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NU 631 Assignment 1: The Details of Your EBP Project Regis NU 631 Assignment 1 The Details of Your EBP Project Regis NU 631 Assignment 1: The Details of Your EBP Project Regis   Research Topic Pressure ulcers are defined as localized areas of tissue destruction that develop when soft tissue is compressed between a bony prominence and an external surface for a prolonged period of time. In a study conducted in Melbourne, Australia, the prevalence of pressure ulcers decreased from 26.5 percent to 17.6 percent between 2003 to 2006 after a few studies plus prevention and management strategies (Kapp,2012). Research problem The problem identified was the increase of pressure ulcers in health care facilities. Pressure ulcers continue to be a challenge on a daily basis (Fletcher et al., 2017), and a huge industry is focused finding preventative measures both national and international (Fletcher et al., 2017). Finding measures to prevent pressure ulcer occurrences helps the patients live better healthy lives. Pressure ulcers can change a person’s physical, social and they increase the mortality rate. A lot of sources provide information on nursing practice and such sources include traditional, authority, trial and error, personal experience, intuition, borrowed evidence and scientific research (Schmidt & Brown, 2009). Although Evidence Based Practices (EBP) are important to nursing practice; nursing professionals tinue to be challenged in keeping with new research information and technology that can assist them in providing the better-quality patient care. Research purpose The purpose of this study is to assess how effective increased nursing education and training impact the prevention of pressure ulcer development in immobile nursing home patients. Research Aims/Objectives Identify what causes the pressure ulcers Determine who is at risk for getting pressure ulcers How to prevent pressure ulcers from occurring Research hypotheses There will be a significant reduction in pressure ulcer occurrence in a group with higher education and that receives training when compared with standard group. Theoretical Framework The education of nurses influences the way nursing practice, as nurse educators are must always present current educational material, and textbooks are most frequently used sources of knowledge. In an analysis study (n=61) of nursing schools in German, it investigates the extent to which textbooks were evidence based regarding preventing pressure ulcers and recommendations to make to nursing students; to address the question if evidence-based education and nursing pressure ulcer prevention textbooks do match. The study concluded that only one of the four analyzed textbooks used in the nursing schools complied with the recommendations of the German Expert Standards, the other books were incomplete (Wilborn et al., 2009). Dealey emphasized that education of healthcare staff is an integral component in pressure ulcer prevention (Dealey,2007, as cited in Porter-Armstrong, 2018). With staffing issues today, it is kind of hard to have staff attend training and education for pressure ulcer prevention. References FLETCHER, J. A. C. Q. U. I., VOWDEN , P. E. T. E. R., SAMURIWO, R. A. Y., PANKHURST, S. A. R. A. H., & VERDON, A. M. Y. (2017). With a national focus on prevention, how well do we treat pressure ulcers?, 13(2). Kapp, S. (2012). Successful implementation of clinical practice guidelines for pressure risk management in a home nursing setting. Journal of Evaluation in Clinical Practice. https://doi.org/10.1111/j.1365-2753.2012.01870.x Porter-Armstrong, A. P., Moore, Z. E. H., Bradbury, I., & McDonough, S. (2018). Education of healthcare professionals for preventing pressure ulcers. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.cd011620.pub2 Schumidt, N.A, Brown, J.M.(2009). Evidence-based practice for nurses. Sudbury, MA:Bartletta Wilborn, D., Halfens, R., & Dassen, T. (2009). Evidence-Based Education and Nursing Pressure Ulcer Prevention Textbooks: Does It Match?, 6(3), 167–172. https://doi.org/10.1111/j.1741-6787.2008.00129.x   Week 6 Assignment 1: The Details of Your EBP Project Value: 100 points Due: Day 7 Grading Category: Assignments Overview This week, you will be writing your EBP project proposal. You will have received feedback from your instructor in Week 4 about your research question, so please use those comments and suggestions for the EBP project proposal draft that you will submit this week. Assignment Instructions In a Word document, please compose the following as it relates to your research question: Research Topic Research Problem Research Purpose Research Objectives/Aims Research Question(s) Research Hypothesis* Select Theoretical Framework: write a brief summary about the theoretical framework and why it is relevant to your research topic. (We will return to writing about this in more detail in upcoming weeks.) *Numbers 1 through 6 should be complete sentences/paragraphs with references as appropriate. Please remember that you will be building on this proposal throughout the course. The proposal drafts provide an opportunity to obtain valuable feedback and guidance from your instructor. Please refer to the Grading Rubric for details on how this activity will be graded. To Submit Your Assignment: Select the Add Submissions button. Drag or upload your file to the File Picker. Select Save Changes. Submission status Writing Assignment Rubric NU 631 Assignment 1 The Details of Your EBP Project Regis Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NU 631 Assignment 1: The Details of Your EBP Project Regis Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Writing Assignment Rubric – 100 Points Criteria Exemplary Exceeds Expectations Advanced Meets Expectations Intermediate Needs Improvement Novice Inadequate Total Points Content of Paper The writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper. Follows the assignment instructions around expectations for scholarly references. Uses scholarly resources that were not provided in the course materials. All instruction requirements noted. 30 points The writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper. Follows the assignment instructions around expectations for scholarly references. All instruction requirements noted. 26 points The writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development. Does not follow the assignment instructions around expectations for scholarly references. Only uses scholarly resources that were provided in the course materials. Most instruction requirements are noted. 23 points Absent application to evidence-based practice, theory, or role development. Use of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. Content of paper is inaccurately portrayed or missing. Does not follow the assignment instructions around expectations for scholarly references. Does not use scholarly resources. Missing some instruction requirements. 20 points 30 Analysis and Synthesis of Paper Content and Meaning Through critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentation of the required content. Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints. All instruction requirements noted. 30 points Paper is complete, providing evidence of further synthesis of course content via scholarly resources. Information is synthesized to help fulfill paper requirements. The content supports at least one viewpoint. All instruction requirements noted. 26 points Paper lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. The paper’s content may be confusing or unclear, and the summary may be incomplete. Most instruction requirements are noted. 23 points Submission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario. Demonstrates incomplete understanding of content and/or inadequate preparation. Missing some instruction requirements. Submits assignment late. 20 points 30 Application of Knowledge The summary of the paper provides information validated via scholarly resources that offer a multidisciplinary approach. The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application is provided. All questions posed within the assignment are answered in a well-developed manner with citations for validation. All instruction requirements noted. 30 points A summary of the paper’s content, findings, and knowledge gained from the assignment is presented. Student indicates how the information will be used within their professional practice. All instruction requirements noted. 26 points Objective criteria are not clearly used, allowing for a more superficial application of content between the assignment and the broader course content. Student’s indication of how they will apply this new knowledge to their clinical practice is vague. Most instruction requirements are noted. 23 points The application of knowledge is significantly lacking. Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible. Demonstrates incomplete understanding of content and/or inadequate preparation. Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice. Missing several instruction requirements. Submits assignment late. 20 points 30 Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas. 5 points Organized content with an informative purpose statement and supportive content and summary statement. Argument content is developed with minimal issues in content flow. 4 points Poor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted. 3 points Illogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points 5 APA, Grammar, and Spelling Correct APA formatting with no errors. The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors. The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points Three to four unique APA formatting errors. The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points Five or more unique formatting errors or no attempt to format in APA. The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points 5 Total Points 100 Order Now