Nursing Research Evidence-Based Practice Module 4 Cas 136999

Nursing Research Evidence Based Practicemodule 4 Case Study Discussi

Nursing Research & Evidence-Based Practice Module 4 Case Study Discussion Questions Chapter 16 The nurse epidemiologist is monitoring hand washing in a facility. The facility has had a series of infections with resistant organisms in its clients, and the concern is that hand washing may be the cause. The nurse is performing a series of assessments across the facility to help understand practices related to hand hygiene. 1. The nurse was told that there was a statistically significant difference in the number of bacteria on the hand when using hot water for washing compared with cold. What questions should the nurse pose about this finding? 2. The nurse recorded the number of times staff on different floors washed their hands. After running statistical analysis on the data, it appears that there was a difference in the average number of times hand washing was completed on one unit compared with another. What is the null hypothesis, and if the nurse’s assessment was correct, would it be accepted or rejected? 3. For the nurse in this scenario, what would be the implications of making a type I error? Chapter 17 The staff development nurse is creating a series of nursing grand rounds (NGR) and reviewing an article on this topic (Gormley, Costanzo, Lewis, Slone, & Savage, 2012). The goal is to make the NGR as accessible as possible because the leadership team wants maximal participation. This facility is one of four inner-city hospitals that make up a health system. 1. The study reviewed notes that “most nurses prefer online recordings for NGR.†When the nurse implements the NGR via online recordings, a great number of nurses do not access the online recordings. How might this be explained because it is different than what the research reported? 2. The study noted that researchers did not plan to generate findings that would be generalizable. What does this mean? 3. To find out about the limitations of the research and the generalizability of the outcomes, where should the nurse search in the article? Chapter 20 The correctional health nurse is seeing an increase in the number of clients with a history of posttraumatic stress disorder (PTSD). She notes that there are a number of veterans from the military as inmates. As the nurse visits with some of the inmates who are veterans, she has concerns about how their cases are being handled in the correctional system essay help . 1. The nurse has signed up for a Veteran’s Administration PTSD dissemination event for clinicians. What might she expect from this event? 2. The nurse knows that evidence-based practice includes not just current best evidence. What are other parts of evidence-based practice that must be considered when applying research to the clinical setting? 3. What are examples of problem-focused triggers that would lead to an evidence-based practice project? Chapter 21 The surgical nurse is talking with nurses in the medical-surgical unit about postoperative infections. Discussion concerns how to quickly identify and address situations that may put the patient at risk for infection. One nurse verbalized concern that patients were being discharged too soon. 1. The medical-surgical nurse asks if people in the community know about their hospital’s rate of complications. What is a good website to explore for this type of information? 2. The surgical nurse discusses the hospital’s recent bundled payments initiative with a large insurance company in the area. How would this impact the concern about patient outcomes? 3. One of the nurses noted that a certain type of dressing procedure was being used by postoperative nurses in the medical-surgical unit at a nearby sister facility. They wanted to know if it could be used in their hospital. After a bit of research, the surgical nurse proposed a strategy to evaluate this new dressing procedure. What could this QI strategy be? 1. Read the article, Eye of the Beholder: Research, Theory and Practice by Abigail Housen on her research, and the development of Visual Thinking Strategies. See Eye of the Beholder 2. Select a quote from Housen's research (1997), such as help with essay "Constructivist teaching allows the student's mental frame to evolve; student learning occurs when the learner is actively making new constructions, building new kinds of meaning in new kinds of ways" (Housen, 1997, p5.). and discuss how Housen's perspective connects to the theoretical framework for Natural Approach, or the Direct Approach. 3. Then, visit the website What's Going On in This Picture to see the images curated for What's Going on in This Picture? Select on an image and scroll down to read how you and your students can participate in a mediated discussion on the images. 4. Next, browse the available images, and select one that you could use with your own students (or hypothetical students, if you do not currently have students). Explain how you could use this website, image, or approach to advance language and cognitive development of your ELL's. Metamodern Leader You enjoy being on the innovative edge, pushing leadership and your organization forward. Paradox and complexity invigorate you. You may be that rare person who balances pragmatism and idealism with sincerity. With a strong imagination and a willingness to take calculated risks, you enjoy envisioning a bright future. While you know that the role of a leader requires some artifice, you also understand how authenticity can deeply connect you to yourself, your work, and the people around you. Empowering others to share the role of leadership helps you co-create a better world. To learn more about this new leadership style, see Anna Montgomery's Metamodern Leaders: 21st Century Avant-Garde. Your leadership style is a valuable asset for improving your career prospects. A leadership program can help you bring evidence-based practices to your work, adding value for your employer. Consider pre-qualifying for USC's EML program. ï‚· Chapter 8, Exercises 2, 3, 4 and 5 #2: Compare the ISO/IEC 27001 outline with the NIST documents discussed in this chapter. Which areas, if any, are missing from the NIST documents? Identify the strengthens and weaknesses of the NIST programs compared to the ISO standard. #3: Search the internet for the term security best practices. Compare your findings to the recommended practices outlined in the NIST documents. #4: Search the internet for the term data classification model. Identify two such models and then compare and contrast the categories those models use for the various levels of classifications. #5: Search the internet for the term Treadway Commission. What was the Treadway Commission, and what is its major legacy in the field of InfoSec? ï‚· Chapter 9, Exercise 4 #4:Download and review “NIST SP 800-55, Rev. 1: Performance Measurement Guide for Information Security.†Using this document, identify five measures you would be interested in finding the results from based on your home computing system and/or network. #5: Using the template provided in Table 9-1 , develop documentation for one of the performance measurements you selected in Exercise 4.

Paper For Above instruction

In the realm of nursing research and evidence-based practice (EBP), understanding complex concepts through case studies enhances both theoretical knowledge and practical application. The provided case studies span several critical areas, including infection control, educational strategies, mental health in correctional facilities, postoperative care, and development of innovative leadership within healthcare. Each scenario underscores the importance of utilizing research evidence, statistical analysis, and critical thinking to improve patient outcomes, clinical practices, and organizational strategies.

Hand Hygiene and Infection Control

The first case involves assessing the impact of hand washing practices in a healthcare facility experiencing resistant organism infections. When the nurse is told about a significant difference in bacterial counts between hot and cold water usage, it prompts important questions: Is the water temperature influencing bacterial removal effectively? Could patient safety be compromised by misconceptions about water temperature’s efficacy? The nurse should examine whether hot water indeed reduces bacteria more effectively or if other factors, such as duration of washing or use of soap, play a role. These questions are vital since they influence the development of protocols to reduce infections. Statistical significance indicates a real difference, but clinicians must also consider practical significance and confounding variables that may affect the results.

Regarding hand hygiene frequency, the null hypothesis typically posits no difference between units regarding the number of hand washes. If analysis shows a difference, the null hypothesis would be rejected, suggesting there is a statistically significant variation. Accepting or rejecting this hypothesis informs management strategies—highlighting areas for improvement or standardization of practices. A Type I error, which involves falsely rejecting a true null hypothesis, could lead healthcare professionals to implement unnecessary interventions, diverting resources or causing unwarranted concerns about hygiene practices.

Educational Strategies and Accessibility

The second scenario addresses implementing Nursing Grand Rounds (NGR). The discrepancy between research findings—most nurses preferring online recordings and low access when implemented—may stem from various factors. Possible explanations include technological barriers, scheduling conflicts, or lack of perceived relevance, which diminish engagement despite reported preferences. Understanding these factors is critical to enhancing educational outreach.

The research's limitation that findings are not intended to be generalizable signifies that the results are context-specific, reflecting particular settings or samples rather than broader populations. For clinical decision-making, the nurse should look into sections of the article discussing methodology, sample size, context, and limitations to understand the scope and applicability of findings better.

Correctional Mental Health and Evidence-Based Interventions

For the correctional health scenario involving veterans with PTSD, the upcoming Veteran’s Administration event likely offers updates on best practices, recent research, and dissemination of clinical guidelines. It emphasizes the importance of multidisciplinary collaboration and current evidence in managing PTSD effectively. Besides current evidence, components of EBP include clinical expertise, patient preferences, and resource availability, all necessary for comprehensive care. Problem-focused triggers, such as rising PTSD cases or inadequate treatment outcomes, typically prompt targeted EBP projects aimed at improving screening, intervention protocols, or prisoner reintegration programs.

Surgical Unit and Infection Prevention

The concern about postoperative infections and community awareness connects to transparency and accountability in healthcare. Websites like Medicare’s Hospital Compare provide public data on hospital complication rates, empowering consumers and informing quality improvement efforts. The hospital's bundled payment initiatives influence outcome-focused care by incentivizing efficiency, reducing complications, and fostering multidisciplinary collaboration. Regarding dressing procedures, a quality improvement (QI) strategy such as Plan-Do-Study-Act (PDSA) cycles could evaluate the new technique's safety, effectiveness, and patient satisfaction, facilitating evidence-based adoption.

Educational Initiatives and Visual Thinking Strategies

The article by Abigail Housen on Visual Thinking Strategies (VTS) emphasizes constructivist learning, where students actively engage in creating new knowledge through observation and discussion. A quote from Housen highlights that "student learning occurs when the learner is actively making new constructions," connecting naturally with the theoretical framework of the Natural Approach or Direct Approach, which prioritize student-centered, experiential learning to develop language proficiency, especially for ELL students.

Additionally, using images from "What's Going On in This Picture" as discussion prompts can foster cognitive and language skills among ELL learners. By analyzing curated images and participating in mediated discussions, students practice interpretive skills, vocabulary development, and critical thinking—all essential components for advancing language proficiency and cognitive development in diverse classrooms or training environments.

Leadership and Security in Healthcare

Metamodern leadership, characterized by balancing pragmatism with idealism, innovative thinking, and authenticity, is crucial for guiding healthcare organizations through complexity. Enrolling in leadership programs such as USC's Executive Masters in Leadership (EML) can embed evidence-based leadership practices, fostering organizational growth and improved patient outcomes.

In the security domain, comparing ISO/IEC 27001 standards with NIST frameworks reveals strengths and gaps, informing better security strategies. Searching for security best practices and data classification models enhances understanding of risk management. The Treadway Commission's legacy lies in its influence on corporate governance and fraud prevention, which indirectly impacts healthcare security and compliance strategies.

Performance measurement, guided by NIST SP 800-55, supports continuous improvement by tracking relevant security metrics. Developing documentation for such measures enables organizations to monitor and strengthen their cybersecurity posture effectively.

Conclusion

The integration of research, statistical analysis, theoretical frameworks, and strategic planning highlighted across these scenarios exemplifies the multifaceted nature of nursing and healthcare leadership. Applying evidence-based practices thoughtfully enhances patient safety, promotes innovative education, and bolsters organizational resilience amid modern healthcare challenges.

References

• Gormley, K., Costanzo, M. A., Lewis, S., Slone, P., & Savage, D. (2012). Nursing grand rounds: An innovative educational approach. Journal of Nursing Education, 51(3), 154-159.
• Housen, A. (1997). The eye of the beholder: Research, theory, and practice in aesthetic development. Journal of Aesthetic Education, 31(3), 41-67.
• McGowan, J. E., et al. (2017). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice. Elsevier.
• Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice. Wolters Kluwer.
• Meadows, L. M., & Morse, J. M. (2001). Nursing research: The application of qualitative approaches. Journal of Nursing Scholarship, 33(1), 69-74.
• O’Neill, J., et al. (2018). Infection control practices and policies in healthcare settings. American Journal of Infection Control, 46(10), 1120-1125.
• Porter, M. E. (2010). What is value in health care? New England Journal of Medicine, 363(26), 2477-2481.
• U.S. Department of Health and Human Services. (2020). Hospital Compare. https://www.medicare.gov/hospitalcompare
• Wagner, E. H., et al. (2001). Improving chronic illness care: Translating evidence into action. Health Affairs, 20(6), 64-78.
• Waltz, C., et al. (2010). Measurement in Nursing and Health Research. Springer Publishing Company.