Yearly Archives: 2022

The purpose of this assignment is to demonstrate understanding through teaching and explanation. Begin by choosing one of the topics below, or propose a topic of your own interest from the assigned readings subject to instructor approval. Post your choice to the discussion board thread “Video Presentation Topics” as soon as you make your choice. […]

The purpose of the case study is to have you expand upon the pathophysiological disease process by searching for evidence-based practice treatment and advanced practice nursing role implications related to the disease.   Case Study Topic:   Select a cardiovascular or respiratory disease process (hypertension, heart failure, dyslipidemia, ischemic heart disease, asthma, COPD, or pneumonia) […]

The purpose of the case study is to have you expand on the pathophysiological disease process by searching for evidence-based practice treatment and advanced practice nursing role implications related to the disease.   Case Study Topic:   Select an alteration of the hematologic system (iron deficiency, megaloblastic, hemolytic, or anemia of chronic disease, thalassemia, sickle […]

The purpose of this assignment is to demonstrate understanding through teaching and explanation. Begin by choosing one of the topics below, or propose a topic of your own interest from the assigned readings subject to instructor approval. Post your choice to the discussion board thread “Video Presentation Topics” as soon as you make your choice. […]

The purpose of the case study is to have you expand on the pathophysiological disease process by searching for evidence-based practice treatment and advanced practice nursing role implications related to the disease.   Case Study Topic:   Select either a type of pain syndrome or a neurologic disease process (headache, CVA, acute bacterial meningitis, Alzheimer’s, […]

DQ1  Disseminating the Evidence   Research team discussing study with patient. (Life in View/Science Photo Library, n.d.)Knowledge is like money: to be of value it must circulate, and in circulating it can increase in quantity and, hopefully, in value.   – Louis L’Amour, 1908 – 1988, American author (QuoteSpeak, n.d.)   Think about where you […]

DQ1 Using Conceptual Models to Guide EBP Changes   Image of a team discussion. (Birdsall, n.d.) “There is a profound difference between information and meaning.”   Warren Bennis, American writer (IZquotes, n.d.)   This activity will address the following module outcomes:   MO1: Describe how innovation and evidence support EBP change. (EPSLO 6; SLO 3) […]

DQ1 Integrating All Types of Evidence    “The plural of anecdote is not data.   ? Marc Bekoff (Goodreads.com, n.d.)   EBP diagram with three areas pointing to Evidence-Based Practice: Best Research Evidence, Clinical Expertise, and Patient Values and Preferences   This activity will address the following module outcome:   MO 4: Evaluate patient preferences, […]

DQ1 Critiquing Quantitative and Qualitative Research Part II   Graphic image of a detective with magnifying glass. (Ingram Publishing, n.d.).“Critical feedback shared in good faith is inherently a constructive dialogue. A ‘critique,’ a term that is both a noun and a verb, represents the systematical application of critical thought, a disciplined method of analysis, expressing […]

DQ1 Honoring Ethical Principles in Translation and Generation of Research   Image of seven chemistry flasks with graphical representation of a baby in a womb representing the idea of human cloning.  (Tissuepix/Science Photo Library, n.d.)   This activity will address the following module outcomes:   MO1: Identify ethical implications that may arise in the translation […]