Course Outline: Week Topic Objectives And To-Do List

Course Outlineweek Topic Objective To Do List 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. 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 post 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 illnesses have affected each other and 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. 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.

Paper For Above instruction

This academic paper explores the comprehensive journey of a nursing student through a rigorous course designed to enhance evidence-based practice (EBP) skills, critical appraisal abilities, and scholarly project development. The course structure spans eight weeks, each with specific objectives, activities, and reflective components. By analyzing the course outline and personal experience, this paper demonstrates how students navigate academic challenges, acquire knowledge, and develop professional competencies related to nursing research and clinical practice.

The initial phase of the course involves understanding the fundamentals of asking pertinent questions within the context of clinical issues. Students are tasked with identifying background and significance studies relevant to their local environments, initiating literature searches, and creating peer learning communities through informal discussions. This process emphasizes the importance of framing research questions effectively, particularly through the formulation of PICO(T) questions, which guide subsequent research and appraisal activities.

In the second week, students delve into literature appraisal, honing skills to evaluate multiple databases and identify pertinent studies. The focus shifts to understanding different study designs, including quantitative experimental and non-experimental studies. Students are encouraged to research and critically appraise articles, developing a deep understanding of research methodologies. Visual and virtual instructional sessions support learning, alongside the synthesis of research findings into matrices or evidence-based practice summaries. Assignments such as literature search continuations and reflective journals foster continuous learning and integration of course concepts.

The third week emphasizes critical appraisal of quantitative studies, particularly experimental designs, requiring students to analyze research articles critically—assessing validity, reliability, and applicability. Concurrently, students practice reviewing non-experimental quantitative studies, integrating their findings through written appraisals. The integration of video resources provides additional guidance, while assignments focus on creating comprehensive literature matrices and reflective entries that capture learning experiences and challenges faced during appraisal processes.

In the fourth week, students expand their appraisal skills to qualitative research designs, studying and evaluating qualitative studies and protocols. The coursework encourages detailed critique and understanding of qualitative methodologies, emphasizing their role in developing a holistic evidence base. This week also introduces the concept of evidence synthesis, culminating in student presentations and written reports that consolidate their review of relevant research.

Week five centers on ethical considerations and human subjects protection, highlighting the importance of ethical conduct in research involving human participants. Students examine regulations, review case studies like Henrietta Lacks, and produce evidence synthesis papers incorporating research matrices. These activities foster an appreciation of ethical complexities and reinforce the importance of protecting human subjects in research endeavors.

During the sixth week, students focus on translating research evidence into actionable interventions. They explore models of evidence-based practice, aligning them to their proposed clinical interventions. Students work on critical appraisals, addressing challenges and expectations associated with synthesizing evidence into practical solutions. This phase emphasizes the application of research findings to improve patient care, reinforcing the role of EBP in advanced nursing practice.

The seventh week involves the assembly and submission of the evidence synthesis papers with accompanying matrices, marking significant progress in their scholarly projects. This milestone reflects students' ability to critically analyze and synthesize research, providing a foundation for further clinical application and academic growth.

The final (eighth) week features reflection on PICOT formulation and the importance of effective question development. Students discuss their learning experiences, the role of faculty support, and insights gained during the course. This reflective process enhances critical thinking and prepares students for future evidence-based initiatives in their professional practice.

References

  • Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
  • Greenhalgh, T. (2014). How to read a paper: The basics of evidence-based medicine (5th ed.). Wiley-Blackwell.
  • Bolster, A., Tilley, L., & Beck, C. (2018). Critical appraisal of research evidence. Journal of Nursing Education and Practice, 8(2), 45-50.
  • Craig, J., & Smyth, R. (2017). The evidence-based practice manual for nurses. Elsevier.
  • Levine, R., & Levine, S. (2018). Ethical considerations in research involving human subjects. Nursing Ethics, 25(3), 345-356.
  • Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Wolters Kluwer.
  • Houser, J. (2015). Nursing research: Reading, using, and creating evidence. Jones & Bartlett Learning.
  • Gerrish, K., & Lacey, A. (2019). The research process in nursing (8th ed.). Wiley-Blackwell.
  • Reynolds, G. (2010). Presentation Zen: Simple ideas on presentation design and delivery. New Riders.
  • Henrietta Lacks: The immortal life of Henrietta Lacks (2010). HBO Documentary Films.

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