Module Reflective Discussion Guidelinesand Rubric
PURPOSE
The purpose of this reflective discussion is to encourage student reflection upon concepts learned
during the module and their contribution to professional growth. Students will reflect upon learning
within each module and connect insights gained with course-specific outcomes.
DUE DATE
•
•
Reflection 1 is due by 11:59 p.m. MT Wednesday during Modules 1–8 of the session.
Reflection 2 is due by 11:59 p.m. MT Sunday at the end of Modules 1–7 of the session
and due 11:59 p.m. MT Saturday at the end of Module 8 of the session.
TOTAL POINTS POSSIBLE: 15 POINTS
REFLECTION OVERVIEW
This course includes eight weekly modules of content. During each of the eight modules within this
course session, please respond to the following reflective questions, beginning with Module 1 (the first
week of the session) and continuing in consecutive order throughout the eight modules of the course
session.
For each module, consider the course concepts and topics addressed during the respective module,
and respond to the following questions.
Reflection 1: Review the course outcomes and consider the module objectives. What do you
hope to learn during this module of study?
Reflection 2: Based on your response to Reflection 1, state one insight that you gained regarding
the concepts in this module. Connect learning achieved to a minimum of one course outcome
addressed during this module.
MSN-AT Reflection Guidelines and Rubric_January 2019
1
REFLECTION INSTRUCTIONS
1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
2. Read the two reflective questions and respond within the following timeframes noted above.
3. Follow the rules of grammar, spelling, word usage, punctuation, and sentence and paragraph
structures.
4. The use of first person tense is acceptable in the reflective discussions.
REFLECTION CRITERIA
Category
Points
%
Description
Reflection 1
6
40%
Reflective posting is submitted and describes what the student
hopes to learn during this module.
Reflection 2
6
40%
Reflective posting is submitted and
• describes one insight gained regarding the concepts in
this module; and
• connects learning achieved to a minimum of one course
outcome addressed in this module.
Timeliness of
Postings
3
20%
During Modules 1–8: Posting in response to Reflection 1 is made
before Wednesday 11:59 p.m. MT.
AND
During Modules 1–7: Posting in response to Reflection 2 is made
between Thursday 12:00 a.m. MT and Sunday 11:59 p.m. MT.
OR
During Module 8: Posting in response to Reflection 2 is made
between Thursday 12:00 a.m. MT and Saturday 11:59 p.m. MT.
Graduatelevel Writing
Style
It is an expectation that graduate-level writing style is used, evidenced by correct:
• Grammar
• Spelling
• Word usage
• Punctuation
• Sentence structure
• Paragraph structure
If the above expectation is not met, 3 points shall be deducted.
MSN-AT Reflection Guidelines and Rubric_January 2019
2
Total
15
100%
A quality reflective discussion will meet or exceed all the above
requirements.
GRADING RUBRIC
Reflection
Criteria
Met
Not Met
Reflection 1
6 Points
0 Points
Reflective posting is submitted and describes
what the student hopes to learn during this
module.
Reflective posting is submitted but fails to clearly
describe what the student hopes to learn during
this module.
OR
No posting is submitted in response to Reflection
1.
Reflection 2
6 Points
0 Points
Reflective posting is submitted and
• describes one insight gained regarding
the concepts in this module; and
• connects learning achieved to a
minimum of one course outcome
addressed in this module.
Reflective posting is submitted but fails to meet
one or both of the following criteria.
• Describes one insight gained regarding
the concepts in this module.
• Connects learning achieved to a minimum
of one course outcome addressed in this
module.
OR
No posting is submitted in response to Reflection
2.
Timeliness of
Postings
3 Points
0 Points
The following expectations for timely postings
are met:
One or more of the following expectations for
timely postings are not met:
During Modules 1–8: Posting in response to
Reflection 1 is made before Wednesday 11:59
p.m. MT.
During Modules 1–8: Posting in response to
Reflection 1 is made before Wednesday 11:59
p.m. MT.
AND
MSN-AT Reflection Guidelines and Rubric_January 2019
3
AND
During Modules 1–7: Posting in response to
Reflection 2 is made between Thursday 12:00
a.m. MT and Sunday 11:59 p.m. MT.
During Modules 1–7: Posting in response to
Reflection 2 is made between Thursday 12:00 a.m.
MT and Sunday 11:59 p.m. MT.
OR
OR
During Module 8: Posting in response to
Reflection 2 is made between Thursday 12:00
a.m. MT and Saturday 11:59 p.m. MT.
Graduatelevel Writing
Style
During Module 8: Posting in response to
Reflection 2 is made between Thursday 12:00 a.m.
MT and Saturday 11:59 p.m. MT.
0 Points Deducted
Graduate-level writing style is used, evidenced
by correct:
• Grammar
• Spelling
• Word usage
• Punctuation
• Sentence structure
• Paragraph structure
MSN-AT Reflection Guidelines and Rubric_January 2019
3 Points Deducted
One or more errors is present in any of the
following areas.
•
•
•
•
•
•
Grammar
Spelling
Word usage
Punctuation
Sentence structure
Paragraph structure
4
NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING
Module 3 Assignment:
Project Model
Guidelines and
Rubric
DUE 11/12/2022
PURPOSE
As a master’s-prepared advance practice nurse you will have many opportunities to lead evidence-based
change in practice. The deliverable at the end of this program is a completed evidence-based practice
quality improvement project prepared for dissemination. In this assessment, students will explore the John
Hopkins model to guide the evidence-based practice quality improvement project.
COURSE LEARNING OUTCOMES
Through this assignment, the student will address the following course learning outcomes:
•
•
•
CO 1: Apply leadership and management theories, concepts, and models as a foundation for
planned change within healthcare delivery settings. (PO 4,5)
CO 2: Determine the need for planned change that improves health and organizational outcomes
based on a comprehensive needs assessment (PO 4,5)
CO 3: Create a plan to lead and evaluate an evidence-informed change initiative in order to
promote practice-related outcomes (PO 4,5)
SUGGESTED DUE DATE
This assignment has a suggested due date of Sunday 11:59 pm MT at the end of week 3.
Final due date is Sunday 11:59 pm MT at the end of Week 7.
TOTAL POINTS POSSIBLE: 150 POINTS
ASSIGNMENT OVERVIEW
In this assignment the student will be exploring and describing the John Hopkins model along with
identifying how the model will guide, inform, and support the evidence-based practice quality
improvement project. This paper is part of your MSN project. Reminder: When you save this
NR528 6/8/19
NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING
assignment in your document files save with the hashtag #MSNproject. This assignment can be
placed in the MSN project template to complete Section IV of your final manuscript.
ASSIGNMENT INSTRUCTIONS
1.
2.
3.
4.
Describe area of interest and focus of the evidence-based practice quality improvement project
Describe the Johns Hopkins Nursing Evidence Based Practice Model
Describe each component of the model
Restate the clinical/practice question developed in NR520 (Note clinical/practice question might
need to be revised)
5. Identify how the model will guide, inform, and support the evidence-based practice quality
improvement project.
6. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
7. Sources older than five years may not be used without the permission of the class professor.
8. Title page, pagination, subheadings, body of paper, citation of sources, and reference page must
follow APA guidelines as found in the current edition of the manual.
9. Rules of grammar, spelling, word usage, punctuation, sentence and paragraph structure are
followed and consistent with formal, scholarly writing as noted in the APA Manual (current edition).
10. Please note: If you do not receive a proficient rating in any major content category, you can resubmit your assignment with revisions in those content categories to receive a better grade. You
have one additional opportunity to revise after the initial submission in order to make
improvements. The initial submission must be a complete paper, rough drafts will not be graded. All
revisions must be submitted no later than Sunday of Week 7 at 11:59pm. (You cannot revise your
APA for a higher grade in that category)
ASSIGNMENT CRITERIA
Assessment
Criteria
Points
%
Introduction
30
20%
Introduction includes general statements on
evidence-based models used as frameworks to
guide practice improvement projects. Identify
sections of the paper. Provides support from
scholarly literature.
Description of
the Model
50
33%
Introduce the Johns Hopkins Nursing Evidence
Based Practice Model. Describe each component
of the model. Scholarly literature is used.
Clinical Practice
Question
20
14%
States PICO(T) and elements as well as
clinical/practice question.
NR528 6/8/19
Description
NR 528: LEADING AND MANAGING EVIDENCE BASED CHANGE IN NURSING
Practice
Application
40
27%
Provide two (2) examples on how the selected
model will guide, inform, and support the
evidence-based practice quality improvement
project. Use scholarly literature to support each
example.
Graduate-level
Writing Style
10
6%
•
•
•
•
•
Correct use of spelling, grammar, punctuation,
sentence and paragraph structure
Clarity, organization, and logical flow of ideas
within writing
Scholarly, professional writing tone with no use of
first person
Synthesis of information is present with no more
than one short direct quote (15 words or less)
Correct APA format for the following:
o Page numbering
o Font style and size
o Margins and spacing
o Headings; subheadings
o Citation and referencing sources
o Mechanics of style (abbreviations,
capitalization, italics, numbers)
Quality of
Literature
Support
It is an expectation that a minimum of 3 scholarly sources, current within five years,
are integrated within the assignment.
Assignment
Length Criteria
It is an expectation that the paper is a minimum of 2 pages in length, and a maximum
of 3 pages (not including the title or reference pages).
If the above expectation is not met, 10 points shall be deducted.
If the above expectation is not met, 10 points shall be deducted.
Total
NR528 6/8/19
150
100%
A quality assignment will meet or exceed the above
requirements.
NR 528: LEADING AND
MANAGING EVIDENCE BASED
CHANGE IN NURSING
GRADING RUBRIC
Assessment
Criteria
Introduction
Distinguished
Exceeds
Proficient
Needs Improvement
(100%)
(92%)
(84%)
(0)
30 Points
27 Points
25 Points
0 Points
Distinguished presentation of
information evidenced by all of
the following content areas
covered in a comprehensive
and concise manner:
•
•
•
General statements on
evidence-based
models used as
frameworks to guide
practice improvement
projects
Identifies sections of
the paper
Sufficient integration
of scholarly sources to
support information
presented.
Presentation of
information exceeds
expectations evidenced
by most content covered
in a comprehensive and
concise manner, but with
one area where
coverage is superficial:
•
•
•
General statements on
evidence-based models
used as frameworks to
guide practice
improvement projects
Identifies sections of
the paper
Sufficient integration of
scholarly sources to
support information
presented
Proficient presentation of
information evidenced by
content covered in a limited
or superficial manner in two
or more of the content areas:
•
•
•
General statements
on evidence-based
models used as
frameworks to guide
practice
improvement
projects
Identifies sections of
the paper
Sufficient integration
of scholarly sources
to support
information
presented
Presentation of information
needs improvement as
evidenced by content that is
missing or unsatisfactory in
one or more of the content
areas:
•
•
•
General statements on
evidence-based models
used as frameworks to
guide practice
improvement projects
Identifies sections of
the paper
Sufficient integration of
scholarly sources to
support information
presented
4
NR 528: LEADING AND
MANAGING EVIDENCE BASED
CHANGE IN NURSING
Description of
Model
50 Points
46 Points
42 Points
0 Points
Distinguished presentation of
information evidenced by all of
the following content areas
covered in a comprehensive
and concise manner:
• Introduces the Johns
Hopkins Nursing Evidence
Based Practice Model
• Describes each
component of the model
Presentation of
information exceeds
expectations evidenced
by most content covered
in a comprehensive and
concise manner, but with
one area where
coverage is superficial:
• Introduces the Johns
Hopkins Nursing Evidence
Based Practice Model
• Describes each component
of the model
Proficient presentation of
information evidenced by
content covered in a limited
or superficial manner in two
or more of the content areas:
• Introduces the Johns
Hopkins Nursing
Evidence Based Practice
Model
• Describes each
component of the model
Presentation of information
needs improvement as
evidenced by content that is
missing or unsatisfactory in
one or more of the content
areas:
• Introduces the Johns
Hopkins Nursing
Evidence Based
Practice Model
• Describes each component
of the model
20 Points
18 Points
16 Points
0 Points
Distinguished presentation of
information evidenced by all of
the following content areas
covered in a comprehensive
and concise manner:
Presentation of information
exceeds expectations
evidenced by most content
covered in a comprehensive
and concise manner, but with
one area where coverage is
superficial:
• States PICO(T) and
elements
Proficient presentation of
information evidenced by
content covered in a limited
or superficial manner in two
or more of the content areas:
Presentation of information
needs improvement as
evidenced by content that is
missing or unsatisfactory in
one or more of the content
areas:
• States PICO(T) and
elements
Clinical/Practice
Question
•
States PICO(T) and
elements
•
States PICO(T) and
elements
5
NR 528: LEADING AND
MANAGING EVIDENCE BASED
CHANGE IN NURSING
•
Practice
Application
States clinical/practice
question
•
•
States clinical/practice
question
States clinical/practice
question
40 Points
37 Points
33 Points
0 Points
Distinguished presentation of
information evidenced by all of
the following content areas
covered in a comprehensive
and concise manner:
Presentation of information
exceeds expectations
evidenced by most content
covered in a comprehensive
and concise manner, but with
one area where coverage is
superficial:
Proficient presentation of
information evidenced by
content covered in a limited
or superficial manner in two
or more of the content areas:
Presentation of information
needs improvement as
evidenced by content that is
missing or unsatisfactory in
one or more of the content
areas:
•
•
Graduate-level
Writing Style
•
States clinical/practice
question
Provides two (2)
examples on how the
selected model will guide,
inform, and support the
evidence-based practice
quality improvement
project
Uses scholarly literature
to support each example
10 Points
Distinguished graduate-level
writing style is evidenced by
•
•
Provides two (2) examples
on how the selected
model will guide, inform,
and support the evidencebased practice quality
improvement project
Uses scholarly literature to
support each example
9 Points
Graduate-level writing style
exceeds expectations as
evidenced by meeting the
•
•
Provides two (2)
examples on how the
selected model will
guide, inform, and
support the evidencebased practice quality
improvement project
Uses scholarly literature
to support each example
8 Points
Proficient graduate-level
writing style is evidenced
by meeting the following
•
•
Provides two (2) examples
on how the selected
model will guide, inform,
and support the evidencebased practice quality
improvement project
Uses scholarly literature to
support each example
0 Points
Graduate-level writing style
needs improvement as
evidenced by meeting the
6
NR 528: LEADING AND
MANAGING EVIDENCE BASED
CHANGE IN NURSING
meeting all of the following
criteria with 0-1 errors total:
• Correct use of spelling,
grammar, punctuation,
sentence and paragraph
structure
• Clarity, organization, and
logical flow of ideas within
writing
• Scholarly, professional
writing tone with no use of
first person
• Synthesis of information is
present with no more than
one short direct quote (15
words or less)
• Correct APA format for the
following:
o Page numbering
o Font style and size
o Margins and spacing
o Headings; subheadings
o Citation and
referencing sources
o Mechanics of style
(abbreviations,
capitalization, italics,
numbers)
following criteria with 2-4
errors total:
• Correct use of spelling,
grammar, punctuation,
sentence and paragraph
structure
• Clarity, organization, and
logical flow of ideas within
writing
• Scholarly, professional
writing tone with no use of
first person
• Synthesis of information is
present with no more than
one short direct quote (15
words or less)
• Correct APA format for the
following:
o Page numbering
o Font style and size
o Margins and spacing
o Headings; subheadings
o Citation and referencing
sources
o Mechanics of style
(abbreviations,
capitalization, italics,
numbers)
criteria with 5-7 errors,
total:
• Correct use of spelling,
grammar, punctuation,
sentence and paragraph
structure
• Clarity, organization, and
logical flow of ideas within
writing
• Scholarly, professional
writing tone with no use
of first person
• Synthesis of information is
present with no more
than one short direct
quote (15 words or less)
• Correct APA format for
the following:
o Page numbering
o Font style and size
o Margins and spacing
o Headings;
subheadings
o Citation and
referencing sources
o Mechanics of style
(abbreviations,
capitalization, italics,
numbers)
following criteria with 8 or
more errors, total:
• Correct use of spelling,
grammar, punctuation,
sentence and paragraph
structure
• Clarity, organization, and
logical flow of ideas within
writing
• Scholarly, professional
writing tone with no use of
first person
• Synthesis of information is
present with no more than
one short direct quote (15
words or less)
• Correct APA format for the
following:
o Page numbering
o Font style and size
o Margins and spacing
o Headings; subheadings
o Citation and referencing
sources
o Mechanics of style
(abbreviations,
capitalization, italics,
numbers)
7
NR 528: LEADING AND
MANAGING EVIDENCE BASED
CHANGE IN NURSING
Quality of
Literature
Support
Assignment
Length
Expectations
0 Points Deducted
10 Points Deducted
A minimum of 3 peerreviewed scholarly sources,
current within five years, are
integrated within the
assignment.
The assignment fails to meet
the requirement noted for
quality of literature support.
0 Points Deducted
10 Points Deducted
The length of the assignment
meets the criteria:
The assignment fails to meet
the requirement for length.
Minimum of 2-3 pages in
length;
Maximum of 2-3 pages in
length.
(Not including title or
reference pages)
8
NR 520
Professional Practice Issue
Week 3 Assignment Overview
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
Purpose of the Assignment
– The master’s-prepared advanced practice nurse is expected to
analyze gaps in knowledge or evidence, formulate research
questions, and implement solutions for improving practice in one’s
specialty area (National League for Nursing, 2010)
– In the first (Part I), students will consider an area of interest, identify
a practice issue or problem related to the area of interest, and
develop a clinical/practice question to guide an evidence-based
practice process improvement project using the professional
practice issue form.
– In Part 2, students will identify a qualitative and quantitative article
relating to the practice issue and answer the questions on the form.
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
2
Course Outcomes Addressed
• CO 1: Integrate theory, quality science, and evidencebased findings to support advanced nursing practice.
• CO 2: Propose strategies to advance interprofessional
practice and promote healthcare outcomes.
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
3
Week 3 Assignment: Fast Facts
✓ Type of assignment: Form/template provided
✓ There are two parts to the form.
✓ Deep dive on professional practice issue including PICOT question
development
✓ Qualitative and quantitative research discussion questions
✓ You will want to use the topic for your practicum project for this assignment.
However, if you do not have a plan for your practicum project, the assignment
can still be completed using a topic of your choosing.
✓ Format type: Form/template
✓ Length of assignment: Form/template is 2-3 pages
✓ Requirements for scholarly sources or other specifications: 2 sources (one
quantitative and one qualitative) from the last 5 years
✓ 160 points= 16% of total grade
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
4
Common Pitfalls
• A few pitfalls students find themselves in with this assignment include:
•
Not providing a clear intervention or measurable outcome when
developing the PICOT question
•
Choosing an article(s) that is not qualitative or quantitative in design.
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
5
Steps to Complete the Assignment
• Identify a practice issue or problem. It is a good idea to discuss
potential topics with your practicum mentor.
• Complete part one of the template, clearly responding to each
question.
• Select one qualitative and one quantitative article which
supports your project intervention.
• Complete part two of the template, clear responding to each
question with references to the articles chosen.
• In a summary, use the template and follow the rubric for
success.
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
6
Overview of Rubric Criteria
Refer to the guideline/rubric for full grading criteria
Part One Professional Practice Issue
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
7
Overview of Rubric Criteria (continued)
Part Two Qualitative and Quantitative Research
Discussion Questions
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
8
Overview of Rubric Criteria (continued)
Graduate-level writing style
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
9
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
10
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
11
Wrap Up
– Follow rubric expectations as a checklist
– Reach out to your course professor with
questions
– Thank you and good luck!
CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
12
1
1
NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING
LaWanda McCree
Professor Raines
APPLIED THEORETICAL FOUNDATIONS SCIENTIFIC INQUIRY AND DECISION-MAKING
September 15, 2022
NR520 Module 7 Assessment_04.20.2017
1
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NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING
Module 3 Assessment: Project Area of Interest Form Professional Practice Issue
Consider you practicum work setting and environment. Complete the following:
(1)
What issues or problems are you working on or want to work on for your MSN evidencebased practice quality improvement project? (This is brainstorming.)
Answer
The issue that I am working on is patient falls. Patient falls have been on rise because
of various reasons like being physically unfit and lack of education regarding
preventing falls, among others. A nurse’s responsibility is to offer adequate
education and data to prevent falls.
(2)
Thinking about these issues or problems, what internal organization data is currently
available, tracked, or reviewed? (What is it that indicated to you that this was an issue or
problem? Do not drill down to the details; keep it broad. Do you see patterns developing?
Such as, between 2-4 am most patients between the ages of 65-85 fall.)
Answer
From the National Institute of Health and Care Excellence, patients aged 65 years
and above and patients between 50-64 years who have been hospitalized with
underlying conditions experience the most significant falls.
NR520 Module 7 Assessment_04.20.2017
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3
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NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING
(3)
Based on the available data, what is done with it? (Are process improvement plans
generated? Are there groups of people that work on this? Such as a Root Cause Analysis
group? Clinical nurse specialists? Nurse managers?)
Answer
From the data above, various prevention strategies and programs have been
developed. To minimize falls, the hospitals offer to educate the patients on the need
to stay active, test the patient hearing and seeing capability and various rails and
guides. Patients are advised to understand the side effects of medicine on their
bodies. Through this, the patients will be able to adhere to the instructions offered
to minimize falls. The clinical nurse specialists are the ones taking the privilege of
educating the patients and ensuring the best instructions on the side effects of the
medication offered.
(4)
When this issue or problem is improved / positive change occurs, how will you know you
have been successful? (What measures? Can it be patient-centered, financial, or clinicalbased?)
Answer
The measures that will be applied to understand that the patient’s falls have been
controlled include patient-centered and clinical-based care. The patient-centered
care will help reveal the decreased number of injuries or complications because of
NR520 Module 7 Assessment_04.20.2017
3
4
4
NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING
falls. In the clinically based measure, the patient’s condition will improve drastically
with minimal falls while at the healthcare facility.
(5)
Identify why this issue or problem is essential to nursing and healthcare. (You should
include at least 2 scholarly sources here which include 1 quantitative and 1 qualitative
design)
Answer
Patient falls are vital to nursing and healthcare because it helps ensure that they
identify the cause and the solutions to the falls encountered by the patients.
DiGerolamo, K., Frankenberger, W., & Birnbaum, S. (2022). Children’s falls inside
the inpatient setting: A qualitative study of parent perceptions and the
implications for falls prevention messaging. Journal Of Pediatric Nursing, 67,
102-106. https://doi.org/10.1016/j.pedn.2022.08.005
According to (DiGerolamo et al., 2022), it indicates that health traits and response
to health advice among the parents have highly contributed to their mental
perceptions on matters relating to health. Hence this has led to different children’s
identities or normality, thus leading to some encountering falls. Fall prevention
education in healthcare settings should be administered to parents and caregivers.
NR520 Module 7 Assessment_04.20.2017
4
5
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NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING
This will help them understand their children’s health and risks, preventing them
from such dangers. This will help in overcoming falls among the children.
Heng, H., Slade, S., Jazayeri, D., Jones, C., Hill, A., & Kiegaldie, D. et al. (2021).
Patient Perspectives on Hospital Falls Prevention Education. Frontiers In
Public Health, 9. https://doi.org/10.3389/fpubh.2021.592440
According to (Heng et al., 2021), patient falls are increasing in most healthcare
facilities. Patient education will be an essential strategy to help in mitigating falls
among the patients. The fall prevention education will help the patients understand
some of the risks that lead to falls and also help them learn some of the prevention
strategies to adopt to overcome falls. Some fall prevention tips the patients should
be offered include wearing safe foot ware, utilizing the call bell when enquiring for
help, using walls or frames after prescription, and avoiding multitasking.
(6)
What are the real or potential barriers to you implementing your intervention to the
problem? (Identify at least (4) potential barriers.)
Answer
Lack of knowledge and education is the first barrier contributing to poor fall
control. Patients and caregivers lack enough knowledge on the best way to prevent
NR520 Module 7 Assessment_04.20.2017
5
6
6
NR520 APPLIED THEORETICAL FOUNDATIONS, SCIENTIFIC INQUIRY, AND DECISION-MAKING
falls on their patients. This has been due to a lack of engagement with fall prevention
education and ignorance of taking advice regarding falls.
Misconception about falls is the second barrier where some people perceive that
cultural misfortune causes patient falls. Others perceive patient falls as witched and
do not adhere to the education offered by the healthcare providers.
Time-limited intervention periods are the other barrier affecting proper fall
intervention because the time allocated for educating the patient is minimal. The
nurses are occupied with the tight shift in caring for other patients’ needs. Hence
this limits the time to educate and make follow-ups on patients experiencing falls.
The widening gap between falls service interventions and community-run programs
is the last barrier affecting proper fall intervention. This is because more emphasis
is laid on the community-run programs leading to less time to cater for better
implementation of fall service interventions.
(7)
Who (inside and outside) can you connect with to refine & develop this work?
Answer
Inside
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Outside
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Nurses and physicians will assist in Parents and caregivers can help refine and
educating the patient on the best develop fall prevention work. This is because
ways to prevent falls.
they will ensure the knowledge and education
offered regarding fall prevention has been
adhered to effectively.
(8)
State your PICO(T) Elements
Answer
P – Fall inpatient aged 60-80 years
I – Education programs
C – Behavioral change interventions
O – Enhance health
T- Two months
(9)
From you PICOT elements, state your clinical practice or EBP question.
Answers
P – For adults aged 60 -80 years experiencing falls
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I – will collaborative education programs
C – compared to behavioral change interventions
O – Improve their health status and help them become stronger
T- Within two months
(10)
Quantitative Research
Reflect upon the nursing professional practice issue of interest that you identified. In
addition, consider the intervention that you proposed to improve the issue. Be sure to
reference and cite the quantitative scholarly source you identified in item 5 from above.
With both the issue and the intervention in mind, respond to the following:
•
What type of evidence produced through quantitative research would be helpful
to better understand the selected practice issue?
•
How might quantitative research findings shape your efforts to improve the issue?
•
Describe an example (real or hypothetical) of a quantitative research design that
would provide valuable evidence regarding this issue (may refer to source above
related to question 5).
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Answers
The type of evidence offered from the quantitative research that will aid in a clear
understanding of patient falls is that some patients and the community do not regard
patient falls prevention education as vital to them. This has contributed to
advocating for more education sessions to prevent falls.
The quantitative research findings have helped shape my efforts to improve the issue
by educating the patients on the risks contributed by falls. This has also helped
enlighten them about some of the strategies they can adopt to prevent falls, including
remaining active and utilizing the bed calls when in need, among others.
An example of quantitative research design is that a survey conducted in Australian
hospitals shows that older adults are at higher risk of falls, resulting in fractures.
This is because of various factors like poor balance due to their medical condition
and even changes in their mobility.
(11)
Qualitative Research
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Reflect upon the nursing professional practice issue of interest that you identified. In
addition, consider the intervention that you proposed to improve the issue. Be sure to
reference and cite the qualitative scholarly source you identified in item 5 above.
With both the issue and the proposed practice change in mind, respond to the following:
•
What type of evidence produced through qualitative research would be helpful to
better understand the selected practice issue?
•
How might qualitative research findings shape your efforts to improve the issue?
•
Describe an example (real or hypothetical) of a qualitative research design that
would provide valuable evidence regarding this issue (may refer to the source
above related to question 5).
Answers
The type of evidence gathered from the qualitative research that would be helpful
to aid in a better understanding of patient falls is that children experiences falls
because of a lack of adherence to the routine practices by parents regarding falls
prevention.
The qualitative research findings will aid in shaping my efforts to improve the issue
by offering parents individualized fall prevention education. This is because parents
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have different -now on falls and how to overcome them. This will help make them
understand more about their children’s health and risks like falls. Hence, this will
help offer them multiple strategies to overcome the falls.
An example of a qualitative research design is that semi-structured interviews were
utilized in exploring parent and caregiver descriptions of their children’s falls
during hospitalization. Parents and caregivers perceive that the healthcare
prevention strategies for falls are the primary cause of children’s falls. Hence they
believe that control measures of falls may differ depending on the child’s age.
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NR520 Module 3: Professional Practice Issue
(graded)
Due Sept 16, 2022
The master’s-prepared advanced practice nurse is expected to analyze gaps in
knowledge or evidence, formulate research questions, and implement solutions for
improving practice in one’s specialty area (National League for Nursing, 2010). There
are two parts to this assessment. In the first (Part I), students will consider an area of
interest, identify a practice issue or problem related to the area of interest, and develop
a clinical/practice question to guide an evidence-based practice process improvement
project using the Professional Practice Issue Form (Links to an external site.).
A printed version of these assignment guidelines are available below.
NR520 Module 3 Professional Practice Issue Assignment Guidelines and Rubric (Links
to an external site.)
NR520 Module 3 Professional Practice Issue Power Point Presentation (Links to an
external site.)
*PLEASE NOTE: According to the current edition of the APA manual, a running head
is no longer an APA requirement. Please disregard the reference a running head
requirement in the below video and transcript.
ALL INFORMATION THAT’S HIGHLIGHTED IN BLUE IS SENT AS A
SEPARATE ATTACHMENT. PLEASE LET ME KNOW IF YOU HAVE
ANY QUESTIONS.
Thanks