The Implementation Gaps For The
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This paper proposes a framework to identify gaps that may occur when implementing a knowledge management system. The framework aims to help companies audit potential gaps so they can make adjustments to successfully implement knowledge management systems. The study identifies sources of knowledge gaps and provides recommendations to address them in order to enhance the success of knowledge management system implementations.
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Tarun's ppt biology 10th 'b' 33
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Operational research
This document provides an overview of operational research (OR) and its application in health management. It defines OR as the scientific study of operations to improve decision making. The document outlines the main features of OR, including taking a total systems approach and using tools from various disciplines. It discusses several quantitative techniques used in OR, such as linear programming, simulation, and inventory control. The document explains how these techniques can help optimize resource allocation and improve efficiency in health systems.
Management science , system theory, contingency theory (comparison)
Definition of Management Science
History of Management science
Introduction to management science approach
Features of management science approach
Applications of management science approach
Process of management science approach
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History of system theory
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Implementation science and learning health systems: Connecting the dots
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Research PLANNING IN EDUCATIONL RESEARCH
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Chapter 25
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3. Potential economic barriers if hospitals had invested in heparin products and switching to saline-only maintenance required a change in supplies and protocols. Standardizing on the lower cost saline may have faced resistance.
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Critique Template for a Qualitative StudyNURS 5052NURS 6052We.docx
Critique Template for a Qualitative Study
NURS 5052/NURS 6052
Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)
Date:
FORMTEXT
Your name:
FORMTEXT
Article reference (in APA style):
FORMTEXT
URL:
FORMTEXT
What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.
When the purpose is to improve practice, nurses must give special consideration to questions such as these:
· Are the research findings appropriate to my practice setting and situation?
· What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?
· How might a proposed change in practice trigger changes in other aspects of practice?
To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.
If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor.
QUALITATIVE RESEARCH CRITIQUE
1. Research Issue and Purpose
What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)
2. Researcher Pre-understandings
Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem?
3. Literature Review
What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)
4. Theoretical or Conceptual Framework
Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)
5. Participants
Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of.
Spinger1
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Clinical Journal of Oncology Nursing • Volume 18, Number 2 .docx
Clinical Journal of Oncology Nursing • Volume 18, Number 2 • Evidence-Based Practice 157
The Iowa Model of Evidence-Based Practice to Promote
Quality Care: An Illustrated Example in Oncology Nursing
Carlton G. Brown, PhD, RN, AOCN®, FAAN
Evidence-based practice (EBP) improves the quality of patient care and helps control
healthcare costs. Numerous EBP models exist to assist nurses and other healthcare
providers to integrate best evidence into clinical practice. The Iowa Model of Evidence-
Based Practice to Promote Quality Care is one model that should be considered. Using
an actual clinical example, this article describes how the Iowa Model can be used
effectively to implement an actual practice change at the unit or organizational level.
Carlton G. Brown, PhD, RN, AOCN®, FAAN, is the director of Professional Services at the Oregon Nurses
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disclosed by the author or editorial staff. Brown can be reached at [email protected], with copy to
editor at [email protected]
Key words: evidence-based practice; research; decision making
Digital Object Identifier: 10.1188/14.CJON.157-159
N
urses understand that evidence-
based practice (EBP) improves the
quality of patient outcomes while
controlling the cost of healthcare (Mel-
nyk, Fineout-Overholt, Gallagher-Ford, &
Kaplan, 2012). But even in the year 2014,
barriers and roadblocks exist to imple-
menting EBP at the bedside or chair side.
The Institute of Medicine estimated that
it takes more than 17 years to implement
a research finding into clinical practice
(Institute of Medicine, 2001). Although
research may exist that should be trans-
lated into practice, the time it takes to
deliver these research-based interventions
to patients takes too long. In their study
of 1,054 RNs, Melnyk et al. (2012) discov-
ered that although nurses value EBP, they
required education, access to information,
and time to implement EBP into daily prac-
tice. Nurses and other healthcare provid-
ers want their practice based in evidence,
but they also acknowledge the barriers
of lack of education and time to actually
implement and use EBP.
EBP is a problem-solving approach to
clinical decision making that integrates
the best evidence from well-designed
studies with a clinician’s expertise along
with patients’ preferences and values
(Melnyk et al., 2012). Numerous EBP
models are available to help nurses orga-
nize and systematically track progress in
implementing evidence into practice, in-
cluding the Stetler Model of Research Uti-
lization (Stetler, 2001), the Iowa Model of
Evidence-Based Practice to Promote Qual-
ity Care (hereafter referred to as the Iowa
Model) (Titler et al., 2001), and the Johns
Hopkins Nursing Model (Newhouse, Dear-
holt, Poe, Pugh, &.
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What is the state of research on KT ?
Mechanisms and their effectiveness to increase the use of research for decision-making.
A presentation of Christian Dagenais.
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This document outlines a thesis proposal to design an integrated electronic patient file system framework for hospitals in Ethiopia. It will examine the existing separate health information systems of two hospitals in Dire Dawa, Ethiopia and develop an integration framework using the TOGAF enterprise architecture methodology. The framework will integrate the hospitals' patient record systems by defining business, data, application and technology architectures. It seeks to address gaps in integrated patient care through analyzing current systems and establishing requirements for a unified patient record system across facilities.
CEBMa center forEvidence-Based Management CEBMa G.docx
CEBMa
center for
Evidence-Based Management
CEBMa Guideline for
Critically
Appraised Topics
in Management and Organizations
Version 1.1
Editors: Eric Barends, Denise M. Rousseau, Rob B. Briner
CEBMa
center for
Evidence-Based Management
Guideline for Critically Appraised Topics in Management and Organizations
2
Contents
Critically Appraised Topics 3
Steps in the CAT process 4
Step 1. Background: What is the context of the CAT question 5
Step 2. Formulating the CAT question: What does the CAT answer? 6
Step 3. Defining inclusion criteria: Which studies will be taken into account? 9
Step 4. Search strategy: How should the studies be sought? 10
Step 5. Study selection: How should you select the studies? 12
Step 6. Data extraction: What information should be extracted? 13
Step 7. Critical appraisal: How should the quality of the studies be judged? 15
Step 8. Results: What did you find? 18
Step 9. Conclusion 22
Step 10. Limitations 24
Step 11. Implications and recommendations 25
Checklist 28
References 29
Appendix: Summarizing scientific literature 30
© CEBMa, 2017
Pubished by the Center for Evidence-Based Management, Amsterdam, The Netherlands
No rights reserved. All parts of this publication may be reproduced in any form or by any
means without the prior permission of CEBMa. First published 2017
ISBN: 978-90-826957-1-7
For further information on CEBMa, visit our website: www.cebma.org
http://www.cebma.org
CEBMa
center for
Evidence-Based Management
Guideline for Critically Appraised Topics in Management and Organizations
3
Critically Appraised Topics
A Critically Appraised Topic (CAT) provides a quick and succinct assessment of what is known (and
not known) in the scientific literature about an intervention or practical issue by using a systematic
methodology to search and critically appraise primary studies. However, in order to be quick, a CAT
makes concessions in relation to the breadth, depth and comprehensiveness of the search. Aspects
of the search may be limited to produce a quicker result:
• Searching: a limited number of databases may be consulted, and unpublished research
can be excluded. Sometimes a CAT may be limited to only meta-analyses and/or
controlled studies.
• Data Extraction: only a limited amount of key data may be extracted, such as year,
population, sector, sample size, main findings, and effect size.
• Critical Appraisal: quality appraisal is often limited to methodological appropriateness.
Due to these limitations, a CAT is more prone to selection bias than a systematic review or rapid
evidence assessment.
CEBMa
center for
Evidence-Based Management
Guideline for Critically Appraised Topics in Management and Organizations
4
Steps in the CAT process
A CAT involves the following steps:
1. Background
2. Question
3. Inclusion Criteria
4. Search Strategy
5. Study Selection
6. Data Extraction
7. Critical Appraisal
8 ...
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