Walden – NURS 8114 Week 6 Introduction to Science of Translation II

Walden –  NURS 8114 Week 6 Introduction to Science of Translation II

NURS 8114 Week 6 Introduction to Science of Translation II

EBP Quality Enhancement Analysis Patient care is provided in large part by nurses. They look into evidence-based strategies that can be used to improve the effectiveness, efficiency, and safety of patient care. Health institutions are now able to offer services that satisfy peoples’ needs and expectations thanks to EBP quality improvement initiatives. As a result, this study explores the practice-related problems that EBP QI projects may be able to solve.
Possible Locations
Use of appropriate practice settings is required for programs based on evidence-based practice to be carried out successfully. One of the prospective locations for an initiative to improve the quality of evidence-based practice is the tertiary hospital where I work as a registered nurse. A sizable hospital that offers both general and specialist care to patients from various backgrounds is the tertiary setting. A wide range of healthcare services, including oncology, surgery, inpatient, outpatient, pediatric, intensive care, and obstetric care, are provided by the hospital. The hospital provides general or specialized care to people from all walks of life. The private tertiary hospital was established to accommodate the expanding medical needs of various patient populations. The institution’s mission is to lead the way in delivering cutting-edge care to its communities. The company exists in isolation.

The second potential location for an EBP-based quality improvement project in my area is a nursing home. The nursing home was established as a mid-level business to provide general and specialized care to patients from various socioeconomic backgrounds. Offering maternity, inpatient, outpatient, surgical, and pediatric care, the home is a private institution. Delivering high-quality, safe, and effective patient-centered care to satisfy the needs of individuals, families, and the larger community is the institution’s goal.

“Change” as a word is somewhat abstract. The same could be said of the phrase “science of translation.” But as you likely know from your nursing experience, change is not abstract for those working to make it happen or those implementing—or adjusting to—a new protocol or procedure.

A significant part of your work in this module involves focusing on stakeholders in an EBP QI project. As you have identified practice sites, you have identified staff members within each setting who would have a say in the approval and a hand in the success of a quality improvement initiative. It is vital to keep those professionals in your sights and to speak with language that will have meaning for them. Consider in a health care setting where “quality improvement” is not formalized through an office or department and how differences in approach and nuance may be required.

As you complete your module Introduction to Science of Translation II Assignment this week, pay particular attention to the presentation you are preparing and how you are applying the science of translation to ensure your EBP QI aims and outcomes are fully understood.

Learning Objectives

Students will:

• Compare health care settings for quality improvement projects
• Justify practice problems for quality improvement
• Analyze site and stakeholder requirements for quality improvement projects in nursing practice settings
• Compare stakeholder requirements for quality improvement projects across nursing practice settings
• Evaluate translation science frameworks and models for application to practice problems
• Apply implementation science frameworks/models for evidence-based practice quality improvement projects

Introduction to Science of Translation II Learning Resources

Required Readings (click to expand/reduce)

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.

• Chapter 4, “Translation of Evidence to Improve Clinical Outcomes” (pp. 77–102)

Boehm, L. M., Stolldorf, D. P., & Jeffery, A. D. (2020). Implementation science training and resources for nurses and nurse scientists. Journal of Nursing Scholarship, 52(1), 47–54. https://doi.org/10.1111/jnu.12510

(Review from Weeks 4 and 5)

Dunagan, P. B. (2017). The quality improvement attitude survey: Development and      preliminary psychometric characteristics. Journal of Clinical Nursing, 26(23–24), 5113–5120. https://doi.org/10.1111/jocn.14054

(Review from Weeks 4 and 5)

Hammersla, M., Belcher, A., Ruccio, L. R., Martin, J., & Bingham, D. (2021). Practice and quality improvement leaders survey of expectations of DNP graduates’ quality improvement expertise. Nurse Educator [Epub ahead of print]. https://doi.org/10.1097/NNE.0000000000001009

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(Review from Weeks 4 and 5)

Jones-Schenk, J., & Bleich, M. R. (2019). Implementation science as a leadership and doctor of nursing   practice competency. The Journal of Continuing Education in Nursing, 50(11), 491–492. https://doi.org/10.3928/00220124-20191015-03

(Review from Weeks 4 and 5)

Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., Matthieu, M. M., Proctor, E. K., & Kirchner, J. E. (2015). A refined compilation of implementation strategies: Results from the Expert Recommendations for Implementing Change (ERIC) project. Implementation Science, 10:21. https://doi.org/10.1186/s13012-015-0209-1

(Review from Weeks 4 and 5)

Rew, L., Cauvin, S., Cengiz, A., Pretorius, K., & Johnson, K. (2020). Application of project management tools and techniques to support nursing intervention research. Nursing Outlook, 68(4), 396–405. https://doi.org/10.1016/j.outlook.2020.01.007

(Review from Weeks 4 and 5)

Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., & Weiner, B. J. (2014).                Organizational readiness for implementing change: A psychometric assessment of a new measure. Implementation Science, 9(7), 1–15.

(Review from Weeks 4 and 5)

Document: Handout: Preparing for an EBP QI Presentation to Stakeholders at a Practice Site (Word document)

(Review from Weeks 4 and 5.)

Required Media

Walden University. (2021). DNP glossary [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

Module 3 Assignment: Exploring EBP Quality Improvement

Continue working on your Module 3 Assignment to complete this week. Keep in mind that the key requirements are to identify a hypothetical practice problem as the focus of an evidence-based quality improvement project; a hypothetical health care setting for the project based on investigating actual sites; stakeholders for project approval and implementation within health care settings; and a presentation outlining the basic steps of a specific framework/model for translating research and evidence to improved practice.

Although “hypothetical” is the watchword for this Assignment, the substantial effort you have invested and the information and insights obtained can pay real dividends as you begin your DNP project in earnest.

Photo Credit: [Steve Hix/Fuse]/[None]/Getty Images

The Assignment

Part 1: Key Project Elements

Complete your paper of 6–8 pages, plus cover page and references page, explaining your investigation of three hypothetical practice sites for an EBP QI project.

Part 2: Implementation Science Presentation

Complete your PowerPoint presentation of 3–5 slides, plus cover and reference slides, to inform hypothetical stakeholders.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

By Day 7 of Week 6

Submit Parts 1 and 2 of your Assignment (Word document and PowerPoint document).

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “M3Assgn+last name+first initial.(extension)” as the name.
• Click the Module 3 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Module 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M3Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 3Introduction to Science of Translation II  Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 3 Assignment draft and review the originality report.

Submit Your Introduction to Science of Translation II Assignment by Day 7 of Week 6

To participate in this Assignment:

Module 3 Assignment

What’s Coming Up in Module 4!

In the next module, you will take a deep dive into the components of evidence-based practice, with attention to analyzing and synthesizing evidence to support a nursing practice. You will begin Week 7 with exploring how to identify the critical question in a practice issue that will produce the relevant evidence you seek.

Module 4 Assignment: Literature Review

A literature review will be part of the Module 4 Assignment, which you will begin in Week 8. You will find both required and optional Learning Resources in the Walden Library to help facilitate your search and evaluation of scholarly sources. Reflect on your experiences and success to date with scholarly searches in the library and look for additional guidance, as needed.