NUR 550 Topic 1 Assignment: Quality Research and Theoretical Frameworks

NUR 550 Topic 1 Assignment: Quality Research and Theoretical Frameworks

NUR 550 Topic 1 Assignment: Quality Research and Theoretical Frameworks

Topic 1: Quality Research and Theoretical Frameworks

Description
Objectives:

1. Identify the different levels of translational research.
2. Differentiate translational research from evidence-based practice.
3. Discuss the application of translational research to population health management.
4. Evaluate sources of translational research.
5. Select a valid nursing practice problem for an evidence-based practice project proposal.
Study Materials
Advanced Practice Nursing: Essential Knowledge for the Profession
Description:
Read Chapters 22 and 23 in Advanced Practice Nursing: Essential Knowledge for the Profession.
Evidence-Based Practice in Nursing and Healthcare
Description:
Read Chapter 1 in Evidence-Based Practice in Nursing and Healthcare.
World Health Organization (WHO)
Description:
Explore the World Health Organization (WHO) website.
Centers for Disease Control and Prevention (CDC)
Description:
Explore the Centers for Disease Control and Prevention (CDC) website.
State and County Departments of Health
Description:
Explore the websites of your state and county departments of health and access mortality and morbidity data. The link to the Arizona Department of Health Services website is provided, but students living in other states should access their county and state departments.
Non-Communicable Diseases (NCD) Burden of Disease
Description:
Read “Non-Communicable Diseases (NCD) Burden of Disease,” by the U.S. Department of Health and Human Services, located on the Centers for Disease Control and Prevention website.

GCU Library: Nursing and Health Sciences Research Guide
Description:
Review the “Nursing and Health Sciences” research guide, located on the GCU Library website.
The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?

Description:
Read “The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?” by Chipps et al., from Worldviews on Evidence-Based Nursing (2019).
Evidence-Based Practice
Description:
Read “Evidence-Based Practice” by Melnyk and Fineout-Overholt, from Encyclopedia of Nursing Research (2017).
Translation Research in Practice: An Introduction
Description:
Read “Translation Research in Practice: An Introduction,” by Titler, from Online Journal of Issues in Nursing (2018).
On Biostatistics and Clinical Trials: PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials
Description:
Read “PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials,” by Deng, from
On Biostatistics and Clinical Trials (2020).
Course Description
In this course learners examine the process of scientific inquiry, knowledge generation, utilization, and dissemination of evidence into advanced nursing practice in order to propose quality-improvement initiatives that advance the delivery of safe, high-quality care for patient populations. Learners critically evaluate evidence, including scientific findings from the biopsychosocial fields, epidemiology, biostatistics, genetics, and genomics, and apply levels of evidence and theoretical frameworks to design culturally appropriate clinical prevention interventions and population-based care that reduces risks, prevents disease, and promotes health and well-being. Learners also consider strategies to evaluate health policy and advocacy issues, the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction for diverse populations. Learners apply these strategies to work towards recognizing gaps in nursing and health care knowledge, identifying potential solutions or innovations for those gaps, planning and implementing practice changes, and evaluating the outcomes in order to improve practice. Prerequisite:

Description:
Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L., & Horowitz, M. R. (2019). Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. ISBN-13: 9781284047929
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Description:
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539
APA Writing Style
Description:
APA Style is required for all writing assignments in this course, where indicated. Please prepare these assignments according to the APA Style Guide, located in the in the Student Success Center.
You may want to consider purchasing a copy of the APA style guide, as this will be a useful resource throughout your program
The Writing Process Access
Description:
View “The Writing Process” media presentation for information on how to strengthen your writing for future assignments.
University Policy Handbook
Description:
Read the Code of Conduct and Academic Standards section of the University Policy Handbook.
Library Walk Through Tutorial
Description:
View the “Library Walk Through Tutorial.”
Academic Integrity
Description:
Read the “About LopesWrite” and “Plagiarism” sections of the Academic Integrity page of the GCU website.
GCU Library: General Research Guide
Description:
Review the “General Research” guide, located on the GCU Library website.
GCU Library: Persistent Links
Description:
Review “Persistent Links,” located on the GCU Library website, to learn how to locate persistent links for library articles, videos, etc.
RefWorks and EndNote: RefWorks and EndNote Login
Description:
Manage your citations with the RefWorks tool, located on the GCU Library website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.).
GCU Library Research Guides: Citing Sources
Description:
Reference the “GCU Library Research Guides: Citing Sources” resource for information on how to cite sources properly.
Writing Center
Description:
Refer to the resources located in the Writing Center for PowerPoint guidelines, APA style, writing and library tutorials, and research and writing assistance.
Statement on the Integration of Faith and Work
Description:
“Grand Canyon University prepares learners to become global citizens, critical thinkers, effective communicators, and responsible leaders by providing an academically-challenging, values-based curriculum from the context of our Christian heritage” (GCU Mission Statement). Review the “Statement on the Integration of Faith and Work” to become familiar with many fundamental Christian worldviews and consider how they may apply in the context of this course.
NUR 550 Topic 1 Assignment: Quality Research and Theoretical Frameworks

LopesWrite
Description:
Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.
APA Writing Checklist
Description:
Use the “APA Writing Checklist” to act as a checklist for each paper you will write throughout your GCU graduate program.
Discussion Forum Guidelines and Example
Description:
Review the “Discussion Forum Guidelines and Example” document for your weekly discussion forum participation.
Evidence-Based Practice Project Proposal –Assignment Overview
Description:

Learners are required to develop an evidence-based practice project proposal. The project begins in NUR-550 and culminates in NUR-590. The project will be completed in sections throughout both courses and culminate in NUR-590, during which the project elements are synthesized into a final written paper that details the evidence-based practice project proposal.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments. This document serves only to provide context for the overall project and how the assignments interact. Refer to each assignment in the classroom for the assignment criteria and rubric information.
Optional: ThinkingStorm
Description:
For additional information, the following is recommended:
ThinkingStorm is an online tutoring resource that provides flexible support to supplement traditional educational environments. The tutoring center is remotely accessible to GCU learners with a computer and an Internet connection and offers convenient hours for learners with busy schedules. ThinkingStorm tutoring includes a writing center that offers 24/7 submission-based writing support, as well as live writing support across the curriculum.
If you are interested in utilizing ThinkingStorm’s writing support, submit your documents chapter by chapter, rather than as a full manuscript.
To assist learners with their success at the university, GCU will pay for the first 10 hours of a learner’s annual ThinkingStorm activity. Learners are responsible for usage charges after the first 10 hours.
To access ThinkingStorm, click on the link provided and select the yellow “Go to ThinkingStorm” button.
Optional: Grammarly
Description:
For additional information, the following is recommended:
Grammarly is an online writing assistance application that reviews written submissions and suggests context-specific corrections for grammar, spelling, word usage, wordiness, style, punctuation, and plagiarism. The reasoning for each suggested correction is provided, allowing users to make informed decisions about how to correct writing issues.
Grammarly can be installed as free browser extension, though Grammarly Premium requires an annual subscription. This subscription is not a GCU-required purchase.
NUR-550 Course Objectives
Description:
In this course, the student will:
1. Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies.
2. Demonstrate understanding of scientific inquiry, knowledge generation, utilization, and dissemination in advanced nursing practice.
3. Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes.
4. Identify gaps in nursing knowledge and evidence-based practice that can potentially be resolved by planning and implementing a practice change project.
5. Formulate a clinically researchable question amenable to an innovative evidence-based practice change proposal.
6. Write a scholarly literature review that supports a clinically researchable question amenable to an innovative evidence-based practice change proposal.
7. Evaluate health policy and advocacy issues for the purpose of improving health care outcomes.
8. Engage in scientific inquiry into the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction of diverse populations.
9. Propose quality improvement initiatives that advance the delivery of safe, high-quality health care.
10. Use principles from epidemiology, biostatistics, genetics, genomics, and cultural competence to guide comparisons of various patient populations.

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NUR 550 Topic 1 Assignment: Quality Research and Theoretical Frameworks

Name:  Assignment Rubric

		Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.		32 (32%) – 35 (35%) The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%) The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%) The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%) The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.		45 (45%) – 50 (50%) The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%) The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%) The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%) The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.		5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation		5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.		5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.
Total Points: 100

Name:  Assignment Rubric