This document provides information about a Nursing Research Methods course. It includes the course description, objectives, topics, assignments and grading rubric. The course aims to help students achieve Program Learning Outcome 4 of demonstrating scholarly inquiry and reflection to advance nursing practice. Assignments include a literature review on a topic of the student's choice and an evidence-based practice paper to critically analyze research findings. The goal is for students to gain skills in searching literature, critically appraising evidence and integrating research into practice.
Reflection as an Educational Strategyin Nursing Professional.docxringrid1
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
Reflection as an Educational Strategyin Nursing Professional.docxringrid1
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxglendar3
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxtodd581
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
13 hours ago
Tami Frazier
Week 11 Initial Discussion Post
COLLAPSE
Top of Form
NURS 6052 – Essentials of Evidence-Based Practice
Week 11 Initial Post
Creating a Culture of Evidence-Based Practice
Evidence-based practice (EBP) in its most simplistic form is using the evidence, whether from clinical experiences or patient preferences, to make decisions that affect patient care positively (Polit & Beck, 2017). Evidence-based practice is essential for determining changes in practice that are needed to protect and provide safe care for patients. Nurses are the front-line of the healthcare system and are able to recognize and change policies and procedures. Therefore, nurses are responsible for sharing with their peers and co-workers the information obtained from their evidence-based research.
In order to make evidence-based changes, a dissemination plan needs to be in place. In our facility, our evidence-based practice nurse committee is responsible for teaching the staff on changes in practice. Once they have decided on the changes they present the information to the Emergency Department leadership. From there the changes are reported to the nursing staff through department meetings, bulletin boards, and online learning modules. This is based on the ACE Star Model of Knowledge Transformation which seeks to take research findings and use them to impact patient outcomes by using evidence-based care (Polit & Beck, 2017).
“Often in the dissemination phase, there are considerable barriers that exist. These barriers consist of prejudice toward findings, lack of approval from leadership, nurses attitudes, and the resources needed to make changes. Moore & Tierney (2019) found,
“an overarching theme of disconnection between research and evidence and the participants’ perceptions of contemporary nursing practice was underpinned by three themes:
1) We should be using it… but we’re not.
2) Employees suggested that research involvement was something left after graduation and no longer part of their day-to-day roles.
3) Research is other people’s business (p. 90).
In another report, it was suggested that evidence-based practice is challenging for nurses because of the pressures of a patient satisfaction culture and time constraints when caring for patients (Henderson & Fletcher, 2015). These barriers can only be overcome if nursing leadership has the courage to address them and help nurses see the positive benefits of evidence-based practice.
A culture of change is vital to making a significant improvement in the lives of patients. At this time nursing researchers are limited by a non-existent research culture leaving them nurses with the responsibility to develop that culture (Berthelsen & Holge-Hazelton, 2018). Creating an awareness of the research that is taking place by their peers removes the barriers of feeling not competent to participate. As nursing leadership, our role is to build a culture that creates curiosity and critical reflection ab.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
EVIDENCE-BASED PRACTICE IN NURSING.docxHaraLakambini
-Evidence-based Practice in Nursing
-Steps of Evidence-Based Practice
-Hierarchy of Evidence | Quantitative Questions
-Elements of Evidence-Based Practice
-Nursing Research
-Types of Research
-Rights of Human Subject
-Comparison of Nursing Process with Research Process Table
-Performance Improvement in Nursing
-Examples of Performance Improvement Models
-Relationship between Evidence-Based Practice, Research, and Performance Improvement
-Similarities and Differences among Evidence-Based Practice, Research, and Performance Improvement
NONPF - 1NURSE PRACTITIONER CORE COMPETENCIES April 201.docxkendalfarrier
NONPF - 1
NURSE PRACTITIONER CORE COMPETENCIES
April 2011
Amended 2012*
Task Force Members
Anne C. Thomas, PhD, ANP-BC, GNP - Chair
M. Katherine Crabtree, DNSc, FAAN, APRN-BC
Kathleen R. Delaney, PhD, PMH-NP
Mary Anne Dumas, PhD, RN, FNP-BC, FAANP
Ruth Kleinpell, PhD, RN, FAAN, FCCM
M. Cynthia Logsdon, PhD, WHNP-BC, FAAN
Julie Marfell, DNP, FNP-BC, FAANP
Donna G. Nativio, PhD, CRNP, FAAN
Note: Terms in bold are defined within the glossary found at the end of the competencies.
Preamble
In August 2008, NONPF endorsed the evolution of the Doctorate of Nursing Practice (DNP) as the entry
level for nurse practitioner (NP) practice (NONPF, 2008a). Nurse practitioner education, which is based
upon the NONPF competencies, recognizes that the student’s ability to show successful achievement of
the NONPF competencies for NP education is of greater value than the number of clinical hours the
student has performed (NONPF, 2008b).
The Nurse Practitioner Core Competencies (NP Core Competencies) integrate and build upon existing
Master’s and DNP core competencies and are guidelines for educational programs preparing NPs to
implement the full scope of practice as a licensed independent practitioner. The competencies are
essential behaviors of all NPs. These competencies are demonstrated upon graduation regardless of the
population focus of the program and are necessary for NPs to meet the complex challenges of translating
rapidly expanding knowledge into practice and function in a changing health care environment.
Nurse Practitioner graduates have knowledge, skills, and abilities that are essential to independent
clinical practice. The NP Core Competencies are acquired through mentored patient care experiences
with emphasis on independent and interprofessional practice; analytic skills for evaluating and
providing evidence-based, patient centered care across settings; and advanced knowledge of the
health care delivery system. Doctorally-prepared NPs apply knowledge of scientific foundations in
practice for quality care. They are able to apply skills in technology and information literacy, and engage
in practice inquiry to improve health outcomes, policy, and healthcare delivery. Areas of increased
knowledge, skills, and expertise include advanced communication skills, collaboration, complex decision
making, leadership, and the business of health care. The competencies elaborated here build upon
previous work that identified knowledge and skills essential to DNP competencies (AACN 1996; AACN,
2006; NONPF & National Panel, 2006) and are consistent with the recommendations of the Institute of
Medicine’s report, The Future of Nursing (IOM, 2011).
At completion of the NP program, the NP graduate possesses the nine (9) core competencies regardless
of population focus.
* Amended as result of additional validation through the 2011-2012 Population-Focused Competencies Task Force.
Competencies 7, 6, & 7 .
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxglendar3
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxtodd581
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
13 hours ago
Tami Frazier
Week 11 Initial Discussion Post
COLLAPSE
Top of Form
NURS 6052 – Essentials of Evidence-Based Practice
Week 11 Initial Post
Creating a Culture of Evidence-Based Practice
Evidence-based practice (EBP) in its most simplistic form is using the evidence, whether from clinical experiences or patient preferences, to make decisions that affect patient care positively (Polit & Beck, 2017). Evidence-based practice is essential for determining changes in practice that are needed to protect and provide safe care for patients. Nurses are the front-line of the healthcare system and are able to recognize and change policies and procedures. Therefore, nurses are responsible for sharing with their peers and co-workers the information obtained from their evidence-based research.
In order to make evidence-based changes, a dissemination plan needs to be in place. In our facility, our evidence-based practice nurse committee is responsible for teaching the staff on changes in practice. Once they have decided on the changes they present the information to the Emergency Department leadership. From there the changes are reported to the nursing staff through department meetings, bulletin boards, and online learning modules. This is based on the ACE Star Model of Knowledge Transformation which seeks to take research findings and use them to impact patient outcomes by using evidence-based care (Polit & Beck, 2017).
“Often in the dissemination phase, there are considerable barriers that exist. These barriers consist of prejudice toward findings, lack of approval from leadership, nurses attitudes, and the resources needed to make changes. Moore & Tierney (2019) found,
“an overarching theme of disconnection between research and evidence and the participants’ perceptions of contemporary nursing practice was underpinned by three themes:
1) We should be using it… but we’re not.
2) Employees suggested that research involvement was something left after graduation and no longer part of their day-to-day roles.
3) Research is other people’s business (p. 90).
In another report, it was suggested that evidence-based practice is challenging for nurses because of the pressures of a patient satisfaction culture and time constraints when caring for patients (Henderson & Fletcher, 2015). These barriers can only be overcome if nursing leadership has the courage to address them and help nurses see the positive benefits of evidence-based practice.
A culture of change is vital to making a significant improvement in the lives of patients. At this time nursing researchers are limited by a non-existent research culture leaving them nurses with the responsibility to develop that culture (Berthelsen & Holge-Hazelton, 2018). Creating an awareness of the research that is taking place by their peers removes the barriers of feeling not competent to participate. As nursing leadership, our role is to build a culture that creates curiosity and critical reflection ab.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
EVIDENCE-BASED PRACTICE IN NURSING.docxHaraLakambini
-Evidence-based Practice in Nursing
-Steps of Evidence-Based Practice
-Hierarchy of Evidence | Quantitative Questions
-Elements of Evidence-Based Practice
-Nursing Research
-Types of Research
-Rights of Human Subject
-Comparison of Nursing Process with Research Process Table
-Performance Improvement in Nursing
-Examples of Performance Improvement Models
-Relationship between Evidence-Based Practice, Research, and Performance Improvement
-Similarities and Differences among Evidence-Based Practice, Research, and Performance Improvement
NONPF - 1NURSE PRACTITIONER CORE COMPETENCIES April 201.docxkendalfarrier
NONPF - 1
NURSE PRACTITIONER CORE COMPETENCIES
April 2011
Amended 2012*
Task Force Members
Anne C. Thomas, PhD, ANP-BC, GNP - Chair
M. Katherine Crabtree, DNSc, FAAN, APRN-BC
Kathleen R. Delaney, PhD, PMH-NP
Mary Anne Dumas, PhD, RN, FNP-BC, FAANP
Ruth Kleinpell, PhD, RN, FAAN, FCCM
M. Cynthia Logsdon, PhD, WHNP-BC, FAAN
Julie Marfell, DNP, FNP-BC, FAANP
Donna G. Nativio, PhD, CRNP, FAAN
Note: Terms in bold are defined within the glossary found at the end of the competencies.
Preamble
In August 2008, NONPF endorsed the evolution of the Doctorate of Nursing Practice (DNP) as the entry
level for nurse practitioner (NP) practice (NONPF, 2008a). Nurse practitioner education, which is based
upon the NONPF competencies, recognizes that the student’s ability to show successful achievement of
the NONPF competencies for NP education is of greater value than the number of clinical hours the
student has performed (NONPF, 2008b).
The Nurse Practitioner Core Competencies (NP Core Competencies) integrate and build upon existing
Master’s and DNP core competencies and are guidelines for educational programs preparing NPs to
implement the full scope of practice as a licensed independent practitioner. The competencies are
essential behaviors of all NPs. These competencies are demonstrated upon graduation regardless of the
population focus of the program and are necessary for NPs to meet the complex challenges of translating
rapidly expanding knowledge into practice and function in a changing health care environment.
Nurse Practitioner graduates have knowledge, skills, and abilities that are essential to independent
clinical practice. The NP Core Competencies are acquired through mentored patient care experiences
with emphasis on independent and interprofessional practice; analytic skills for evaluating and
providing evidence-based, patient centered care across settings; and advanced knowledge of the
health care delivery system. Doctorally-prepared NPs apply knowledge of scientific foundations in
practice for quality care. They are able to apply skills in technology and information literacy, and engage
in practice inquiry to improve health outcomes, policy, and healthcare delivery. Areas of increased
knowledge, skills, and expertise include advanced communication skills, collaboration, complex decision
making, leadership, and the business of health care. The competencies elaborated here build upon
previous work that identified knowledge and skills essential to DNP competencies (AACN 1996; AACN,
2006; NONPF & National Panel, 2006) and are consistent with the recommendations of the Institute of
Medicine’s report, The Future of Nursing (IOM, 2011).
At completion of the NP program, the NP graduate possesses the nine (9) core competencies regardless
of population focus.
* Amended as result of additional validation through the 2011-2012 Population-Focused Competencies Task Force.
Competencies 7, 6, & 7 .
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Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
Opendatabay - Open Data Marketplace.pptxOpendatabay
Opendatabay.com unlocks the power of data for everyone. Open Data Marketplace fosters a collaborative hub for data enthusiasts to explore, share, and contribute to a vast collection of datasets.
First ever open hub for data enthusiasts to collaborate and innovate. A platform to explore, share, and contribute to a vast collection of datasets. Through robust quality control and innovative technologies like blockchain verification, opendatabay ensures the authenticity and reliability of datasets, empowering users to make data-driven decisions with confidence. Leverage cutting-edge AI technologies to enhance the data exploration, analysis, and discovery experience.
From intelligent search and recommendations to automated data productisation and quotation, Opendatabay AI-driven features streamline the data workflow. Finding the data you need shouldn't be a complex. Opendatabay simplifies the data acquisition process with an intuitive interface and robust search tools. Effortlessly explore, discover, and access the data you need, allowing you to focus on extracting valuable insights. Opendatabay breaks new ground with a dedicated, AI-generated, synthetic datasets.
Leverage these privacy-preserving datasets for training and testing AI models without compromising sensitive information. Opendatabay prioritizes transparency by providing detailed metadata, provenance information, and usage guidelines for each dataset, ensuring users have a comprehensive understanding of the data they're working with. By leveraging a powerful combination of distributed ledger technology and rigorous third-party audits Opendatabay ensures the authenticity and reliability of every dataset. Security is at the core of Opendatabay. Marketplace implements stringent security measures, including encryption, access controls, and regular vulnerability assessments, to safeguard your data and protect your privacy.
StarCompliance is a leading firm specializing in the recovery of stolen cryptocurrency. Our comprehensive services are designed to assist individuals and organizations in navigating the complex process of fraud reporting, investigation, and fund recovery. We combine cutting-edge technology with expert legal support to provide a robust solution for victims of crypto theft.
Our Services Include:
Reporting to Tracking Authorities:
We immediately notify all relevant centralized exchanges (CEX), decentralized exchanges (DEX), and wallet providers about the stolen cryptocurrency. This ensures that the stolen assets are flagged as scam transactions, making it impossible for the thief to use them.
Assistance with Filing Police Reports:
We guide you through the process of filing a valid police report. Our support team provides detailed instructions on which police department to contact and helps you complete the necessary paperwork within the critical 72-hour window.
Launching the Refund Process:
Our team of experienced lawyers can initiate lawsuits on your behalf and represent you in various jurisdictions around the world. They work diligently to recover your stolen funds and ensure that justice is served.
At StarCompliance, we understand the urgency and stress involved in dealing with cryptocurrency theft. Our dedicated team works quickly and efficiently to provide you with the support and expertise needed to recover your assets. Trust us to be your partner in navigating the complexities of the crypto world and safeguarding your investments.
Levelwise PageRank with Loop-Based Dead End Handling Strategy : SHORT REPORT ...Subhajit Sahu
Abstract — Levelwise PageRank is an alternative method of PageRank computation which decomposes the input graph into a directed acyclic block-graph of strongly connected components, and processes them in topological order, one level at a time. This enables calculation for ranks in a distributed fashion without per-iteration communication, unlike the standard method where all vertices are processed in each iteration. It however comes with a precondition of the absence of dead ends in the input graph. Here, the native non-distributed performance of Levelwise PageRank was compared against Monolithic PageRank on a CPU as well as a GPU. To ensure a fair comparison, Monolithic PageRank was also performed on a graph where vertices were split by components. Results indicate that Levelwise PageRank is about as fast as Monolithic PageRank on the CPU, but quite a bit slower on the GPU. Slowdown on the GPU is likely caused by a large submission of small workloads, and expected to be non-issue when the computation is performed on massive graphs.
1. Portfolio Reflection/ My class is NURSING RESEARCH METHODS: 28358
Portfolio Reflection/ My class is NURSING RESEARCH METHODS: 28358 ON Portfolio
Reflection/ My class is NURSING RESEARCH METHODS: 28358Program Learning Outcome
4: Demonstrate scholarly inquiry and reflection that exemplifies critical, creative, and
systems thinking to advance the practice of nursing.The student will write a one to two
pages stating how the literature review paper has helped them achieve Program Learning
Outcome 4.This is a student example of a reflection:The Indiana University Kokomo (IUK)
program has been an experience that has influenced and refined my thoughts on nursing
education.In the last several decades nursing has become more diverse, with higher patient
acuities and increased nursing demands caused by a wide variance of treatment modalities
(Benner, Sutphen, Leonard, Day, & Shulman, 2009).Nursing programs initially responded to
the current educational needs by creating content-laden courses that required rote
memorization by nursing students, however a new impetus has been promoted, which
replaces content-laden curriculum with the development of critical reasoning in nursing
students (Billings & Halstead, 2012; Cronenwett et al., 2005).The IUK program has utilized a
systematic approach to facilitate the same development of critical reasoning in their
Masters of Science Nursing (MSN) students.Each course throughout the MSN program
encouraged me to create my own knowledge-base, which allowed me to identify a need
within current nursing academia, utilize relevant literature to explore solutions to the
identified problem and then to propose a study to evaluate a possible remedy to that
problem.My ability to understand and utilizing evidence-based research findings is
paramount for creating new and innovative teaching paradigms for student nurses.Novice
nurses are now required to assess, plan, implement and evaluate patients using critical
judgment, while providing evidence-based care and using quality assurance initiatives
(Billings & Halstead, 2012).This course and the IUK MSN program has given me tools for
understanding what is important for future nursing education, as well as how to critically
think through a nursing issue, understand and judge current research and the importance of
contributing to nursing research.YES, there were references with this paper, I just did not
include them. But you will include them on your paper.Keep Going, the Rubric is on the Next
PageRubric for Portfolio ReflectionPlease remember the portfolio is what you will be taking
to future employers as proof of your learning. Please make the portfolio a reflection of the
professional you desire to become.Value of the Portfolio 25 pointsComponentsClarity of
thoughtAPA, Spelling, and GrammarContent Reflects the Program Learning
Outcome1052.5Clarity ofThoughtAPA, Spelling,Grammar——–1 error2 or more
2. errorsContent Reflects the Program Learning OutcomeTotal Points./25Portfolio Reflection/
My class is NURSING RESEARCH METHODS: 28358attachment_1Unformatted Attachment
PreviewSpring 2019 R500 Nursing Research MSN Program 1 Table of Contents Course Title
Course Number Credit Hours School Program Faculty Locations Times Course Catalog
Description Prerequisites Anticipated Class Format Contact Type Required Books
Recommended Books Topics to be Covered MSN Program Objectives The Essentials of
Master’s Education in Nursing R500 Nursing Research Objectives Accessing IUK’s Library
Grading Scale General Class Information Class Calendar Resources 2 3 3 3 3 3 3 3 3 3 3 3 3 4
4 4 4 5 6 8 9 10 10 13 Indiana University Kokomo School of Nursing MSN Program R500
Nursing Research Spring 2019 COURSE TITLE: Nursing Research COURSE NUMBER: R 500
CREDIT HOURS: 3 SCHOOL: Indiana University Kokomo School of Nursing PROGRAM:
Master of Science in Nursing FACULTY: Tamera Ledbetter, DNP, RN, CNE Location: KO
(Main Building) 206 Time: Thursdays, 5:30 pm to 7:30 pm COURSE CATALOG
DESCRIPTION: This course provides a survey of research in nursing, including critique of
research literature, research designs, sampling, data collection and measurement strategies,
relation of research and theory, development of researchable problems, and theory
utilization. PREREQUISITES: Undergraduate statistics course ANTICIPATED CLASS FORMAT
(Online, Classroom, Hybrid): Classroom CONTACT TYPE (Lecture, Lab, Other): Lecture 3
TEXTBOOK(S) FOR FIRST OFFERING: Required: Publication Manual of the American
Psychological Association (6th ed., 2nd printing). (2010). Washington, D.C.: American
Psychological Association. Recommended: Roush, K. (2015). A nurse’s step by step guide to
writing your dissertation or capstone. Indianapolis, IN: Sigma Theta Tau International
Honor Society of Nursing. TOPICS TO BE ADDRESSED: • Evidenced-Based Practice •
Qualitative vs. Quantitative Research • Conceptualizing Research Problems, Questions, and
Hypotheses • Literature Reviews • Research Designs • Measurement and Measurement
Quality • Sampling • Data Collection & Analysis • Portfolio Reflection/ My class is NURSING
RESEARCH METHODS: 28358Integrating Research Evidence • Disseminating Evidence •
Writing Proposals to Generate Evidence • Critiquing Research MSN Program Outcomes 1.
Model excellence in nursing leadership to improve nursing practice within a complex health
care system. 2. Conduct advanced nursing practice within ethical-legal guidelines,
professional policies and regulations, and standards of practice associated with a specialty
area of practice. 3. Synthesize knowledge from nursing as well as biological, behavioral,
social, administrative, educational, and communication sciences for application to a chosen
domain of advanced practice nursing. 4. Demonstrate scholarly inquiry and reflection that
exemplifies critical, creative, and systems thinking to advance the practice of nursing. 5.
Frame problems, design interventions, specify outcomes, and measure achievement of
outcomes while balancing human, fiscal, and material resources to achieve quality health
outcomes. 4 6. Use information technology and knowledge-based resources to mange and
transform data that inform clinical practice. 7. Systematically apply evidence from research
findings to answer clinical questions, solve clinical problems, and develop innovative
nursing interventions and health policies for selected patient populations. 8. Demonstrate
collaborative practice and interpret nursing science with an interdisciplinary context. 9.
Articulate the effects of culture, diversity, values, and globalization in the design, delivery,
3. and evaluation of health services. 10. Engage in lifelong learning activities that contribute to
the professional development as well as to the advancement of nursing. The Essentials of
Master’s Education in Nursing (American Association of Colleges of Nursing, 2011)
Essential I: Background for Practice from Sciences and Humanities Recognizes that the
master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields,
genetics, public health, quality improvement, and organizational sciences for the continual
improvement of nursing care across diverse settings. Essential II: Organizational and
Systems Leadership Recognizes that organizational and systems leadership are critical to
the promotion of high quality and safe patient care. Leadership skills are needed that
emphasize ethical and critical decision making, effective working relationships, and a
systems-perspective. Essential III: Quality Improvement and Safety Recognizes that a
master’s-prepared nurse must be articulate in the methods, tools, performance measures,
and standards related to quality, as well as prepared to apply quality principles within an
organization. Essential IV: Translating and Integrating Scholarship into Practice Recognizes
that the master’s-prepared nurse applies research outcomes within the practice setting,
resolves practice problems, works as a change agent, and disseminates results. Essential V:
Informatics and Healthcare Technologies Recognizes that the master’s-prepared nurse uses
patient-care technologies to deliver and enhance care and uses communication technologies
to integrate and coordinate care. Essential VI: Health Policy and Advocacy Recognizes that
the master’s-prepared nurse is able to intervene at the system level through the policy
development process and to employ advocacy strategies to influence health and health care.
Portfolio Reflection/ My class is NURSING RESEARCH METHODS: 28358Essential VII: Inter-
professional Collaboration for Improving Patient and Population Health Outcomes 5
Recognizes that the master’s-prepared nurse, as a member and leader of inter-professional
teams, communicates, collaborates, and consults with other health professionals to manage
and coordinate care. Essential VIII: Clinical Prevention and Population Health for Improving
Health Recognizes that the master’s-prepared nurse applies and integrates broad,
organizational, clientcentered, and culturally appropriate concepts in the planning, delivery,
management, and evaluation of evidence-based clinical prevention and population care and
services to individuals, families, and aggregates/identified populations. Essential IX:
Master’s-Level Nursing Practice Recognizes that nursing practice, at the master’s level, is
broadly defined as any form of nursing intervention that influences healthcare outcomes for
individuals, populations, or systems. Master’s-level nursing graduates must have an
advanced level of understanding of nursing and relevant sciences as well as the ability to
integrate this knowledge into practice. Nursing practice interventions include both direct
and indirect care components. Curriculum Guide: The Essentials of Master’s Education or
Advanced Practice Nursing: Essential 1 – The purpose of research at the master’s level is to
prepare a practitioner for the utilization of new knowledge to provide high quality health
care, initiate change, and improve nursing practice. The goal of the research component of
the curriculum should be to prepare a clinician who is proficient at the utilization of
research including the evaluation of research, problem identification within the clinical
practice setting, awareness of practice outcomes, and the clinical application of research.
Research findings should serve as the basis for clinical and organization decision-making.
4. Separate or distinct course work in this area is deemed essential in addition to the
integration of this content into other didactic and clinical course work. Essential 4 –
Master’s-prepared nurses lead continuous improvement processes based on translational
research skills. The cyclical processes in which these nurses are engaged includes
identifying questions needing answers, searching or creating the evidence for potential
solutions/innovations, evaluating the outcomes, and identifying additional questions.
Master’sprepared nurses, when appropriate, lead the healthcare team in the
implementation of evidencebased practice. Program graduates must possess the skills
necessary to bring evidence-based practice to both individual patients for whom they
directly care and to those patients for whom they are indirectly responsible. Those skills
include knowledge acquisition and dissemination, working in groups, and change
management. R500 Nursing Research Program Learning Outcomes Program Learning
Outcome 5: Frame problems, design interventions, specify outcomes, and measure
achievement of outcomes while MSN Essential Essential IV: Translating and Integrating
Scholarship into Practice Recognizes that the master’s-prepared Course Learning Objectives
Consider topic related to project in the course Construct EvidencedBased Practice literature
review from nursing database. 6 Instructional Activities Construct an Evidence Based
Literature Review Evaluation Methods Literature Review of the identified problem.
Program Learning Outcomes balancing human, fiscal, and material resources to achieve
quality health outcomes MSN Essential Program Learning Outcome 4: Demonstrate
scholarly inquiry and reflection that exemplifies critical, creative, and systems thinking to
advance the practice of nursing. Essential IV: Translating and Integrating Scholarship into
Practice Portfolio Reflection/ My class is NURSING RESEARCH METHODS: 28358Recognizes
that the master’s-prepared nurse applies research outcomes within the practice setting,
resolves practice problems, works as a change agent, and disseminates results. Course
Learning Objectives Instructional Activities Evaluation Methods Critique and analyze
evidence-based research results focused on an identified problem. Discuss evidencebased
research in large groups. Graduate students in education track will focus on evidencebased
practice in the academic setting. Students in the administration track will focus on evidence
–based practice in the administration setting. Write a research critique of the current
research on the topics. Are there gaps in research? Summarize findings and where there is
agreement and disagreement. nurse applies research outcomes within the practice setting,
resolves practice problems, works as a change agent, and disseminates results. Integrative
Paper Program Learning Outcome 5: Frame problems, design interventions, specify
outcomes, and measure achievement of outcomes while balancing human, fiscal, and
material resources to achieve quality health outcomes Essential I: Background for Practice
from Sciences and Humanities Recognizes that the master’s-prepared nurse integrates
scientific findings from nursing, biopsychosocial fields, genetics, public health, quality
Evaluate qualitative vs. quantitative research in management/education Formulate a
research interest, evaluate research methods appropriate for topic of choice Create and
conceptualize research problems, questions, and hypotheses Create research problem
based on identified research interest, create questions and/or hypotheses 7 Choose a
researchable topic related to area of interest in nursing. Literature Review: A written paper
5. in APA format that summarizes literature review Program Learning Outcomes MSN
Essential Course Learning Objectives Instructional Activities Construct a literature review
Literature Review Clarify design & measurement. Identify sampling, data collection and
type of analysis. Evaluation Methods improvement, and organizational sciences for the
continual improvement of nursing care across diverse settings. Program Learning Outcome
7: Articulate the effects of culture, diversity, values, and globalization in the design, delivery
and evaluation of health services. Essential IV: Translating and Integrating Scholarship into
Practice Recognizes that the master’s-prepared nurse applies research outcomes within the
practice setting, resolves practice problems, works as a change agent, and disseminates
results. Develop a theoretical or conceptual context, research design, measurement Discuss
sampling, data collection, and data analysis Integrate research evidence into practice.
Project – Prepare a class presentation of the project and research reviewed. Discuss the
integration, dissemination of evidence Group work case study on writing of proposals Plan
how to disseminate evidence, and write proposal findings? Utilize the web-sites provided to
complete required national IRB compliance Do online activities required and take test at
end. Relating evidence based research to create new research applications in an ethical
approach using statistical analysis Write an IRB Proposal and have peer review Accessing
IUK’s Library IUK.Edu/Library is the website for the IU On-Line library. This is an excellent
site to find your peer-reviewed journal articles for your literature review. IUK.edu/library 8
You will place in your topic or IRL number and then sign into the library with your user
names and password Assignments are on the Canvas Site GRADING SCALE: A minimum
grade of “C” is required to pass for nursing majors. The following grading scale will be used:
Remember the grading scale for the School of Nursing is different from the University
grading scale. 99-100 95-98 92-94 89-91 85-88 82-84 79-81 75-78 72-74 69-71 65-68 62-
64 0-61 A+ A AB+ B minimum grade to pass (850 total points, 723 needed to pass) BC+ C
CD+ D DF According to IU Kokomo Nursing Policy, there is no rounding of grades. DATE OF
COURSE IMPLEMENTATION: Fall 2012 Date of Course Revision: Spring 2019 All
assignments will use the following when submitting an assignment Name, Date, Name of
Assignment, example: Ledbetter, 1/5/17, First 5 Annotative Bibliography There are 30 +
students in this class. I need the date you are submitting the paper as part of the heading. I
need you to use the above way of submitting your papers. 9 Class Dates are: 1/10, 1/17,
1/24, 1/31, 2/7, 2/14, 2/21, 2/28, 3/7, 3/21, 3/28, 4/4, 4/11, 4/18, 4/254/25 is the MSN
Reunion, we go out to eat with previous graduates. This dinner is not mandatory, but highly
recommended! Spring Break March 11-16 KO 206, 5:30 pm to 7:30 pm Thursdays Class
Calendar DATE Week 1 January 10, 2019 READING Aging with Grace (if you have not
received the book, I will bring them to class) APA Manual Chapters 2, 4, 6, and 7 January 17,
2019 APA and Grammar IN-CLASS ACTIVITIES Discussion of Syllabus ASSIGNMENTS DUE
DATES Write an APA, Grammar correct paper Aging with Grace questions due Jan 23 at
11:59 pm (bring to class for the class discussion and load your answers to canvas) Review
APA and Grammar requirements for professional writing Mike or Greg will show up to
teach how to create a title page with running head Review APA and Grammar requirements
for professional writing Groups- correct a paper Correct an paper for APA and English
Errors Assignment to find articles. How to do a literature table Ensure everyone has their
6. research topic Work through a literature table together January 24, 2019 Portfolio
Reflection/ My class is NURSING RESEARCH METHODS: 28358EBP, QI, and Research Great
Cookie Experiment Great Cookie Experiment Critical Appraisal Assignment Literature
Tables Literature Table Creation Difference Between QI, EBP and Research Paper due Jan 31
at 11:59 pm Literature Table with annotative bibliography at the end of the table for each
article How to do an annotative Bibliography January 31, 2019 APA Grammar Paper due
1/24 at 11:59 pm. How to critically appraise a journal article Literature Table with first five
article Due 2/7 at 11:59 pm Three research questions, hypothesis, and null hypothesis due
Feb 7 at 11:59 pm Discuss research questions problems and hypothesis PP Critical
Appraisal Due Feb 14th at 11:59 pm Get into groups develop your research question,
hypothesis and review each other’s research question, hypothesis and general project 10
February 7, 2019 2nd Set of 5 research articles for lit table due Feb 14 at 11:59 pm Methods
and Sampling Power Points Discuss the methods of your Scholarly Project- What do you
want to do in your scholarly project February 14, 2019 February 21, 2019 February 28,
2019 IRB PP Ethics PP Rough Draft of your methods sections due Feb 21 at 11:59 pm Ethics
in Research and The IRB Process and Consents Bring a copy of the IRB and Consent form to
class. We will complete these forms in class. . Integrative writing PP Discuss Integrative
writing Practice writing an integrative paper in class Bringing the Class together PP Review
handwashing articles prior to class. Dr. Bourke’s PP Critical Appraisal Assignment Due 2/14
at 11:59 pm 3rd Set of 5 Articles for Literature Table due Feb 21 at 23:59 4th Set of 5
articles for literature due Feb 28 at 23:59 Work in class on your literature review. I will
answer questions March 7, 2019 March 21, 2019 March 28 2019 How to write an abstract,
introduction and conclusion How to write the limitations, lessons learned, and your
discussion of the literature and findings Expectations for the PowerPoint What is a portfolio
Power Points First copy of literature review to canvas site due March 28 at 23:59 Discuss
data collection, measurement and data quality in quantitative research. Will assist each
other in deciding what type of statistics is appropriate for project. April 4, 2019 April 11,
2019 April 18, 2019 April 25, 2019 Last Week of Class Will use class time to peer review
papers, to check statistics, proposal, clarity of paper. Bring a copy of your scholarly project
paper PowerPoint Presentations of Scholarly Project to the class Power Point Presentation
of Scholarly Project to the class. MSN Reunion We will go out to eat with previous graduates.
It is a great time to network. Late Assignments 11 PowerPoint Due April 10 Portfolio Due
April 18th Complete Literature Review Paper due by April 25 at 23: 59. Everyday an
assignment is late, there will be a 5% deduction of the final grade. Remember an 84% is
considered failing in a master’s program. This is not the class you want to get behind. It is
hard to catch up Resources Office of Counseling & Psychological Services Counseling and
Psychological Services (CAPS) at Indiana University Kokomo strives to provide essential
support to all students as well as the campus community through comprehensive mental
health services. These services include free, confidential counseling for students, outreach
programming aimed at prevention of mental health crises and the reduction of stigma. It is
our mission that, as the mental health experts on campus, we are able to provide helping
resources of the highest quality to enhance students’ progress toward fulfillment of their
personal development and the completion of their education while promoting a healthy
7. university environment for those who learn and work here. The Office of Counseling and
Psychological Services (CAPS) is located within the Student Affairs suite in Kelley Student
Center room 234. Phone: (765) 455-9364 Email: bethbarn@iuk.edu Student Success Center
The services offered include assistance in the Writing Center, Digital Media Center,
Information Technologies, and English as a Second Language, and tips to be successful in
the classroom from academic and peer advisors. The Center is located on the first floor of
the Library in room KA-128. Call 765-455-9425 for appointments. More information
http://www.iuk.edu/advising/success-center/index.php Accessibility Services Students
who have a documented disability or other needs that may require consideration during a
course are responsible for contacting the Career and Accessibility Center at 765.455.9301,
Kelley Center Room 200 or via e-mail at disserv@iuk.edu. The Career and Accessibility
Center (http://www.iuk.edu/career-services/accessibility-services/index.php) will make
an assessment and then provide written notification for the faculty. Please contact
Accessibility Services within the first week of the semester or as soon as the need is
identified since faculty cannot arrange for special considerations until written notification is
provided. No special consideration in terms of testi …Portfolio Reflection/ My class is
NURSING RESEARCH METHODS: 28358