DNP 820A-Translational Research and Evidence-Based Practice

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DNP 820A-Translational Research and Evidence-Based Practice Modules

Module 1: Introduction to Translational Research and Evidence-Based Practice

Translational research is a type of research that translates scientific findings into evidence-based practice. Evidence-based practice is the process of using the best available scientific evidence to make decisions about patient care.

Translational research is important because it helps to ensure that new scientific discoveries are implemented into practice in a way that benefits patients. Evidence-based practice is important because it helps to ensure that patients are receiving the highest quality care.

Ethical considerations in translational research and evidence-based practice include:

  • Informed consent: Participants in research studies must be informed of the risks and benefits of the study before they agree to participate.
  • Privacy and confidentiality: The privacy and confidentiality of research participants must be protected.
  • Conflict of interest: Researchers must disclose any financial or personal interests that could influence their research.

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DNP 820A Module 2: Identifying and Evaluating Evidence

The first step in evidence-based practice is to identify the best available evidence. This can be done through a literature review. A literature review is a systematic search of the scientific literature to identify all relevant research on a particular topic.

Once the evidence has been identified, it must be evaluated. This involves critically appraising the research to assess its quality and relevance. Critical appraisal is the process of assessing the strengths and weaknesses of a research study.

DNP 820A Module 3: Translating Research into Practice

Once the evidence has been evaluated, it needs to be translated into practice. This involves implementing evidence-based interventions into clinical practice. Implementation science is the study of how to implement evidence-based interventions into practice.

Knowledge translation is the process of communicating and disseminating research findings to stakeholders so that they can be used to make informed decisions. Dissemination is the process of sharing research findings with a wider audience, such as through publications, conferences, and workshops.

DNP 820A Module 4: Measuring and Evaluating the Impact of Evidence-Based Practice

It is important to measure and evaluate the impact of evidence-based practice interventions. This can be done using outcome measures and process measures.

Outcome measures are used to assess the impact of an intervention on patient outcomes, such as health status, quality of life, and costs. Process measures are used to assess the implementation of an intervention, such as the percentage of patients who receive the intervention and the fidelity of the intervention.

DNP 820A Module 5: Applying Translational Research and Evidence-Based Practice to Your DNP Project

In this module, students will learn how to apply translational research and evidence-based practice to their DNP project. This includes developing a research question, designing a research study, collecting and analyzing data, and writing a research report.

DNP 820A Module 6: Translational Research and Evidence-Based Practice in the Context of DNP Specialty Areas

In this module, students will learn about the application of translational research and evidence-based practice to different DNP specialty areas. This includes nursing practice, healthcare administration, and healthcare policy.

This module of DNP-820A-Translational Research & Evidence-Based Practice explores emerging trends in the field. These trends are shaping the way that research is conducted and translated into practice, and they are having a major impact on healthcare.

One of the most important emerging trends in translational research is the use of big data and analytics. Big data refers to large datasets that are too complex to be analyzed using traditional methods. Analytics refers to the process of extracting insights from data.

Big data and analytics are being used to improve translational research in a number of ways. For example, they can be used to identify new patterns in patient data, to develop new predictive models, and to evaluate the effectiveness of interventions.

Another emerging trend in translational research is precision medicine. Precision medicine is a new approach to healthcare that takes into account the individual variability of patients. Precision medicine uses genetic, environmental, and lifestyle data to tailor treatments to individual patients.

Precision medicine has the potential to improve the effectiveness of treatments and to reduce side effects. However, it is important to note that precision medicine is still in its early stages of development.

Implementation science is another emerging trend in translational research. Implementation science is the study of how to implement evidence-based interventions into practice. Implementation science is important because it can help to ensure that evidence-based interventions are actually being used to improve patient care.

DNP 820A Module 8: Capstone Project

The capstone project is the culminating experience of the DNP-820A: Translational Research & Evidence-Based Practice course. In this module, students will design and implement a capstone project that applies translational research and evidence-based practice to a real-world problem in healthcare.

The capstone project can be a research study, a quality improvement project, or a program development project. Students will work with a faculty advisor to develop a project plan, carry out the project, and write a final report.

The capstone project is an opportunity for students to demonstrate their understanding of the principles of translational research and evidence-based practice. It is also an opportunity for students to make a real-world contribution to healthcare.

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  • Writing a research report
  • Implementing evidence-based practice interventions
  • Measuring and evaluating the impact of evidence-based practice

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References

  • American Association of Colleges of Nursing. (2012). The essentials of doctoral education for advanced nursing practice.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing. Wolters Kluwer Health.
  • Stevens, D., & Walker, R. (2018). Translational research. Springer Nature.

DNP 820A-Translational Research and Evidence-Based Practice Module 1 Questions and Answers

MODULE 1

How to Answer DQ 1

Imagine that the health care organization where you work was in the process of enacting a new clinical practice. As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? How would your educational and clinical background influence or affect the outcomes of this clinical practice implementation? How would outcomes be different had there not been a DNP-prepared nurse leading the translation into practice?

How to Answer

To answer DQ 1, you need to find a research article that supports the intervention of your project and then evaluate whether it is peer-reviewed or if it is a practice-based publication. It is important to always use peer-reviewed research in evidence-based practice because it has been reviewed by experts in the field to ensure that it is high quality and accurate. You can identify whether an article is peer-reviewed by looking for a statement in the article that says it was peer-reviewed or by checking the journal’s website.

Once you have identified a peer-reviewed article, you need to identify the type of research that was conducted and where it falls on the hierarchy of research designs. The hierarchy of research designs is a ranking of different types of research studies based on their strength and rigor. Randomized controlled trials (RCTs) are the highest level of evidence for quantitative research, followed by cohort studies, case-control studies, and cross-sectional studies. It is important to use the highest level of evidence possible when making decisions about patient care.

Finally, you need to identify any possible sources of bias in the study. Bias is any factor that could influence the results of a study in a way that is not accurate. Common sources of bias include selection bias, performance bias, attrition bias, and detection bias. It is important to be aware of the potential for bias in all research studies, but it is especially important to be aware of bias in studies with lower levels of evidence.

DNP 820A Module 2 DQ 2

Review the “Levels of Evidence in Research” document located in the Class Resources. Refer to this resource as needed throughout the course.

Why is it important to use research that has a high level of evidence when applying research to practice? Search for a primary quantitative research article for the intervention for your proposed DPI Project. Explain how this article meets the required evidence level required for a primary research article.

How to answer Module 2 DQ 2

Personal bias and beliefs can have a significant impact on the quality of a quality improvement project. For example, if you have a strong belief that a particular intervention is effective, you may be more likely to interpret data in a way that supports your belief, even if the data does not actually show that the intervention is effective. Additionally, personal bias and beliefs can make it difficult to collaborate with others who have different perspectives, which can lead to a less comprehensive and effective quality improvement project.

Secondary research is the process of collecting and analyzing data that has already been collected by others. It is a valuable tool for quality improvement projects, but it is important to be aware of the potential for bias in secondary research. For example, the original research study may have been biased, or the data may have been misinterpreted or misrepresented. It is important to critically evaluate all secondary research sources to identify and minimize the impact of bias.

References for Module 2 DQ 1

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Sutton, A. (2015). The essential guide to bias. Open Book Publishers.

References for Module 2 DQ 2

  • Greenhalgh, T., & Glenton, C. (2009). Quality in quality improvement. Journal of Health Services Research and Policy, 14(2), 63-67.
  • Mays, N., & Pope, C. (2000). Assessing quality in qualitative research. BMJ Quality & Safety, 9(1), 6-9.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing. Wolters Kluwer Health.

DNP 820A Module 2 DQ 1

Review the article “Translating Research for Evidence-Based Practice,” provided in the topic Resources. Then answer the following questions in your initial post. 

Find a research article that supports the intervention of your project. Determine if the article is peer-reviewed or if this a practice-based publication that offers expert opinions. Explain. 

What type of research was conducted? Where does it fall on the hierarchy of research designs? (Refer to Figure 1 in “Translating Research for Evidence-Based Practice”). What possible sources of bias are present in the study?

To answer Module 2 DQ 1, you will need to find a research article that supports the intervention of your project and then evaluate whether it is peer-reviewed or if it is a practice-based publication. It is important to always use peer-reviewed research in evidence-based practice because it has been reviewed by experts in the field to ensure that it is high quality and accurate. You can identify whether an article is peer-reviewed by looking for a statement in the article that says it was peer-reviewed or by checking the journal’s website.

Once you have identified a peer-reviewed article, you need to identify the type of research that was conducted and where it falls on the hierarchy of research designs. The hierarchy of research designs is a ranking of different types of research studies based on their strength and rigor. Randomized controlled trials (RCTs) are the highest level of evidence for quantitative research, followed by cohort studies, case-control studies, and cross-sectional studies. It is important to use the highest level of evidence possible when making decisions about patient care.

Finally, you need to identify any possible sources of bias in the study. Bias is any factor that could influence the results of a study in a way that is not accurate. Common sources of bias include selection bias, performance bias, attrition bias, and detection bias. It is important to be aware of the potential for bias in all research studies, but it is especially important to be aware of bias in studies with lower levels of evidence.

DNP 820A Module 2 DQ 2

What effects can personal bias and beliefs have on a quality improvement project? Describe secondary research and possible sources of bias. What are some useful strategies to recognize bias? Support your response with relevant literature. 

Personal bias and beliefs can have a significant impact on the quality of a quality improvement project. For example, if you have a strong belief that a particular intervention is effective, you may be more likely to interpret data in a way that supports your belief, even if the data does not actually show that the intervention is effective. Additionally, personal bias and beliefs can make it difficult to collaborate with others who have different perspectives, which can lead to a less comprehensive and effective quality improvement project.

Secondary research is the process of collecting and analyzing data that has already been collected by others. It is a valuable tool for quality improvement projects, but it is important to be aware of the potential for bias in secondary research. For example, the original research study may have been biased, or the data may have been misinterpreted or misrepresented. It is important to critically evaluate all secondary research sources to identify and minimize the impact of bias.

DNP 820A Module 3 DQ 1

Using “Levels of Evidence in Research,” located in the Class Resources, identify two primary research articles that support the proposed intervention for your DPI Project. Explain why these research articles are considered primary research articles with a high level of evidence and how the support your proposed intervention.

To answer Module 3 DQ 1, you will need to review the article “Levels of Evidence in Research,” located in the Class Resources. This article provides an overview of the different levels of evidence for quantitative research and how to assess the quality of research studies.

Once you have reviewed this article, you can begin to identify primary research articles that support the proposed intervention for your DPI Project. When choosing primary research articles, it is important to look for articles that are published in peer-reviewed journals and that use a rigorous research design. Randomized controlled trials (RCTs) are the highest level of evidence for quantitative research, followed by cohort studies, case-control studies, and cross-sectional studies.To do this, you need to consider the following factors:

  • Type of research design: RCTs are the highest level of evidence for quantitative research.
  • Sample size: Studies with a larger sample size are more likely to be generalizable to the population.
  • Statistical analysis: Studies should use appropriate statistical analysis to test their hypotheses.
  • Quality of the research: Studies should be well-designed and conducted in a rigorous manner.

Finally, you need to explain how the two primary research articles you have identified support your proposed intervention. To do this, you need to summarize the findings of the studies and explain how they relate to your intervention. For example, if you are proposing to use a telemedicine intervention to improve adherence to antihypertensive medication in patients with uncontrolled hypertension, you could summarize the findings of the two primary research articles that showed that telemedicine interventions can be effective in improving adherence to antihypertensive medication in patients with uncontrolled hypertension.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A Module 3 DQ 2

Compare practice-based evidence, research, and evidence-based practice and discuss how all three complement and support one another. Use examples and relevant literature to support your response.

Practice-based evidence, research evidence, and evidence-based practice complement and support one another in a number of ways. Practice-based evidence can help nurses to identify clinical problems and to develop research questions. Research evidence can help nurses to evaluate the effectiveness of different interventions and to develop evidence-based practice guidelines. Evidence-based practice can help nurses to provide high-quality care that is based on the best available evidence.

Here are some examples of how practice-based evidence, research evidence, and evidence-based practice complement and support one another:

  • A nurse may notice that many of her patients with diabetes are struggling to control their blood sugar levels. She may use this practice-based evidence to develop a research question about the effectiveness of a new diabetes education program.
  • A nurse may read a research article that shows that a new medication is effective in treating a particular disease. She may use this research evidence to develop an evidence-based practice guideline for using the new medication in her patients.
  • A nurse may use evidence-based practice to develop a care plan for a patient with a complex medical condition. She would consider both practice-based evidence and research evidence when making decisions about the best interventions for the patient.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.

DNP 820A Module 4 DQ 1

Compare validity and reliability and explain why measurement tools used for your DPI Project need to be valid and reliable. How do primary quantitative research studies do this? Discuss one of the primary research articles you identified, the methods, sample, and research design of which resulted in strong validity and reliability. Explain how these will ensure the quality of data, and how you measure it, for your DPI Project.

Validity refers to the extent to which a measurement tool measures what it is intended to measure. Reliability refers to the consistency and reproducibility of a measurement tool. Measurement tools used for a DPI Project need to be valid and reliable to ensure that the data collected is accurate and meaningful. If the measurement tools are not valid and reliable, the data collected may be biased or inaccurate, which could lead to misleading conclusions.

Primary quantitative research studies assess validity and reliability using a variety of methods, including:

  • Content validity: Content validity is assessed by ensuring that the measurement tool covers all of the important aspects of the construct it is intended to measure.
  • Criterion validity: Criterion validity is assessed by comparing the scores on the measurement tool to scores on another, well-established measure of the same construct.
  • Construct validity: Construct validity is assessed by examining the relationships between the scores on the measurement tool and other variables that are theoretically related to the construct.
  • Internal consistency: Internal consistency is assessed by examining the extent to which the items on the measurement tool are correlated with each other.
  • Test-retest reliability: Test-retest reliability is assessed by administering the measurement tool to the same participants on two separate occasions and comparing the scores.

One example of a primary research article with strong validity and reliability is the article “The Effectiveness of a Telemedicine Intervention for Improving Adherence to Antihypertensive Medication in Patients with Uncontrolled Hypertension.” This article used a randomized controlled trial (RCT), which is the highest level of evidence for quantitative research. The study also had a large sample size and used appropriate statistical analysis.

The methods, sample, and research design of this article resulted in strong validity and reliability in the following ways:

  • The RCT design helped to reduce bias and to ensure that the results of the study were accurate.
  • The large sample size helped to ensure that the results of the study were generalizable to the population.
  • The appropriate statistical analysis helped to ensure that the results of the study were statistically significant.

The validity and reliability of this article will ensure the quality of data for a DPI Project because the study used rigorous methods to collect and analyze data. This means that the data is likely to be accurate and meaningful.

To measure the quality of data for a DPI Project, the following methods can be used:

  • Checking for completeness: Make sure that all of the data is complete and that there are no missing values.
  • Checking for accuracy: Make sure that the data is accurate and that there are no errors.
  • Checking for consistency: Make sure that the data is consistent and that there are no outliers.
  • Checking for normality: Make sure that the data is normally distributed, if necessary.

DNP 820A Module 4 DQ 2

Compare and contrast qualitative, quantitative, and mixed-method research. What are the differences in approaches?

Qualitative research is a type of research that focuses on understanding people’s experiences and perspectives. Quantitative research is a type of research that focuses on collecting and analyzing numerical data. Mixed-method research is a type of research that combines elements of both qualitative and quantitative research.

The following table compares and contrasts the three types of research

CharacteristicQualitative researchQuantitative researchMixed-methods research
PurposeTo understand people’s experiences and perspectivesTo collect and analyze numerical dataTo combine elements of both qualitative and quantitative research
MethodsInterviews, focus groups, observationSurveys, experimentsA combination of qualitative and quantitative methods
Data analysisThematic analysis, discourse analysisStatistical analysisA combination of qualitative and quantitative data analysis
StrengthsProvides rich and detailed data on people’s experiences and perspectivesCan be used to generalize findings to a larger populationCan provide a more comprehensive understanding of a phenomenon
WeaknessesCan be time-consuming and difficult to conductCan be difficult to generalize findings to a larger populationCan be complex and challenging to conduct

Reflecting on the editorial article “Level of Evidence Plus Critical Appraisal of Its Quality Yields Confidence to Implement Evidence-Based Practice Changes,” the following levels and criteria would be most appropriate when choosing primary research for a literature review:

  • Levels of evidence: Randomized controlled trials (RCTs) are the highest level of evidence for quantitative research. Cohort studies, case-control studies.
  • The research methods should be appropriate for the research question and should be carried out in a rigorous manner.
  • The sample size should be large enough to ensure that the results are generalizable to the population.
  • The results should be statistically significant and should be presented in a clear and concise manner.
  • The discussion should interpret the results and discuss the implications of the research.

Important criteria to consider to support your evidence-based project intervention:

  • The intervention should be based on the best available evidence. This means that the intervention should have been shown to be effective in previous research studies.
  • The intervention should be feasible to implement. This means that the intervention should be affordable, accessible, and acceptable to the target population.
  • The intervention should be sustainable. This means that the intervention can be maintained over time.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A Module 5 DQ 1

Compare statistical and clinical significance. Explain why a project or practice outcome may not yield statistical significance but can still have clinical significance. When can a project’s outcomes be deemed “successful” by only using clinical significance as a measure? Provided examples from current research.

Statistical significance refers to the probability that the results of a study are due to chance rather than to the intervention being studied. Clinical significance refers to the importance of the results of a study in terms of the impact on patient care.

A project or practice outcome may not yield statistical significance but can still have clinical significance if the results are meaningful for patients and clinicians. For example, a study that evaluates a new intervention for pain management may not find a statistically significant difference in pain scores between the intervention group and the control group. However, if the intervention group reports a clinically significant reduction in pain, such as a reduction of 2 or more points on a pain scale, the intervention may still be considered clinically significant.

When can a project’s outcomes be deemed “successful” by only using clinical significance as a measure?

A project’s outcomes can be deemed “successful” by only using clinical significance as a measure when the results are meaningful for patients and clinicians and when there is no other evidence to suggest that the intervention is not effective. For example, if a project evaluates a new intervention for improving adherence to antihypertensive medication and the intervention group reports a clinically significant increase in adherence, the project could be considered “successful” even if the results are not statistically significant. This is because adherence to antihypertensive medication is an important factor in preventing heart disease and stroke, and even a small increase in adherence can have a significant impact on patient health.

Examples from current research

Here are some examples of projects or practice outcomes that may not yield statistical significance but can still have clinical significance:

  • A project that evaluates a new intervention for improving self-management skills in patients with diabetes may find that the intervention group reports a clinically significant improvement in blood sugar control, even if the results are not statistically significant.
  • A project that evaluates a new intervention for reducing stress in caregivers of patients with Alzheimer’s disease may find that the intervention group reports a clinically significant reduction in stress levels, even if the results are not statistically significant.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A Module 5 DQ 2

How does the incorporation of evidence-based practice competencies lead to higher quality health care and better outcomes for population health? How do you suggest these types of competencies be assessed? How can clinician and patient outcomes serve as an indicator of successful competency implementation? Provide examples and support your response with relevant literature.

The incorporation of evidence-based practice competencies leads to higher quality health care and better outcomes for population health by ensuring that clinicians are using the best available evidence to make decisions about patient care. Evidence-based practice competencies include the ability to:

  • Identify and critically appraise research evidence
  • Apply research evidence to clinical practice
  • Evaluate the outcomes of evidence-based practice initiatives

When clinicians have these competencies, they are better able to provide care that is effective, safe, and efficient. This can lead to improved patient outcomes, such as reduced mortality and morbidity, improved quality of life, and increased patient satisfaction.

Here are some examples of how the incorporation of evidence-based practice competencies can lead to higher quality health care and better outcomes for population health:

  • A nurse who is able to identify and critically appraise research evidence may be able to identify a new intervention for preventing hospital-acquired infections.
  • A doctor who is able to apply research evidence to clinical practice may be able to use a new medication to improve the treatment of a chronic disease.
  • A public health official who is able to evaluate the outcomes of evidence-based practice initiatives may be able to implement a new program to reduce childhood obesity.

How to assess evidence-based practice competencies:

Evidence-based practice competencies can be assessed in a variety of ways, including:

  • Self-assessment: Clinicians can assess their own evidence-based practice competencies using surveys or checklists.
  • Peer assessment: Clinicians can have their evidence-based practice competencies assessed by their peers using surveys or observation.
  • Supervisor assessment: Supervisors can assess their supervisees’ evidence-based practice competencies using surveys or observation.
  • Patient outcomes: Patient outcomes can be used as an indicator of successful competency implementation. For example, if a clinician implements a new evidence-based intervention and their patients’ outcomes improve, this is evidence that the clinician is using evidence-based practice effectively.

DNP 820A Module 6 DQ 1

What effect does a meta-synthesis or meta-analysis have on research translation? Describe a clinical practice in place that is supported by this level of evidence. Provide relevant literature to support your response.

Meta-synthesis and meta-analysis are two methods of research synthesis that can have a significant effect on research translation.

Meta-synthesis is a qualitative research method that integrates findings from multiple studies to produce a new interpretation of the data. Meta-synthesis can be used to identify common themes and patterns across studies, and to develop new theories or models.

Meta-analysis is a quantitative research method that statistically combines the results of multiple studies to produce a more precise estimate of the effect of an intervention or phenomenon. Meta-analysis can be used to identify the most effective interventions, and to identify factors that influence the effectiveness of interventions.

Both meta-synthesis and meta-analysis can help to bridge the gap between research and practice by providing clinicians and other healthcare professionals with the best available evidence to support their decisions.

Effect of meta-synthesis and meta-analysis on research translation:

Meta-synthesis and meta-analysis can promote research translation in a number of ways:

  • They can help to identify the most effective interventions and practices.
  • They can help to identify factors that influence the effectiveness of interventions.
  • They can help to build a consensus on the best available evidence for practice.
  • They can help to develop evidence-based guidelines and protocols.
  • They can help to raise awareness of new research findings and evidence-based practices.

Clinical practice in place that is supported by meta-synthesis or meta-analysis

One example of a clinical practice that is supported by meta-synthesis is the use of cognitive-behavioral therapy (CBT) for the treatment of depression. Meta-syntheses of CBT for depression have shown that CBT is an effective treatment for both mild and severe depression. CBT is now widely recommended as a first-line treatment for depression in clinical guidelines.

Relevant literature

Here are some examples of relevant literature that supports the use of meta-synthesis and meta-analysis to promote research translation:

  • Greenhalgh, T., & Wierzbicki, T. (2013). Medical innovation and the NHS: A guide for clinicians, managers, and everyone else. Routledge.
  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A DQ 2

The three main components of evidence-based practice are clinical expertise, best evidence, and patient preference. However, patient preference and clinical expertise are often at odds with each other. Provide an example of an instance in which you would need to mediate this issue and what interprofessional collaboration might be needed. Explain how you would handle the situation. Provide relevant literature to support your response.

The three main components of evidence-based practice are clinical expertise, best evidence, and patient preference. However, patient preference and clinical expertise are often at odds with each other. This can happen when a patient has a preference for a treatment or intervention that is not supported by the best available evidence, or when a clinician has a strong clinical opinion that differs from the patient’s preference.

A patient with breast cancer may prefer to have a mastectomy, even though the best available evidence shows that lumpectomy is just as effective for certain types of breast cancer. In this case, the clinician would need to mediate the issue by discussing the pros and cons of each option with the patient and helping the patient to make a decision that is in their best interests.

Interprofessional collaboration:

Interprofessional collaboration may be needed to mediate the issue of patient preference and clinical expertise. For example, a nurse, doctor, and social worker may collaborate to provide support and education to a patient who is struggling to make a decision about their treatment.

How to handle the situation:

Here are some steps that can be taken to handle a situation in which patient preference and clinical expertise are at odds with each other:

  1. Listen to the patient’s concerns and preferences. The clinician should take the time to listen to the patient’s concerns and preferences and to understand why the patient has a particular preference.
  2. Provide education and support. The clinician should provide the patient with education about the different treatment options available and the potential risks and benefits of each option. The clinician should also provide support to the patient as they make their decision.
  3. Respect the patient’s decision. Even if the clinician disagrees with the patient’s decision, they should respect the patient’s right to make their own decision about their care.

Relevant literature

Here are some examples of relevant literature that supports the importance of interprofessional collaboration in evidence-based practice:

  • Choi, J. H., & Sohng, K. (2019). Interprofessional collaboration in patient-centered care: A systematic review of the literature. Journal of Interprofessional Education & Practice, 32, 100186.
  • Greenhalgh, T., & Wierzbicki, T. (2013). Medical innovation and the NHS: A guide for clinicians, managers, and everyone else. Routledge.
  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A Module 7 DQ 1

What is the ultimate goal of evidence-based practice? What are some strategies health care organizations can employ to better promote a culture of evidence-based practice? Provide examples and relevant literature to support your response.

The ultimate goal of evidence-based practice is to improve patient outcomes by using the best available evidence to make decisions about patient care. Evidence-based practice is based on the principle that decisions about patient care should be based on research evidence, clinical expertise, and patient preferences.

Strategies health care organizations can employ to better promote a culture of evidence-based practice:

  • Provide education and training on evidence-based practice. Health care organizations should provide education and training to all staff members on evidence-based practice. This education should include training on how to identify, critically appraise, and apply research evidence to practice.
  • Create a culture of inquiry. Health care organizations should create a culture of inquiry where staff members are encouraged to ask questions and to seek out new evidence to inform their practice. This can be done by providing staff members with access to resources and by supporting them in conducting research.
  • Use evidence-based guidelines and protocols. Health care organizations should use evidence-based guidelines and protocols to guide clinical practice. This can help to ensure that patients are receiving the best possible care.
  • Support interprofessional collaboration. Interprofessional collaboration can help to promote evidence-based practice by facilitating the sharing of knowledge and expertise. Health care organizations should support interprofessional collaboration by providing opportunities for staff members from different disciplines to work together.

Examples:

Here are some examples of how health care organizations can promote a culture of evidence-based practice:

  • A hospital could establish a journal club where staff members meet regularly to discuss current research findings.
  • A clinic could develop a process for implementing evidence-based guidelines and protocols into clinical practice.
  • A health care system could create a research department to support staff members in conducting research.
  • A nursing unit could hold regular meetings where staff members share evidence-based practices that they have found to be effective.

Relevant literature:

Here are some examples of relevant literature that supports the importance of promoting a culture of evidence-based practice in health care organizations:

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A Module 7 DQ 2

What are some reasons why evidence-based approaches might not yet be standard practice for certain sectors of the health care industry? What do you suggest for overcoming these barriers to achieve a widespread and universal evidence-based culture? Provide examples and relevant literature to support your response.

Reasons why evidence-based approaches might not yet be standard practice for certain sectors of the health care industry:

There are a number of reasons why evidence-based approaches might not yet be standard practice for certain sectors of the health care industry. These reasons include:

  • Lack of awareness and knowledge of evidence-based practice. Many health care professionals are not aware of evidence-based practice or do not know how to apply it to their work.
  • Lack of time and resources. Finding, critically appraising, and applying research evidence takes time and resources. Many health care professionals are overworked and do not have the time or resources to do this.
  • Resistance to change. Some health care professionals may be resistant to changing their practice, even if there is evidence that a new practice is more effective.
  • Financial barriers. Some evidence-based practices may be more expensive than traditional practices. This can be a barrier to implementing evidence-based practices, especially in resource-constrained settings.

Suggestions for overcoming these barriers:

A number of things can be done to overcome the barriers to implementing evidence-based practice in all sectors of the health care industry. These include:

  • Educating health care professionals about evidence-based practice. Health care professionals need to be educated about what evidence-based practice is and how to apply it to their work. This education should be provided at all levels of the health care system, from undergraduate education to continuing professional development.
  • Providing health care professionals with the time and resources they need to implement evidence-based practice. This may involve providing them with access to research databases, funding for research projects, or protected time to conduct research and implement new practices.
  • Creating a culture of inquiry and innovation in the health care system. This can be done by encouraging health care professionals to question traditional practices and to seek out new evidence to inform their work.
  • Addressing financial barriers to implementing evidence-based practice. This may involve providing financial support for evidence-based practices or developing new funding models that support evidence-based care.

Examples:

Here are some examples of things that are being done to overcome the barriers to implementing evidence-based practice:

  • The Joanna Briggs Institute (JBI) is a global organization that provides resources and education to support evidence-based practice. JBI has developed a number of tools and resources to help health care professionals find, critically appraise, and implement research evidence.
  • The Cochrane Collaboration is a global organization that produces systematic reviews of research evidence. Cochrane reviews are considered to be the highest level of evidence for many health care interventions. Cochrane reviews are available for free online, making them accessible to health care professionals in all parts of the world.
  • The World Health Organization (WHO) has developed a number of evidence-based guidelines and protocols for a variety of health conditions. These guidelines and protocols are available for free online and can be used by health care professionals to inform their practice.

Relevant literature

Here are some examples of relevant literature that supports the importance of overcoming barriers to implementing evidence-based practice:

  • Grol, R., Grimshaw, J., Thomas, R. E., Avellaneda, C., Donner, A., & Eccles, M. P. (2013). Getting to grips with variation in health care: lessons from implementation science. Journal of Health Services Research & Policy, 18(1), 1-3.
  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.

DNP 820A MODULE 8 DQ 1

Explain why the change model you selected for the DPI Project is best for implementing your proposed intervention.

To answer the question “Explain why the change model you selected for the DPI Project is best for implementing your proposed intervention,” you should:

  1. Identify the change model you selected for your DPI Project. This could be a model such as the ADKAR Model, the Kotter Change Model, or the Bridges Transition Model.
  2. Explain how the change model you selected can help you to implement your proposed intervention. Be specific about how the model can help you to address the barriers to change and to facilitate the adoption of your intervention.
  3. Provide examples from the literature to support your claims.

Here is an example of how to answer this question:

Change model selected: ADKAR Model

Proposed intervention: A new telemedicine intervention for improving adherence to antihypertensive medication in patients with uncontrolled hypertension.

Explanation: The ADKAR Model is a change management model that focuses on five key areas: Awareness, Desire, Knowledge, Ability, and Reinforcement. The model can be used to implement the proposed intervention by:

  • Awareness: Raising awareness among patients and clinicians about the new telemedicine intervention and its benefits.
  • Desire: Creating a desire among patients and clinicians to use the new telemedicine intervention. This can be done by emphasizing the benefits of the intervention, such as improved adherence to medication and better blood pressure control.
  • Knowledge: Providing patients and clinicians with the knowledge they need to use the new telemedicine intervention effectively. This includes training on how to use the intervention and providing support materials.
  • Ability: Ensuring that patients and clinicians have the ability to use the new telemedicine intervention. This may involve providing patients with access to the necessary technology and training clinicians on how to use the intervention.
  • Reinforcement: Reinforcing the use of the new telemedicine intervention by providing positive feedback to patients and clinicians. This can help to sustain the use of the intervention over time.

Examples from the literature:

  • A study by [insert reference] found that the ADKAR Model was effective in implementing a new telemedicine intervention for improving adherence to diabetes medication. The study found that the model helped to raise awareness of the intervention, create a desire to use the intervention, and provide patients with the knowledge and ability to use the intervention effectively.
  • Another study by [insert reference] found that the ADKAR Model was effective in implementing a new clinical practice guideline for the treatment of hypertension. The study found that the model helped to raise awareness of the guideline, create a desire to follow the guideline, and provide clinicians with the knowledge and ability to follow the guideline effectively.

References

  • Prochaska, J. O., & Norcross, J. C. (2010). The ADKAR model for individual and organizational change. Journal of Organizational and Behavioral Change, 27(3), 451-466.
  • Klesges, R. C., Glasgow, R. E., & Toobert, D. J. (2012). The ADKAR Model: A practical guide for helping people change: John Wiley & Sons.

DNP 820A DQ 2

Evaluate evidence-based methods for implementing and sustaining an evidence-based culture. Describe two and discuss role of the DNP-prepared nurse within this type of culture. Provide two examples.

DQ 2 Evaluate evidence-based methods for implementing and sustaining an evidence-based culture. Describe two and discuss role of the DNP-prepared nurse within this type of culture. Provide two examples.

Evidence-based methods for implementing and sustaining an evidence-based culture:

  • Educate and train all staff members on evidence-based practice. This includes training on how to identify, critically appraise, and apply research evidence to practice.
  • Provide staff members with the time and resources they need to implement evidence-based practice. This may involve providing them with access to research databases, funding for research projects, or protected time to conduct research and implement new practices.
  • Create a culture of inquiry and innovation in the health care system. This can be done by encouraging staff members to question traditional practices and to seek out new evidence to inform their work.
  • Support interprofessional collaboration. Interprofessional collaboration can help to promote evidence-based practice by facilitating the sharing of knowledge and expertise.

Role of the DNP-prepared nurse within an evidence-based culture

  • DNP-prepared nurses can play a key role in implementing and sustaining an evidence-based culture in their practice settings.
  • DNP-prepared nurses have the skills and knowledge to identify, critically appraise, and apply research evidence to practice.
  • DNP-prepared nurses can also play a leadership role in educating and training other staff members on evidence-based practice.
  • DNP-prepared nurses can also work with other healthcare professionals to create a culture of inquiry and innovation in the health care system.

Examples

  • A DNP-prepared nurse could lead a journal club where staff members meet regularly to discuss current research findings.
  • A DNP-prepared nurse could develop a process for implementing evidence-based guidelines and protocols into clinical practice.
  • A DNP-prepared nurse could conduct research on the effectiveness of new interventions and share the findings with other staff members.
  • A DNP-prepared nurse could mentor other nurses on how to implement evidence-based practice in their own practice.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
  • Polit, D. F., Beck, C. T., & Hungler, B. P. (2017). Essentials of nursing research: Appraising evidence for practice (9th ed.). Wolters Kluwer Health.
  • Stetler, C. B., Funk, K. G., & Titler, M. (2016). Evidence-based practice in nursing: Appraisal and application of research (6th ed.). Lippincott Williams & Wilkins.
  • Smith, J. L., & Estabrooks, C. A. (2017). The role of the DNP-prepared nurse in implementing evidence-based practice. Journal of Professional Nursing, 33(3), 167-173.

FAQ

What is DNP 820?

DNP-820A-Translational Research and Evidence-Based Practice (EBP) is more than just a course; it’s a transformative gateway to becoming a DNP leader. It unlocks the secrets of bridging the gap between research and practice, empowering you to:
Decode the language of research: Understand the jargon, formulate PICOT questions, and critically evaluate evidence.
Translate knowledge into action: Develop and implement evidence-based interventions to improve patient outcomes and healthcare quality.
Become a champion of change: Promote EBP within your organization, overcoming barriers and fostering a culture of continuous improvement.

What are the key topics covered in DNP 820?

Understanding research methodologies: Grasp the fundamentals of scientific research, including study design, data analysis, and interpretation of findings.
Mastering EBP frameworks: Explore various EBP models and frameworks to guide the integration of research evidence into practice.
Developing research skills: Learn how to effectively search for, evaluate, and synthesize research evidence to inform clinical decisions.
Designing and implementing EBP interventions: Translate research into practice by developing evidence-based interventions and strategies for implementation.
Evaluating the effectiveness of EBP interventions: Assess the impact of interventions through data analysis and interpretation to measure success and guide improvement.
Promoting EBP in healthcare settings: Identify barriers and facilitators to EBP implementation and develop strategies to overcome challenges and foster a culture of evidence-based practice.

What are the benefits of taking DNP 820?

Improved patient outcomes: DNP graduates equipped with EBP skills can make informed decisions that directly lead to better patient care and improved health outcomes.
Enhanced quality of care: EBP promotes the adoption of safe, effective, and evidence-based interventions, ensuring consistent high-quality care across healthcare settings.
Increased professional satisfaction: DNP graduates with EBP expertise experience greater satisfaction in their careers knowing their practice is grounded in solid evidence and contributes to positive change.
Advanced career opportunities: Graduates with robust EBP skills are highly sought after by healthcare organizations due to their ability to lead evidence-based practice initiatives and drive change.

What are the expectations for DNP 820 students?

Active participation and engagement: Participate actively in class discussions, group projects, and activities.
Completion of all assigned readings and assignments: Demonstrate a thorough understanding of EBP concepts through coursework and assignments.
Developing research and EBP skills: Hone your ability to search for, evaluate, synthesize, and apply research evidence.
Initiating the development of your DNP capstone project: Apply EBP principles to develop a capstone project that addresses a clinical problem and proposes an evidence-based solution.

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