and project?
o How does this outcome establish a framework that can be used to achieve an improvement in the quality, safety, or experience of care?
Time Estimate
Propose a rough time frame for the development and implementation of an intervention to address an identified need.
• What is a rough time frame for developing your intervention?
o Is this time frame realistic?
o What potential challenges may impact this time frame?
• What is a rough time frame for implementing your intervention?
o Is this time frame realistic?
o What potential challenges may impact this time frame?
Part 2: Literature Review
Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
• How does the evidence validate your identified need?
• How does the evidence support the appropriateness of attempting to address your identified need within your target population?
• How does the evidence support the appropriateness of attempting to address your identified need within your target setting?
Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
• What health policy exists that is relevant to your identified need?
o How will this health policy impact the way to try to address your identified need?
 In other words, are there considerations that you need to be sure you include or approaches that will be unavailable to you based on policy, as you continue to develop your project?
• Remember: In this literature review you are expected to have addressed 10–15 unique resources.
Address Generally Throughout
Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
• Is your writing clear and professional?
• Does your writing effectively communicate your problem statement?
• Does your writing effectively communicate your literature review?
• Is your writing free from errors?
• Is your submission 5–9 pages?
• Does your submission conform to current APA style standards?
***Use Times New Roman Font size 12.

Concussions in middle and high school students present unique challenges for educators, healthcare providers and parents particularly in managing the return to school process. Based on Sarmiento et al((2019) what are the key challenges identified by school professionals in supporting students return to school after a concussion? How can schools improve their protocols and support systems to better accommodate students recovering from concussions?

Build a slide presentation of the hypothetical health promotion plan you developed in the first assessment ( I WILL ATTACH MY FIRST ASSESSMENT BELOW)
Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
i have already done this power point, here is the feed back that I am not proficient in can you PLEASE fix it.
feedback #1:
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Your Result:
NON-PERFORMANCE
Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Faculty Comments:
I did not see this area of the scoring guide addressed in the assessment. To improve your designation in this criterion please refer to the assessment rubric so that all the criteria are addressed. It is easy to miss a criterion at times.
feed back #2
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Your Result:
NON-PERFORMANCE
Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Faculty Comments:
I did not see this area of the scoring guide addressed in the assessment. In order to improve your designation in this criterion please refer to the assessment rubric so that all of the criteria are addressed. It is easy to miss a criterion at times. In order to receive a distinguished designation in this criterion, you needed to evaluate the outcomes and the attainment of health goals for your hypothetical participant(s). This evaluation signifies the degree to which the session was successful and whether revisions would be needed for future presentations. Was your session successful? Does it need revisions?
I will attach my power point, speaker notes, AND my assessment 1 from this course
SCORING GUIDE : THIS WILL TELL YOU EXACTLY WHAT THEY WANT WITH THE FEEDBACK #1 AND FEEDBACK #2 THAT I LISTED ABOVE.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
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Criterion 1
Present a health promotion plan to a hypothetical individual or a group within a community.
Distinguished
Presents a professional, evidence-based, and engaging PowerPoint presentation. The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.
Proficient
Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes.
Basic
Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics.
Non Performance
Does not present a health promotion plan to a hypothetical individual or a group within a community.
Criterion 2
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Distinguished
Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.
Proficient
Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Basic
Evaluates educational session outcomes and the attainment of health goals without collaborating with hypothetical participants.
Non Performance
Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Criterion 3
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Distinguished
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.
Proficient
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Basic
Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and leading health indicators.
Non Performance
Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Criterion 4
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Distinguished
Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).
Proficient
Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Basic
Organizes content with clear purpose/goals. Power point slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).
Non Performance
Does not organize content with clear purpose/goals. Power point slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant and/or evidence-based (published within 5 years).
Criterion 5
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Distinguished
Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Proficient
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Basic
Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.
Non Performance
Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.
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In this assignment, you will write a research critique of a research article.
Click on the link for assignment details and to complete the Week 4 Assignment.

Assessment 01 – Locating Credible Databases and Research
Create a 2-4 page resource that will describe databases that are relevant to EBP around one of
the diagnoses below and could be used to help a new hire nurse better engage in EBP.
Before you complete the instructions detailed in the courseroom, first select one of the
diagnoses below. You will use this diagnosis in Asessments #2 and #3.
• Pneumonia: An infection that inflames the air sacs in one or both lungs, which may fill
with fluid.
o Interventions: Antibiotic therapy, oxygen therapy, chest physiotherapy,
hydration, and coughing techniques.
o Keywords: Community-acquired pneumonia, hospital-acquired pneumonia, viral
pneumonia, bacterial pneumonia, respiratory therapy.
• Congestive Heart Failure (CHF): A chronic condition in which the heart doesn’t pump
blood as well as it should.
o Interventions: Diuretics, ACE inhibitors, beta-blockers, fluid restriction, daily
weight monitoring, and patient education on symptom management.
o Keywords: Left-sided heart failure, right-sided heart failure, ejection fraction,
cardiomyopathy, edema.
• Diabetes Mellitus: A group of diseases that result in too much sugar in the blood.
o Interventions: Insulin therapy, oral hypoglycemic agents, dietary management,
blood glucose monitoring, and patient education.
o Keywords: Type 1 diabetes, type 2 diabetes, hyperglycemia, hypoglycemia,
diabetic ketoacidosis.
Please Please use APA format for all the paper
Create a 2-4 page resource that will describe databases that are relevant to EBP around one of the diagnoses found in the provided PDF supplement and could be used to help a new hire nurse better engage in EBP.
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Introduction
Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.
Your Online e-Portfolio
Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.
Scenario
You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.
To select the diagnosis for the patient in this scenario, review the three diagnoses presented in the Assessment 01 Supplement: Locating Credible Databases and Research [PDF] Download Assessment 01 Supplement: Locating Credible Databases and Research [PDF]resource and select one. You will use this same diagnosis to complete the next two assessments.
Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.
Preparation
To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.
BSN Program Library Research Guide.
Evidence-Based Practice in Nursing & Health Sciences.
Databases A-Z: Nursing & Health Sciences.
Get Critical Search Skills.
Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.
You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.
Instructions
The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.
For this assessment:
Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your descriiption of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Uploaded
Assessment 1 Example [PDF] Download Assessment 1 Example [PDF].
Additional Requirements
Your assessment should meet the following requirements:
Length of submission: 2-4 pages (not including the title page or the reference page) descriiption of communication, collaboration, and evidence location process, including a list of databases or other sources with descriiption of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
APA formatting: References and citations are formatted according to current APA style.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within the context of a specific health care setting.
Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for the diagnosis/health care issue.
Competency 4: Plan care based on the best available evidence.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three out of five should be specific to the diagnosis/health care issue.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as well as strategies to collaborate with the nurses to access resources.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
The resources below explore topics related to nurses and research:
Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2016). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872.
This article discusses the importance of and methods for successfully conducting and translating research into clinical practice. It also briefly discusses barriers to research.
Borsting, T. E., Kristensen, N., & Hanssen, I. (2020). Student nurses’ learning outcomes through participation in a clinical nursing research project: A qualitative study. Nurse Education in Practice, 43.
This article presents a study showing how utilizing clinical research allowed the student to hone in on their communication skills, become more confident, and be able to utilize their theoretical knowledge to reflect, observe, asses, and act.
Showalter, B. L., Cline, D., Yungclas, J., La Frentz, K., Stafford, S. R., & Maresh, K. J. (2017). Clinical research nursing: Development of a residency program. Clinical Journal of Oncology Nursing, 21(5), 633-636.
Clinical research nurses are essential in the coordination of clinical trials and the management of research participants. Without a stable, knowledgeable research nurse workforce, the conduct of research is affected. A research nurse residency is a novel approach to preparing new graduate nurses for the oncology research nurse role. This article will describe the development and content of the research nurse residency and how this approach is being used to address a need for clinical research nurses to support burgeoning clinical trials at a National Cancer Institute-designated comprehensive cancer center.
Herena, P. S., Paguio, G., & Pulone, B. (2018). Clinical research nurse education: Using scope and standards of practice to improve care. Clinical Journal of Oncology Nursing, 22(4), 450-452.
This article discusses how clinical research has become a global enterprise, and advances in the basic sciences have exceeded the capacity of the clinical research infrastructure. This articles also covers how the lack of experience clinical research nurses can create a challenge for institutions with robust clinical trial pipelines.

Instructions. Please read carefully!
Access and download the Topic & PICOT Question Proposal template( this is attached here )
When you complete Topic & PICOT Question Proposal, be sure to answer in complete paragraphs. A college-level paragraph consists of 7 to 10 sentences that support a topic sentence and includes three to five details as evidence.
To obtain full completion credit, you need to submit by the scheduled due date and completely follow directions.
Your Topic & PICOT Question Proposal should demonstrate that you interacted with course learning activities and the HCC Online Library.
Your assignment is completion graded. The Topic & PICOT Question Proposal is used to clarify your research focus by receiving instructor feedback.
Note to writer from me : I will be hiring you as well for my research paper , my topic is is about reducing SSI ( surgical site infection) in patients undergoing surgery. My PICOT question is
In patients that are about to have surgery (P) how does the use of standard antiseptic protocol (I) compare to not following this protocol (C) in reducing surgical site infections (O) after surgery (T)