Evaluate patient preferences, clinician expertise, external evidence, culture, and context in implementing practice change.
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, clinician expertise, external evidence, culture, and context in implementing practice change. (EPSLO 2; SLO 1)
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Identify a cultural model or theory that can be used to guide your proposal. You may use the Purnell Model for Cultural Competence (in the Learning & Assessment Activities) or another model you may already be working with in your specialty track, like Madeline Leininger or Josepha Campinha-Bacote (Links to an external site.). Examine how you will apply the concept(s) from that theory/model to your proposal (1-2 paragraphs).
Discuss the range of evidence you will use to implement your EBP proposal. Include a brief analysis of the applicability of the external evidence you have found thus far, and whether clinical guidelines (discussed on pp. 233 – 247 in Melnyk & Fineout-Overholt, 2019) will be used to manage your practice change. Explain how you will incorporate cultural considerations, contextual factors, patient values, and patient preferences in your proposal (1-2 paragraphs).
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
DQ2 Leadership Styles that Support Evidence-Based Practice
Image of doctor and nurse discussing patient care while reviewing charts. (Science Photo Library/UIG, n.d.)People ask the difference between a leader and a boss. The leader leads, the boss drives.
– Theodore Roosevelt, 26th president of the United States of America (BrainyQuote.com, n.d.b).
This activity will address the following module outcomes:
MO2: Examine the outcomes of evidence-based quality improvement. (EPSLO 6; SLO 3)
MO3: Explore leadership strategies that will foster and sustain evidence-based practice changes. (EPSLO 2; SLO 1)
As a graduate nursing student, you may already be one of the leaders in your practice setting. Consider the potential barriers to using styles such as Innovation Leadership, Transformational Leadership, Servant Leadership, or Authentic Leadership in your practice setting. Think also about the strengths inherent in your practice setting that may support a more progressive leadership style. How could you embrace EBP leadership in your current practice setting?
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Discuss which one of the following four leadership styles resonates most with you: Innovation Leadership, Transformational Leadership, Servant Leadership, or Authentic Leadership. If you have a background in military leadership, please incorporate your experience of transitioning to leadership in civilian life.
Explain why your chosen leadership style is conducive to evidence-based quality improvement.
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
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