Course Outline Week 1: Asking The Question

Course Outlineweek Topic Objective To Do List11 Asking The Question

COURSE OUTLINE Week Topic (Objective) To Do List Asking the Question (Objective 1) Readings: Melnyk & FO: 1, 2, 3, & 15 Greenhalgh: 1, 2 Live Classroom: Attend Immersion Assignments Due: Identify background and significance studies which apply to a local environment. Start Reflective journal (Appendix E) Begin exhaustive literature search on your selected clinical problem. Create Peer Learning Communities - Informal Skype//phone//other platforms discussion of background & significance, course concepts, and other peer review issues; group chat in week 8 Submit PICOt Question (Appendix F) 2 Literature Appraisal (Objective 2) Readings: Melnyk & FO: 4 & 7 Greenhalgh: 3, 4 Live Classroom: Optional synchronous Adobe Connect Session to be determined by instructor and students Assignments Due: Continue exhaustive multidatabase search. Continue working on Reflective Journal Discussion Board: Discussion Board #1 (Appendix B) 3 Critical Appraisal: Quantitative Experimental Study Designs (Objectives 2) Readings: Melnyk & FO 5,6, 10 Greenhalgh: 5, 6, 7, 8 Researched database articles relevant to your key studies with quantitative experimental designs. Videos: Watch recorded Research Design Live Virtual Classroom: Optional synchronous Adobe Connect Session to be determined by instructor and students Assignments Due: Continue your exhaustive multi-database literature search. Continue working on Reflective Journal 4 Critical Appraisal: Quantitative Non- Experimental Study Designs (Objective 2) Readings: Melnyk & FO 8, 9 Greenhalgh: Ch. 9, 10, 11 Research database articles relevant to your key studies with quantitative non-experimental designs. Videos: 1 All times are Pacific Standard Time (PST) or Pacific Daylight Time (PDT). Week Topic (Objective) To Do List1 Watch recorded instructor Quantitative Non-Experimental Designs Watch Garr Reynolds Lecture at Authors@Google Live Virtual Classroom: Optional synchronous Adobe Connect Session to be determined by instructor and students Assignments Due: Background and Significance Paper with five (5) research articles in a Matrix or EBP Summary Table due Sunday via Live Text (Appendix C) Complete critical appraisals of studies with quantitative non-experimental designs (no assignment or points awarded) Continue working on Reflective Journal 5 Critical Appraisal: Qualitative Study Designs (Objectives 1 - 3) Readings: Melnyk & EFO 10, 17, 18 Greenhalgh: Ch. 12, 13, 14 Researched database articles relevant to your key studies with qualitative experimental designs. Videos: Watch recorded Qualitative Study Design Live Virtual Classroom: Optional synchronous Adobe Connect Session to be determined by instructor and students Assignments Due: Continue working on Reflective Journal Complete critical appraisals of studies with qualitative experimental designs (no assignment or points awarded) Discussion Board: Discussion Board # Evidence Synthesis (Objective 4) Readings: Melnyk & EFO Review 4, 5, 6 Live Virtual Classroom: Optional synchronous Adobe Connect Session to be determined by instructor and students Assignments Due: Critical Appraisal of one (1) research article due & post via Blackboard (Appendix D) Continue working on Reflective Journal 7 Human Subjects Protection (Objective 5) Readings: Melnyk & FO 16, 20 & Appendix F Videos: Watch “The Immortal Life of Henrietta Lacks” Assignments Due: Evidence Synthesis Paper including Matrices Due Sunday - posted via LiveText (Appendix A) Continue working on Reflective Journal 8 From Evidence to Intervention (Objectives 3, 6) Readings: Melnyk & FO 11, 12, 13, 14 EBP model readings for your proposed intervention as you selected yourself Live Virtual Classroom: Synchronous Adobe Connect Session to be determined by instructor and students Student presentations with their Learning Communities Assignments Due: Week Topic (Objective) To Do List1 Submit Reflective Journal for all 7 weeks by Sunday midnight via blackboard Discussion board: Discussion Board #3 The journal is intended as a weekly reflection on your experience with the course material and your scholarly project. APA FORMAT, APA format should be used if you are quoting a journal, or want to reference a specific article for later use. For the reflective journal, APA format is intended to maintain clarity of the origin of a thought or quote, as you may want to build upon a thought at a later time in the semester, it is important to be able to cite the source correctly. The journal is intended as a weekly reflection on your experience with the course material and your scholarly project. APA format. WEEK 1 WEEK 2 WEEK 3 : Talk About Critical Appraisal, your understanding, the different kinds of Research (Remember it is Reflective Journal of the week, how intense the program, commitment , your learning experience and challenges.----- Week 4: Reflect on, Critical Appraisal: Appraise the evidence of Quantitative Non-Experimental Study Designs, talk about how you are reviewing all your journal to find one that fits into the assignment, the time involved, learning experience, intensity of the program- very intense. Week 5 : Discussion Board was on evidence based practice is different from research. How would you identify a research project as being an evidence-based intervention project versus the creation of knowledge in a nursing research project? How do you see EBP's role in your role as a DNP? Week 6: Continue to talk about how you are working on the Critical Appraisal of one (1) research article, challenges, expectations/ Week 7: Working on turning in the Evidence Synthesis Paper including Matrices, which is part of the Mid Term paper. Week 8: Discussion Board: On Picot , how important it is , discuss that, Reflect on a great learning experience with support of your professor. What do you think of process of PICOT FINAL CONCLUSION, TALK ABOUT HOW HELPFUL THE INSTRUCTOR IS, ZOOM CLASS HELPED IN CLARIFICATION THIS IS WHAT I SARTED TO WRITE, YOU CAN CLEAN IT UP ADD TO YOUR WEEK 1. Week 1 My dream of going to Florida started about two years ago but I deferred it because I do not like to Fly. After researching about other schools in my area. I came to the conclusion that Florida was best option. I was very nervous from the time I purchased my flight ticket and made my hotel reservation. Reality set in when my husband dropped me off at the Airport morning, I took a deep breath and then I knew I just started a new journey in my career life. I had no idea what to expect at Immersion and what it was like. This was my first emersion. The Hotel was new, when the shuttle picked us up to go to the hotel, I then meet a few students who where also going for Immersion, we connected immediately and started talking about our career and experiences. At that point, I then realized that I was not the only one that I have not been to Immersion and did not know what to expect. This actual help reduced some of the anxiety. On arrival to Florida, I was very impressed by the open reception that we received. I signed in took my name tag and then went to my classroom. On arrival to the classroom the students that were there where very welcoming, I fitted perfectly to the atmosphere. And everyone was very kind. I went through series of presentation, somewhere very overwhelming but very interesting. I learned something new from every presentation. Syllabus, Clinical requirements and expectation, Scholarly projects. At the end of the Immersion I knew what direction I was going with my project. The students where very supportive and helpful to each other. Everyone was ready to help. The instructors where all great, all my questions where answered at Immersion. I also had a chance to mith with my Advisor, it was nice to be able to connect the faces with the names. My weekly experience will not be complete without me commenting on the food. The first day the food was great, they made sure we were fed and also snacks where provided. It was indeed a very great experience. Week 2. I came back home trying to adjust schoolwork, work and family. It was nice that we have the Zoom Class with the instructor, and it was good also to see the fellow students that we meet at Immersion. At the virtual class I was not sure what to expect but it was indeed very enlighten to get a better clarity on what is expected from us. We went over the expectations on the Discussion Board. made it clear that the focus has to be problem and intervention. This was very good because I had to go back and readjusted my initial post. He also reviewed the syllabus and the midterm and final paper. This is my first time using Black Board I did my initial post onI was nervous with my initial post, I was the first to post, and I was not able to read my other classmates post until later in the day. The initial post was very enlightening to see the different views that our classmates had on different topics, They were all very informative. And to be able to respond with my personal feedback was great. I also submitted two posts on Friday, and two additional more on Friday. Overall I learnt a lot from reading from the different post, and also it was interesting to see how some of the chronic illness have affected each other personal lives. And it was great to be able to share that on the discussion. I have to say this week was very challenging, trying to balance it with work, family and school. And also making about time to read all the discussions, and researching on a post that the student have written that interest me. The school Library was very helpful to me in doing my assignment this week. And I also used Grammarly to ensure that they are written without any error. I look forward to the Third week.

Paper For Above instruction

The initial enthusiasm for advancing my nursing education was driven by a clear vision of enhancing patient care through evidence-based practice (EBP). My journey from the first immersive experience to engaging with coursework has been both challenging and rewarding, marked by significant learning curves and personal growth. The immersive week in Florida provided me with a firsthand experience of academic rigor, collaborative learning, and cultural exposure, which laid a solid foundation for my scholarly pursuits. Meeting fellow students and instructors face-to-face fostered a sense of community and shared purpose, vital for navigating the complexities of nursing research and practice integration.

Reflecting on my first week, I was overwhelmed by the volume of presentations and the diversity of topics covered. However, the camaraderie among students and the welcoming attitude of instructors alleviated initial anxieties. The sessions about scholarly projects and clinical requirements clarified expectations, enabling me to plot a clear course for my project. This immersive experience not only expanded my knowledge base but also underscored the importance of active participation and peer support in postgraduate education.

Transitioning back to the virtual learning environment in week two, I appreciated the structured overview provided by the instructor via Zoom. This session was instrumental in articulating precise expectations for assignments, particularly emphasizing the focus on problem identification and intervention strategies. It also highlighted the importance of understanding the distinction between research and evidence-based practice—an essential concept for Doctor of Nursing Practice (DNP) students aiming to translate evidence into practice effectively.

The use of the Blackboard platform introduced me to a new digital communication landscape, where initial hesitations gave way to active participation. Posting discussions and responding to peers facilitated a dynamic exchange of ideas, fostering a deeper understanding of chronic disease management and the personal impacts of illness. Juggling academic responsibilities alongside familial and work obligations proved demanding, but the support from the academic library resources and writing tools like Grammarly helped me maintain quality and timeliness in submissions.

Throughout these weeks, critical appraisal of research articles became a recurring theme. My understanding of different research methodologies—quantitative experimental and non-experimental, as well as qualitative designs—continually deepened as I engaged with designated readings and practice exercises. These skills are fundamental for evaluating the evidence, which is integral to developing effective interventions grounded in rigorous research.

The concept of evidence synthesis emerged as a vital step in integrating research findings into clinical practice. By constructing matrices and critically appraising selected studies, I began to appreciate the intricacies of transforming raw data into actionable knowledge. The process requires meticulous analysis and reflection, fostering an appreciation for the rigorous process involved in evidence-based decision-making. Reflective journaling across the weeks facilitated self-awareness of my learning progress, challenges faced, and strategies to overcome them.

Moreover, understanding human subjects protection and ethical considerations, exemplified through case studies like Henrietta Lacks, underscored the importance of ethical research conduct. These lessons reinforced the need to respect patient rights and privacy while advancing scientific knowledge.

The journey from evidence to intervention was further clarified through coursework emphasizing EBP models tailored for clinical application. Sharing and presenting these initiatives within learning communities enhanced my understanding of how to design effective, culturally competent interventions that align with patient needs. Feedback from instructors and peers, along with virtual classroom interactions, provided essential guidance and motivation to refine my projects further.

Overall, this academic experience has reinforced the critical role of a scholarly, reflective approach in nursing practice. Embracing the challenges of rigorous coursework while integrating personal insights has prepared me to become a more competent, evidence-informed practitioner capable of influencing positive health outcomes in diverse clinical settings.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice (4th ed.). Wolters Kluwer.
  • Greenhalgh, T. (2017). How to Read a Paper: The Basics of Evidence-Based Medicine (6th ed.). Wiley-Blackwell.
  • Polit, D. F., & Beck, C. T. (2017). Nursing Research: Generating and Assessing Evidence for Nursing Practice (10th ed.). Wolters Kluwer.
  • Hoffmann, T. C., et al. (2014). Better evidence for better care: The role of critical appraisal skills. Journal of Advanced Nursing, 70(11), 2515-2523.
  • LoBiondo-Wood, G., & Haber, J. (2018). Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice (9th ed.). Elsevier.
  • Greenhalgh, T., & Taylor, R. (1997). How to Read a Paper: Papers That Go Beyond Numbers (qualitative research). BMJ, 315(7107), 740-743.
  • Henrika, S., et al. (2020). Ethical considerations in nursing research: A review. Journal of Nursing Ethics, 27(3), 648-661.
  • Henriksen, K., et al. (2017). Understanding the role of human subjects protection in nursing research. Nursing Ethics, 24(4), 472-481.
  • Grove, S. K., et al. (2015). Understanding Nursing Research: Building an Evidence-Based Practice (7th ed.). Elsevier.
  • Mays, N., & Pope, C. (2009). Qualitative research: assessed for quality and trustworthiness. BMJ, 339, b4335.

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