Part 1 -
DQ 1: What is the difference between research and evidence-based practice (EBP) projects? Provide an example of each one and the reason for the difference. Why should health care workers be interested in learning about EBP?
DQ 2: Many businesses/organizations have performance problems that can be reevaluated to improve performance. Explain Research Problem and Problem Statement.
Part 2 -
DQ 1: What strategies will you use in your new role in health care to review and critique literature pertinent to your practice?
DQ 2: "Nobody likes change" is a frequent comment, but creating a culture that allows for new ways of knowing takes a unique set of leadership skills. As a leader, how would you create a culture of change?
Part 3 -
DQ 1: What levels of evidence are present in relation to research and practice and why are they important regardless of the method you use?
DQ 2: What factors must be assessed when critically appraising quantitative studies (i.e., validity, reliability, and applicability)? Which is the most important? Why?
Part 4 -
DQ 1: Define "methodology" and explain how your research problem can be studied. Share your methodology.
DQ 2: What are some of the obstacles or barriers to implementing EBP in the health care field? Provide a rationale for your answer. Since there are numerous topics on the issue, it is not appropriate to repeat one that has already been mentioned unless you are providing new information.
Part 5 -
DQ 1: Reliability and validity are related qualities but independent. They are similar to the terms "precision" and "accuracy," respectively. A wind-up clock that does not work is accurate (valid) twice a day. But it lacks precision (reliability). A digital clock that is always 5 minutes slow is never accurate (valid) but is very precise (reliable). Elaborate on the assessment instrument used in your project to ensure validity and reliability.
DQ 2: Why is it important to incorporate a theory or model related to change when implementing practice changes? Does the benefit of incorporating a change model outweigh the time and effort it took to include it?
Part 6 -
DQ 1: When reviewing the literature and different types of evidence, there are often gaps in the findings. Are such gaps a help or a hindrance when wanting to create a change?
DQ 2: What is the difference between statistically significant evidence and clinically significant evidence? How would each of these findings be used to advance an evidenced-based project?
Part 7 -
DQ 1: Research and EBP projects can be communicated in many ways. Which method do you think is most effective to get to the staff nurse level? To the advance practice nurses? How will you ensure that all appropriate audiences receive your information?
Part 8 -
DQ 1: Post your Evidence-Based Practice Proposal Project Presentation as directed by the instructor. Review all of the presentations but provide critical commentary only to five others posted. Address the strengths of the proposal as well as recommendations for improvement. If a post already has five feedback posts then move on to another one. You will be responsible for responding to each peer's feedback that is posted to your original presentation post.
DQ 2: There is power in having data to support change. The EBP process is one way of advancing improvements in health care. Identify three strategies that you will now incorporate into your role in health care based on this course. Explain your.