2023 After completing this week s Practicum Experience reflect on a patient with a known history of strokes Describe the

2023 Nursing After completing this week’s Practicum Experience, reflect on a patient with a known history of strokes. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. If you did not evaluate a patient with this back

After completing this week s Practicum Experience reflect on a patient with a known history of strokes Describe the 2023

After completing this week’s Practicum Experience, reflect on a patient with a known history of strokes. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. If you did not evaluate a patient with this background during the last 10 weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences

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2023 M2 A5 Assignment Men s Health Read the scenario below Respond to the questions in

2023 Nursing Community Module 2 #4

M2 A5 Assignment Men s Health Read the scenario below Respond to the questions in 2023

Men’s Health

  1. Read the scenario below.
  2. Respond to the questions in full sentences. Be sure to use standard English grammar and spelling
    1. How might you address the problem of HIV at the population level?
    2. What additional information might you need to determine appropriate interventions for the problem?
    3. What other segments of the community would you involve in developing your interventions?

Scenario:

You have identified a high rate of HIV among gay men in your community.

Significant disparities are noted in the incidence rates among Caucasian, African American, and Latino men, with a higher incidence among African Americans, although the incidence among all three groups is high.

 

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2023 Experimental research design is concerned with confirming or refuting the validity of a hypothesis Experimental research has an independent

2023 Nursing comment from post 3

Experimental research design is concerned with confirming or refuting the validity of a hypothesis Experimental research has an independent 2023

Experimental research design is concerned with confirming or refuting the validity of a hypothesis. Experimental research has an independent and dependent variable as well as a control group. Experimental research is mostly performed in a controlled environment such a laboratory. As a result, the researcher can manipulate variables (Knight, 2010). The control group has receives the treatment that the researcher intends to study while the placebo groups received no treatment. This is meant to find out causation. As a result, the changes in the two groups are compared. This ensures that the researcher is also able to establish cause-and-effect. An example of experimental research in nursing is a researcher study the efficacy of cholrhexidine mouthwash on prevention of ventilator-associated pneumonia (VAP) in ICU patients. An example of a type of experimental design is true experimental design.

Non-experimental research design is usually carried out in a natural environment and not requires the researcher to manipulate the situation or circumstances. Some of the examples of Non-experimental research design are surveys, correlating studies and descriptive statistics (Stumer et al, 2011). The researcher is able to establish correlation in Non-experimental research designs. Because Non-experimental research does not have a control group, the research is flexible. Non-experimental designs are usually conducted on studies that are unethical to manipulate or on descriptive statistics that do not require an experimental approach. For instance, a research may assess the multifactorial dimensions of falls for elderly people in a particular nursing home.

 

 

I NEED YOU TO COMMENT FROM THIS POST, 150 WORDS NEEDED AND A REFERENCE PLEASE

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2023 Creating a Culture of Evidence Based Practice An abundance of evidence can be found on almost any medical issue or health

2023 Nursing Creating a Culture of Evidence-Based Practice

Creating a Culture of Evidence Based Practice An abundance of evidence can be found on almost any medical issue or health 2023

Creating a Culture of Evidence-Based Practice

An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.

In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.

To prepare:

  • Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
  • Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
  • Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.
  • Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
  • Reflect on how nurses can disseminate findings from evidence-based practice research.

By Day 3

Post an evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings. Propose a strategy for strengthening the culture of EBP within the organization. Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 30, “Disseminating Evidence: Reporting Research Findings”

    In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.

Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.

Retrieved from the Walden Library databases.

 

This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.

Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.

Retrieved from the Walden Library databases.

 

In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.

Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230.

Retrieved from the Walden Library databases.

 

This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.

Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.

Retrieved from the Walden Library databases.

 

In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.

Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.

Retrieved from the Walden Library databases.

 

The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.

Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.

Retrieved from the Walden Library databases.

 

This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.

 

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