Reflection on Learning Write a brief 1–2 paragraph weekly reflection(one reflection per each week 1,2,3,4,5,6,7) addressing the questions posed in the Reflect section of each week. Edit your Reflection to include each weekly reflection. Presents information using clear and concise language in an organized manner (Free of errors in English grammar, spelling, syntax, and punctuation). Include the following sections in your Reflection: Week 1 Provide one specific example of how you achieved the weekly objectives. ( This week I appraising and determining the Level of Evidence and Grade of Quality for a qualitative study, summarize my findings using the Johns Hopkins Research Evidence Appraisal Tool and the Johns Hopkins Individual Evidence Summary Tool .) What did you learn about your capacity to read and appraise original qualitative research? What changed, if anything, following the week's activities? How will this skill improve your effectiveness as a practice scholar?     [This week's objectives as per professor: Compare and contrast differences and similarities of qualitative, quantitative, and mixed-method designs. we discovered that, more and more, nurses are using qualitative data to provide a holistic understanding of a phenomenon. As a practice scholar, you'll use qualitative inquiry and data to enrich your understanding of a practice problem. Good qualitative research uses a systematic and rigorous approach that aims to answer questions that address what something is like (such as a patient experience), what people think or feel about something that has occurred, or why something has happened. Different from numbers, qualitative data often takes the form of words or text and images. Nurses with advanced education are called to transform the health of our nation. I have no doubt that you'll answer the call by translating best evidence to gain new insights on needed change.] Week 2 Provide one specific example of how you achieved the weekly objectives. What did you learn about your capacity to read and appraise original quantitative research? What changed, if anything, following the week's activities? How will this skill improve your effectiveness as a practice scholar?  [Profesor comments about week objectives: This week you have Appraising Quantitative Research the Johns Hopkins Research Evidence Appraisal Tool and the Johns Hopkins Individual Evidence Summary Tool . Let's recap what you learned this week. We continued our dialogue about research designs by examining quantitative inquiry and data. You appraised a quantitative research study with my guidance, and reflected on how quantitative methods differ from qualitative methods. You continued building an evidence summary table, adding two quantitative research studies. That's a lot of progress! I know you gained an understanding of how the research question drives the selection and appraisal of the design. What's more, you explored how the rol ...

1. Reflection on Learning
Write a brief 1–2 paragraph weekly reflection(one reflection per
each week 1,2,3,4,5,6,7) addressing the questions posed in the
Reflect section of each week. Edit your Reflection to include
each weekly reflection.
Presents information using clear and concise language in an
organized manner (Free of errors in English grammar, spelling,
syntax, and punctuation).
Include the following sections in your Reflection:
Week 1
Provide one specific example of how you achieved the weekly
objectives. ( This week I appraising and determining the Level
of Evidence and Grade of Quality for a qualitative study,
summarize my findings using the
Johns Hopkins Research Evidence Appraisal Tool
and the
Johns Hopkins Individual Evidence Summary Tool
.)
What did you learn about your capacity to read and appraise
original qualitative research? What changed, if anything,
following the week's activities?
How will this skill improve your effectiveness as a practice

2. scholar?
[This week's objectives as per professor: Compare and contrast
differences and similarities of qualitative, quantitative, and
mixed-method designs. we discovered that, more and more,
nurses are using qualitative data to provide a holistic
understanding of a phenomenon. As a practice scholar, you'll
use qualitative inquiry and data to enrich your understanding of
a practice problem. Good qualitative research uses a systematic
and rigorous approach that aims to answer questions that
address what something is like (such as a patient experience),
what people think or feel about something that has occurred, or
why something has happened. Different from numbers,
qualitative data often takes the form of words or text and
images. Nurses with advanced education are called to transform
the health of our nation. I have no doubt that you'll answer the
call by translating best evidence to gain new insights on needed
change.]
Week 2
Provide one specific example of how you achieved the weekly
objectives.
What did you learn about your capacity to read and appraise
original quantitative research? What changed, if anything,
following the week's activities?
How will this skill improve your effectiveness as a practice
scholar?

3. [Profesor comments about week objectives: This week you
have Appraising Quantitative Research the
Johns Hopkins Research Evidence Appraisal Tool
and the
Johns Hopkins Individual Evidence Summary Tool
. Let's recap what you learned this week. We continued our
dialogue about research designs by examining quantitative
inquiry and data. You appraised a quantitative research study
with my guidance, and reflected on how quantitative methods
differ from qualitative methods. You continued building an
evidence summary table, adding two quantitative research
studies. That's a lot of progress! I know you gained an
understanding of how the research question drives the selection
and appraisal of the design. What's more, you explored how the
roles of quantitative inquiry and data can be used by the
practice scholar to influence patient outcomes.]
Week 3
Provide one specific example of how you achieved the weekly
objectives.
What did you learn about your capacity to read and appraise
summaries of research evidence? What changed, if anything,
following the week's activities?
How will this skill improve your effectiveness as a practice
scholar?

4. [Profesor comet about week objectives: Hello, and welcome to
Week 3! Last week, you explored quantitative inquiry and data.
This week, we'll take that knowledge a step further—you'll have
the opportunity to investigate summaries of multiple research
studies, including systematic reviews. In the hierarchy of
evidence quality, systematic reviews of randomized controlled
trials are considered the gold standard of evidence. During this
week's leg of the journey, you'll learn how to appraise
systematic reviews and other summaries of multiple studies
using the Johns Hopkins Nursing Evidence-Based Practice
Research Evidence Appraisal Tool. I bet you're getting familiar
with this tool after applying it in Weeks 1 and 2. Using this
industry standard provides a systematic process of appraisal and
assists you in locating high-quality evidence. Besides
systematic reviews, we'll examine other summaries of multiple
studies, including an integrative review, meta-analysis, and
meta-synthesis. How does an integrative review, meta-analysis,
systematic review, and meta-synthesis differ? I'm sure you're
ready to find answers to these questions, so let's get started!
This week's focus was summaries of multiple studies. You
examined how the integrative review, meta-analysis, systematic
review, and meta-synthesis differ and how they are similar.
More importantly, you learned the value and importance these
research summaries play in informing practice change. Research
is a critical component in solving practice problems. As a DNP-
prepared nurse, your critical appraisal of research study articles
includes reviewing research to locate high-quality evidence.
After just three weeks, look how far you've come already! Let's
move on to Week 4.]
Week 4
Provide one specific example of how you achieved the weekly

5. objectives.
How has the course information influenced your understanding
of descriptive statistics?
How can you bring this information of statistical analysis to
practice?
[Profesor comet about week objectives: Week 4 marks the
midpoint of your journey in NR714! You're making tremendous
progress in learning analytic methods! This leg of the journey
involves the exploration of data analysis. If you're at all like
me, you might feel anxious about analyzing qualitative and
quantitative data. Don't worry! You'll have lots of support from
me and your course faculty. Most likely, you're already familiar
with some aspects of data analysis, and this week, we'll explore
some of the most widely recognized statistical procedures. I
think you'll enjoy exploring the learning activity about
descriptive statistics, where you'll analyze data from a real
scenario to see how statistics inform practice change. As you
review weekly content, consider how to research study data
management and statistical analysis directly influence the
conclusions made by researchers. In a scientific study, the
concepts in which a researcher is interested are referred to as
variables. One distinction relates to independent and dependent
variables. Another distinction that has relevance for statistical
analysis concerns discrete and continuous variables. This week
we learn about that.
A power analysis is a statistical procedure needed to determine
an effective sample size to make a reasonable conclusion.

6. Power Analyses (Ali & Bhaskar, 206; Polit & Beck, 2017)
Helps to decide how large a sample is needed to make sure
judgments about statistical findings are accurate and reliable.
Prevent the recruitment of too many or too few numbers of
subjects.
Must be used to determine sample size
before
the study begins
Chi-Square is powerful for what it is intended to do – determine
if variables are associated in any way. Chi-Square Analysis (Ali
& Bhaskar, 206; Polit & Beck, 2017)
Is a type of inferential statistic.
Evaluates if two categorical variables (e.g., gender, educational
level, race, etc.) are related (correlated) in any way.
Appropriate for discrete variables (nominal, ordinal).
Does not work with continuous variables (interval, ratio).
The null hypothesis states that there is no relationship between
variables. As such, if the null is accepted, you are agreeing that
there is no relationship between variables.
Null Hypothesis Testing (Polit & Beck, 2017)

7. The beginning point for statistical significance testing.
A formal approach to deciding between two interpretations of a
statistical relationship in a sample.
Null Hypothesis – suggests there is
no relationship
between variables, populations, etc. meaning there was an error
in sampling.
Alternative Hypothesis – suggests there
is
a relationship between variables, populations, etc.
Rejecting the Null Hypothesis – suggests being in support of the
Alternative Hypothesis.
Week 4's concepts certainly offered some great information!
Let's take some time to go over everything you learned this
week. This part of your journey focused on analyzing
qualitative and quantitative data. You've probably realized that
as you explored some of the most commonly used descriptive
statistics, you're already familiar with several of these
procedures. But did you know that the Chi-Square Test
determines whether two variables are independent or related?
You do now! By using the knowledge of this and other
descriptive statistical tests, you'll be able to select high-quality
evidence to lead successful change in practice. And with that
understanding under your belt, you're ready to move forward to
Week 5! ]
Week 5

8. Provide one specific example of how you achieved the weekly
objectives.
In what ways did course information influence your
understanding of parametric statistics?
What goals will you set in accordance with what you have
learned this week?
[Profesor comet about week objectives: This week on your
journey, we'll explore how translating best available evidence to
a practice problem requires knowledge specific to the critical
appraisal of research studies. Of course, critical appraisal
involves data analysis, so this week we'll spend more time
learning and applying statistical tests, specifically, parametric
statistical tests. Parametric statistics can be used to examine
relationships, make predictions, and examine causality. While
you'll likely use technology to calculate statistics, you do need
to know which test aligns with the data and is best suited to
answer the practice problem. We learn that one approach to
judging the appropriateness of an analysis technique for a
critique is to use a flowchart, which directs you by gradually
narrowing the number of appropriate statistical procedures as
you make judgments about the nature of the study and the data.
How does the practice scholar determine the appropriate
statistical method? Let's find out!
OBJETIVES Informing Practice Change Through Parametric
Statistics

9. Select the appropriate statistical test to answer the research
question.
Compare and contrast the use of parametric and nonparametric
statistical tests.
Critique the statistical tests used to answer the research
question.
Appraise the quality of data generated from selected
statistical tests to guide practice.
Select appropriate literature to answer research question.
let's review everything you learned in Week 5. You now know
that data analysis plays an essential role in your ability to
translate best available evidence to a practice problem. After
many years of chaotic attempts at progress, nurses have come to
realize that, to be useful, evidence from data analysis must be
carefully examined, organized, and given meaning. Evaluating
the meaning of the study results and forecasting the usefulness
of the findings to unique practice settings is the hallmark of the
practice scholar. Now that you're here, you understand not only
the importance of data analysis, but also the skill needed to
determine whether to use evidence in practice. This knowledge
is vital to your role as a practice scholar! I can tell that you're
ready to move onward. See you in Week 6! ]
Week 6
Provide one specific example of how you achieved the weekly
objectives.

10. What was the most rewarding learning experience you had this
week?
How could you amplify the effectiveness of your skill in
evidence synthesis and translation science?
[Profesor comet about week objectives: Welcome to Week 6!
This week, as you continue on your journey, we'll explore
evidence synthesis and its role in the translation of evidence to
a practice problem. Over the past weeks, you've gained the
knowledge and skills needed to read, review, and critically
appraise published research. It's time for the next step! A
practice scholar takes what is learned from research studies and
synthesizes it to highlight similarities, differences, and
connections. Together, we'll explore strategies for writing an
evidence synthesis. I have no doubt that you'll find this week's
content to be foundational to writing a practice problem
statement that conveys the significance, relevance, and
prevalence of a practice problem. In fact, you'll integrate many
of these important concepts into your assessment. When a
practice scholar synthesizes successfully, they present new
ideas based on interpretations of published research evidence.
Conceptually, it can be helpful to think about synthesis existing
at both the local (or paragraph) level and the global (or paper)
level. Synthesis is all about collecting information from
different sources and putting it together as one piece of content.
WEEK OBJECTIVES
Differentiate evidence synthesis from a literature summary.

11. Select appropriate literature to answer the research question.
Formulate an evidence synthesis utilizing quality research.
Evidence synthesis plays a critical role in translation science.
Many nurses confuse the evidence synthesis with an evidence
summary. You now know an important difference. An evidence
synthesis brings together information from different sources of
information in order to interpret existing knowledge, identify
knowledge gaps, and inform decision making. ]
Week 7
Provide one specific example of how you achieved the weekly
objectives.
How has course information changed your ways of knowing?
How does the knowledge gained advance your professional
formation as a practice scholar?
[Profesor comet about week objectives: Are you familiar with
PICOT formulation? I thought I was when I started this course.
Although I knew this important mnemonic, I came to realize
that I wasn't skilled at writing a focused, answerable practice
question. It looks easier than it is! But with practice, I learned
to be proficient in writing answerable questions. You will too!
You'll have lots of opportunities to develop and evaluate

12. PICOT-formatted questions this week.
Week objetives
Develop a PICOT question using key search terms.
Construct a focused answerable question.
PICOT is a mnemonic for a formatting tool that serves two
purposes. Each purpose is of equal importance to the practice
scholar as the practice change project is designed.
Assists with writing a clear, concise, one-sentence practice
question.
Assists with searching and retrieving relevant evidence in the
robust scientific search engines. The formatting tool PICOT
lends itself to the identification of keywords from each segment
of the practice question. The ability to break a practice question
into keywords is what makes searching for evidence.
ElementDescription
P Patient/PopulationThe practice scholar states the relevant
patients/individuals. What does the research literature say about
the age, gender, specific characteristics, social that would be
important in this practice problem? The concise articulation of
the population is supported by a synthesis of research evidence.
I InterventionThe practice scholar states the research-
evidence based intervention to be translated to practice. The

13. research-evidence based intervention is supported by research
evidence. The practice scholar translates/transfers the research-
evidence based intervention as it was tested and empirically
proven across research studies. Note: The practice scholar does
not alter the research-evidence based intervention.
Implementation fidelity requires no changes be made to the
empirically proven research intervention.
C ComparisonThe practice scholar describes current
practice. In a practice change project, the comparison is practice
as usual.
O Outcome
The practice scholar's intention is to learn if the translation of a
research-evidence based intervention
influences
local practice outcomes. Practice change projects are not
intended to design or test an intervention, therefore, a
prediction is not made as outcomes are identified.
The practice outcome may be singular or several stated
outcomes. The practice scholar returns to research studies where
the research-evidence based intervention was tested. These
studies describe how study outcomes were measured. The
practice scholar confirms that identified outcomes in the
practice change project are numerical and are captured using
reliable and valid measures.
Reliability
in statistics and psychometrics is the overall consistency of a
measure
. A
measure
is said to have a high
reliability

14. if it produces similar results under consistent conditions. For
example, measurements of people's height and weight are often
extremely
reliable
.
Validity
in statistics and psychometrics refers to the extent to which an
assessment
accurately measures what it is intended to measure.
T TimeframeThe timeframe for the DNP Practice Change
Project is 8–10 weeks.