NURS 6052 Discussion Where in the World Is EBP?

NURS 6052 Discussion Where in the World Is EBP?

NURS 6052 Discussion Where in the World Is EBP?

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

• Review the Resources and reflect on the definition and goal of EBP.
• Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
• Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond to at least two of your colleagues on two different days by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

 Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1)

Laureate Education (Producer). (2018). Evidence-based Practice and the Quadruple Aim [Video file]. Baltimore, MD: Author.

Due By	Assignment
Week 1, Days 1-2	Read the Learning Resources. Compose your initial Discussion post.
Week 1, Day 3	Post your initial Discussion post. Begin to compose your Assignment.
Week 1, Days 4-5	Review peer Discussion posts. Compose your peer Discussion responses. Continue to compose your Assignment.
Week 1, Day 6	Post two peer Discussion responses.
Week 1, Day 7	Wrap up Discussion. Deadline to submit your Assignment.

Learning Objectives

Students will:

• Evaluate healthcare organizations for evidence-based practices
• Analyze the relationship between evidence-based practice and the Quadruple Aim in healthcare organizations

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01

Note: You will access this article from the Walden Library databases.

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126

Note: You will access this article from the Walden Library databases.

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

Note: You will access this article from the Walden Library databases.

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160

Note: You will access this article from the Walden Library databases.

 

Required Media

Laureate Education (Producer). (2018). Introduction to Evidence-Based Practice and Research [Video file]. Baltimore, MD: Author.

The health care organization that will be reviewed will be the Centers for Disease Control and Prevention (CDC). This healthcare organization works in all the prevention to the peoples in a good manner. The be Centers for Disease Control and Prevention (CDC) continuously works in the control of the diseases and also guides prevention care of the people. This organization takes care of the community 24 hours with full support with the use of new research on diseases and how this will be treated appropriately. Moreover, the be Centers for Disease Control and Prevention (CDC) protects many members of the community that are suffering. In addition, it also concentrates on food safety, health, and weight, overweight and obesity, tobacco, and smoke, and also in the vaccination and immunization of individuals that are due and in need of this.

The evidence-based practice that appears on the website of the Centers for Disease Control and Prevention appears on the segment that is subtitled as “about” on the website. The major categories of the website include mission, vision, leadership, organization, funding, jobs and careers, library, and diversity. The main mission of the organization is to protect all the people from the diseases and also support all the people to overcome the new diseases. The organization also protects the chronic or acute diseases at the early stages to secure the people. The major goals of the organization include the following; Detection and response to the newly emerging health threats, carrying out research with the use of advanced technology and mainly concentrate on disease prevention, concentration on the health of the people, and reduction of mortality rate in the society, support in monitoring the health care system and the community, promotion of good advice in safe health behaviors for the community and development of leaders with encouragement in detecting incidence and prevalence of new diseases and outcomes.

Explain whether this healthcare organization’s work is grounded in EBP and why or why not.

The Centers for Disease Control and Prevention is grounded in evidence-based practice and follows the basic practices but with different alternatives documented names. The main integration of the EBP is to clinical expertise. However, good observation lectures and valid information are collected in an individual client. The culture, values, and priorities are obtained by the clients and the caregivers. The EBP is documented in the name of recommendations on science in consideration with community standards and wishes in the CDC States may consult the CDC for help with designing questionnaires, creating specialized data collection tools, and selecting samples of schools to be included in the assessment or for validating self-reported data from a census of schools (Mellerson et al., 2020).

Explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

Of course, yes, the information I have discovered from this organization’s website has changed my perception because the be Centers for Disease Control and Prevention (CDC) provides all the health care needs which are mainly needed for the community people. It also focused on emergency care, pandemic diseases, social welfare of the people, prevention of health, new research, environmental health, injury, violence, etc. hence my perception is changed according to the health care organizations. Take, for example, the care provided by the current pandemic situation of the globe, and research about the pandemic disease with guidelines on how this can be prevented. Lastly, my perception changed after a thorough review of the health organization because it focuses on disease prevention and health promotion in various ways.

References

Mellerson, J. L., Street, E., Knighton, C., Calhoun, K., Seither, R., & Underwood, J. M. (2020). Centers for Disease Control and Prevention’s School Vaccination Assessment: Collaboration With US State, Local, and Territorial Immunization Programs, 2012–2018. American Journal of Public Health, 110(7), 1092–1097.

Washburn, R. (2019). Conceptual Frameworks in Scientific Inquiry and the Centers for Disease Control and Prevention’s Approach to Pesticide Toxicity (1948–1968). American Journal of Public Health, 109(11), 1548–1556.

 

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content

Name: NURS_6052_Module01_Week01_Discussion_Rubric

		Excellent	Good	Fair	Poor
Main Posting		Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.   Supported by at least three current, credible sources.   Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.   At least 75% of post has exceptional depth and breadth.   Supported by at least three credible sources.   Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s).   One or two criteria are not addressed or are superficially addressed.   Is somewhat lacking reflection and critical analysis and synthesis.   Somewhat represents knowledge gained from the course readings for the module.   Post is cited with two credible sources.   Written somewhat concisely; may contain more than two spelling or grammatical errors.   Contains some APA formatting errors.	Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.   Lacks depth or superficially addresses criteria.   Lacks reflection and critical analysis and synthesis.   Does not represent knowledge gained from the course readings for the module.   Contains only one or no credible sources.   Not written clearly or concisely.   Contains more than two spelling or grammatical errors.   Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness		Points Range: 10 (10%) – 10 (10%) Posts main post by day 3.	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%) Does not post by day 3.
First Response		Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Second Response		Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Participation		Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

Name: NURS_6052_Module01_Week01_Discussion_Rubric

Description of the National Institutes of Health

The National Institutes of Health (NIH) is one of the world’s leading medical research centers and serves as the primary source for health research on the federal level (NIH, 2015). The NIH aims to protect and improve health, prevent disease, expand medical and scientific knowledge, and continuously promote the highest level of scientific integrity (NIH, 2015). The NIH provides leadership and direction for programs that are intended to improve the health of the nation and support continued scientific research (NIH, 2015). Within the NIH, there are many NIH institutes that have a more specific focus. The NIH institutes include the National Cancer Institute, National Eye Institute, National Institute on Aging, etc. (NIH, 2018). The NIH website offers endless resources for health care professionals and laymen.

The NIH and Evidence-Based Practice

When exploring the NIH website, evidence-based practice can be seen around every corner. The NIH home page immediately introduces evidence-based information regarding COVID-19. Traveling to the “About NIH” section reveals and explanation of how the NIH has dramatically improved the health of the American people. The website states that NIH-funded research has resulted in an increased average life span, a significant reduction in cancer diagnosis and death, and a drastic reduction in disability rates (NIH, n.d.). The NIH mission statement is to, “seek fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to enhance health, lengthen life, and reduce illness and disability” (NIH, 2017). This mission statement is clearly founded in evidence-based practice and research. The NIH website shows that the NIH is founded in evidence-based practice along with innovation and cultivating new knowledge by cultivating world-class scientists.

Perception of the NIH

My perception of the NIH did not change when exploring the website. Throughout my time as a health care professional and student, I have spent a significant amount of time on the NIH website and relied on the NIH for high-quality and reliable information. Throughout the course of the pandemic, the NIH has struggled to have a positive perception with the public. The NIH states that they will continue to be a credible source of scientific and health information (NIH, 2018). Additionally, the NIH states that it is their goal to share strategies and best practices with the public so that the public can have a better understanding of research that is being done and its importance in terms of health (NIH, 2018).

References

List of NIH Institutes, Centers, and Offices. National Institutes of Health. (2018). https://www.nih.gov/about-nih/what-we-do/nih-almanac/nih-organization.

U.S. Department of Health and Human Services. (2015, July 7). About the NIH. National Institutes of Health. https://www.nih.gov/about-nih/what-we-do/nih-almanac/about-nih.

U.S. Department of Health and Human Services. (2018, March 16). About science, health, and public trust. National Institutes of Health. https://www.nih.gov/about-nih/what-we-do/science-health-public-trust/about-science-health-public-trust.

What we do. National Institutes of Health. (n.d.). https://www.nih.gov/about-nih/what-we-do.