NR451 Week 6 Assignment Evidence-Based Practice Change Process

NR451 Week 6 Assignment Evidence-Based Practice Change Process

NR451 RN Capstone

Week 6 Assignment

Evidence-Based Practice Change Process

Purpose

The purpose of this assignment is:

To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue.

The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO#2)

CO8: Selects evidence for best practices when planning professional nursing care involving systems, processes, and devices for individuals, families, aggregates and communities. (PO#8)

Points

The assignment is worth 225 points.

Due Date

Submit your completed assignment by Sunday end of Week 6 by 11:59 p.m. MT.

Directions

A short tutorial with tips for completing this assignment may be viewed here: Evidence-Based Practice Change Process (Links to an external site.)Links to an external site.

EBP Change Process (form)

Download the EBP Change Process form (Links to an external site.)Links to an external site. during Week 1.

The use of this specific form is REQUIRED and is due at the end of Week 6.

A short tutorial with tips for completing this assignment may be viewed in the short video above.

Identify a clinical topic and related nursing practice issue you think needs to be changed.

Locate a systematic review on your topic from the Cochrane Database of Systematic Reviews located in the Chamberlain Library. Be sure this involves nursing actions.

Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form.

Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review).

Work on a portion of the process each week, as the illustration unfolds.

Please reach out to your instructor for feedback or assistance with your PICOT question as needed.

Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews.

Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed. Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!

For questions about this assignment, please contact your instructor.

Use the grading rubric as a final way to check that all components of the form have been completed. The rubric is the tool your instructor will use to assess your content. NR451 Week 6 Assignment Evidence-Based Practice Change Process

MORE INFO 

ACE Star Model of Knowledge Transformation

Introduction

The ACE Star Model of Knowledge Transformation is a model that groups stages of learning and development into five distinct levels. Each stage has its own characteristics and needs, which are required to move through the model. The final stage, unconscious competence, refers to those who have internalized a skill or knowledge and can perform automatically without thinking (automatization).

ACE Star Model of Knowledge Transformation

The ACE model is a framework that explains the process of learning. It was developed by Robert G. Cooper in his book “The New Leader’s 100 Day Action Plan”.

The Awareness stage is when people are aware that they need to learn something new and how to do it. Once they have become aware, then you must move through Consciousness until finally you reach Execution which means applying what you have learned in your day-to-day life or job responsibilities.

Stage 1: Unconscious Incompetence

The first stage of the model is called “unconscious incompetence.” This is when you don’t realize that something is missing until someone tells you. For example, if your company has been using Excel spreadsheets as a database management tool for years and suddenly they switch over to Google Sheets because it’s easier to use and faster, then it will take some time for everyone at the office to learn how to use this new platform. There are also examples where companies have gone through similar transitions without realizing their old processes were no longer useful in today’s market conditions—and they were unable to adopt new methods because they lacked any knowledge or skills around these issues!

In either case (when an individual learns something new), this stage represents an opportunity for them: namely because now there are better options out there than what we’ve been doing before; but also because learning requires motivation—which means making sure our employees feel valued would be helpful here too!

We don’t know that we don’t know something.

Why do we think that we know something? Because it’s true. Why do we think that our minds are reliable? Because they’ve told us so many times before, and because our friends and family (and even strangers) have told us that they’re reliable. But what if they’re wrong? What if all of these people who have been telling us this information are just trying to sell us something? What if there is no such thing as “the truth”? And how can I be sure that my mind is actually able to tell me anything at all when it comes to understanding the world around me?

We lack the knowledge or skills, but we aren’t aware of it.

One of the most common problems that students face is not knowing what they do and don’t know. They are not aware of their lack of knowledge, and this can lead to confusion when trying to solve a problem or complete an assignment. Students need someone who can help them identify what they need to learn in order for them to be successful at schoolwork.

A good example is when someone has been told “You need this course because…” but doesn’t actually understand why it would benefit them (or if it would even matter). If you have ever been told something like this by someone else, then chances are you probably felt confused or unsure about why it was important for them to learn about something specific at that time in your life because there wasn’t enough information provided beforehand for us all put together!

We are the least skilled, but we are also the most receptive to learning new information.

You are the most receptive to learning new information. You have a lot to learn, and you’re open to new ideas and concepts. This means that your brain is the best at absorbing knowledge from a variety of sources—including other people, books or online content (like this one!).

But it also means that if you don’t know how or where you’re going with what’s happening inside your own head right now—or even why there’s something called “your head” in the first place—then all those bits of knowledge won’t help much when it comes time for them to come together into something useful later on down the road.

People in this stage need information, answers and knowledge.

People in this stage need information, answers, and knowledge. People in this stage want to know how to get answers and knowledge. They need to know where to find the answers and knowledge they are looking for. They also want to know how they should use their new-found knowledge once they have obtained it.

Stage 2: Conscious Incompetence

You will be at this stage when you have realized that you don’t know something and are seeking to overcome your shortcomings. You may also feel discouraged because of the gap between what you think you know and what others expect of you. Your challenge is to find motivation, encouragement, and reassurance that it can be done!

This is where we must make a choice: do I continue trying hard or do I give up? The answer depends on how much energy we want to invest in our quest for knowledge. If we choose wisely, then perhaps there will be a lesson learned here too—that while our current level of competence may not be sufficient for meeting new standards or requirements set forth by superiors/colleagues (or even ourselves), if we keep striving towards improvement then eventually those standards might become part of our comfort zone so much so that they won’t feel burdensome anymore!

We’re aware that we don’t know something.

• We’re aware that we don’t know something.

• We need motivation and encouragement to reach our goals.

• We need reassurance that we can acquire the needed skills to meet the standard and achieve success in the future.

We lack a skill or fail to meet a standard and recognize it.

We are aware of the gap between where we are and where we want to be, but don’t know how to bridge it. We need a guide who can help us get there.

We may not know that there’s a problem with our skill or standard because it’s not obvious, so we start with the assumption that everything is fine. But in fact, it isn’t—and when faced with this realization, many people fall into despair because they feel like their skills and standards aren’t good enough! They feel hopeless about ever reaching their goals.

People in this stage need motivation and encouragement. They need reassurance that they can acquire the needed skills to meet the standard.

People in this stage need motivation and encouragement. They need to know they can acquire the needed skills to meet the standard. They may also benefit from coaching or mentoring with focused feedback, which helps them develop a more solid foundation for future success.

Stage 3: Conscious Competence

Now that you have the skills and knowledge to perform consistently at your current level, it’s time to move on to stage 3: conscious competence.

In this stage, we know how to do something and can perform consistently at our current level. For example, if you’ve been playing guitar for five years and have only ever practiced five hours per week, then you might not consider yourself an expert guitarist yet—even though your skill set is more advanced than most people who play guitar for their entire lives! However, if after five years of practice (and with help from others), you’ve learned how through repetition and focus on what makes things hard/easy for yourself), then maybe now would be a good time for us take a break from studying so much about chords or scales or whatever else interests me right now because I need some space from all those things before I start getting bored again…

We know how to do something and can perform consistently at our current level.

We know how to do something, and can perform consistently at our current level.

We have mastered a skill. We can perform automatically without thinking (automaticity). The skill is performed with ease and grace, without conscious effort or thinking about it.

We have a specific set of skills, but they require us to focus on what we’re doing (concentration).

When we focus on a specific task, our mind becomes like a camera. We can zoom in and out of what’s happening moment-to-moment, without being distracted by anything else. We are able to do this because concentration is an ability that most people have but few use.

Concentration means focusing your attention on one thing at a time so you can complete the task at hand effectively and efficiently without being distracted by other things around you or inside your head. If you don’t concentrate well enough then it will be difficult for others around them too see their needs met because they won’t be able to see clearly enough through their own eyesight issues.”

Stage 4: Unconscious Competence

The fourth stage of the model is unconscious competence. We don’t have to think about it, we just do it. It becomes part of who you are and how you operate in your professional world, so much so that others can learn from you without even knowing that they’re doing so themselves. As a result, people will often refer to “unconscious competence” as “field fluency,” because it’s not necessarily something that someone can consciously teach themselves; they’ve got no choice but to fall back on what they know best when faced with new situations or challenges—and this works especially well for those who have been trained by others!

One example: I once taught a group of elementary school students about their own emotions (which was kind of scary), but then after class one little girl came up to me and said she really liked having learned about herself 🙂

We’ve mastered a skill and can perform automatically without thinking (automaticity).

We’ve mastered a skill and can perform automatically without thinking (automaticity).

We’ve practiced it so much that we don’t have to think about how to do it. We can perform the skill quickly and accurately, even under pressure and in high-stakes situations. Without thinking about what we’re doing or why we’re doing it, our brain only needs to concentrate on one thing: performing the task at hand.

Conclusion

In summary, the ACE Model of Knowledge Transformation is an approach that helps people develop their knowledge of something new by first identifying what they know and then making changes to it.