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simulated cases are not acceptable for practice immersion hours and therefore n ...

simulated cases are not acceptable for practice immersion hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy

Huntington’s disease

or as a complex inheritance and considerations for practice and patient educati ...

or as a complex inheritance and considerations for practice and patient education.

Analyze the gene mutation of the disease

DNP 810 Course Papers – Emerging Areas of Human Health GCU NewDNP 810 Course P ...

DNP 810 Course Papers – Emerging Areas of Human Health GCU New

DNP 810 Course Papers

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Health Issues for the Aging Essay Example

Aging cause major socio-economic effect for the community, including the healthcare organizations. As people ages, their health generally declines requiring more medical attention. They are also at higher risk for chronic disease such as: Alzheimer’s disease, diabetes, arthritis, heart disease and particularly falls which can impact their health and quality of life (Awang, Mansor, Nai Peng & Nik Osman, 2018). Falls are the major reason of injury in adults aged 65 years or older.

Falls often generate moderate to severe harms like head trauma, fractures and death leading to longer hospital stays, unnecessary admissions/readmissions and increase the healthcare expenditures (Jin, 2018) DNP 810 Course Papers. Given the aging population growth and the damaging effect of falls, this paper will analyze how to incorporate quality improvement solutions into public policy in order to reduce the occurrence of falls and fall-related damage in the aging population.

Evaluation of Literature, Suggestions, Resolution to Issue

Fall is a major public health issue that can bring about serious injuries and even death in the elderly. In 2014, approximately 27,000 elderly died from unintentional fall injuries and the emergency departments treated 2.8 million elderly of which 742,000 required hospitalization. Elderly fall cost approximately $35 billion in 2012 and is expected to increase to $100 billion in 2030, without the cost for therapy and grievances.

Falls created over 20 million dollars annually and increased hospital stay to an extra 6.9 days costing the patient an extra $13,806 (Phelan, Mahoney, Voit & Stevens, 2015). Since falls can be prevented, the Centers for Medicare and Medicaid Services since 2008 have stopped reimbursing hospitals for detrimental fall-related injuries DNP 810 Course Papers. As a result, fall prevention have become for the healthcare systems both a financial and patient safety importance.

Healthcare organizations have put into effect various programs to prevent falls among patients. Preventing falls is important to preserve patient safety and decrease the financial weight on the healthcare system (Staggs, Mion & Shorr, 2015). Decreasing and preventing falls among the elderly has been a focus of study for years due to the rising number of individuals living into older age.

Many interventions such as exercise, home safety assessment, modification and multifactorial have been established through randomized controlled trials (RCTs) and subsequently condensed in systematic reviews and meta-analyses and have been showed to be effective in preventing falls among the elderly (Stubbs, Brefka & Denkinger, 2015) DNP 810 Course Papers.

Solutions and development of approaches to decrease the incidence of falls have been a noticeable emphasis in the literature for years DNP 810 Course Papers. There is now convincing indication that falls can be averted with a variety of resolutions. Studies have shown that exercise programs and home/environment evaluations by an occupational therapist can reduce the number of falls (Pighills, Ballinger, Pickering, & Chari, 2016)

Incorporating Solution into Public Policy

The United States (US) population is aging, quickly, the number of older adults is anticipated to increase from 50 million to 75 million as the last group of baby boomers turns 65. By 2034, older adults are predicted to be more than their children in the nation’s history (Naylor, Hirschman, Hanlon, Bowles, Bradway, McCauley, & Pauly, 2014).

The urgency to incorporate falls prevention among older adults into public policy should be considered. Policy, research and practice are unified elements needed for a successful and workable program of falls prevention for the elderly DNP 810 Course Papers. The development and complicated nature of fall risk among a fast-growing aging populace requires a practical and organized approach to prevention.

The function of policy is to grant the infrastructure and funding necessary for the incorporation of falls prevention into practice. Research is essential to provide facts to support the successful application of fall prevention interventions DNP 810 Course Papers. Practice is where evidence is employed based on the guidelines and rules set by policy (Houry, Florence, Baldwin, Stevens & McClure, 2016).

Medicaid and Medicare which is the second and third major health insurance providers in the US has several policies that can be used to tackle falls prevention, however, they have not all been used to their full benefits. As the guarantor of more than 48 million Americans elderly, the Medicare program can demand, authorize, and incentivize provider actions associated to falls prevention.

Additionally, numerous Medicare Advantage (MA) plans have contracted with community-based establishments to offer falls prevention services to the elderly consisting of free fitness programs and Silver-Sneakers programs (Horton, Dwyer & Seiler, 2018) DNP 810 Course Papers.

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Determining Barriers to Implementation of Solution

Implementation of falls prevention can be guided by several reasons including environmental and circumstantial problems; staff understanding, views and mindsets; organizational values and climate; staff assignments; and access to correct equipment and funds DNP 810 Course Papers.

Barriers can include viewpoints that falls cannot be avoided, inadequate understanding on falls prevention in patients with multifaceted care needs like cognitive impairment, lack of funds and involvement in falls prevention efforts (Ayton, Barker, Morello, Brand, Talevski, Landgren, Melhem, Bian, Brauer, Hill, Livingston & Botti, 2017).

Managing falls in the elderly can be difficult due to their multi-factorial make-up. Contributing factors include environmental/home hazards, poor health and functional debilities. Despite various successful interventions to prevent falls among the elderly, such as multi-component exercises, home hazard adjustments, medication evaluations, healthcare providers may not be prepared to manage falls due to numerous challenges.

Both elderly and clinicians need to adjust their traditional ways of living and working in order to adopt new approaches and actions that can decrease falls (Loganathan, Ng, Tan & Low, 2015). Other barriers in implementing fall prevention solutions is a lack of organization between diverse local, state and federal organizations DNP 810 Course Papers.

Even though various agencies have their own falls prevention plans, there is no main agency that organizes programs/actions being managed by all of them. In addition, funds offered to the states often must undergo diverse regulations and restrictions DNP 810 Course Papers. At the state level, fall/injury prevention programs particularly tend have a low importance, and normally there is only one person organizing state-wide efforts (Healthy housing solutions, 2017).

Options for Public and/or Private Funding

Many states have allocated funds to create and uphold statewide fall prevention plans. For instance, the Massachusetts government have launched a fall prevention plan, which propose prevention stratagems in a yearly report DNP 810 Course Papers. Washington also have an established fall prevention program and funding for services provided by the program.

In 2008, Congress approved the Safety of Seniors Act, which orders the secretary of health and human services to give funding and to support states that have various elderly fall prevention programs. The states of Minnesota, Kentucky, New Hampshire and California have utilized the ‘Core Injury Prevention” Grants funding from the Center for Disease Control and Prevention (CDC)’s “National Center for Injury Prevention and Control” to form local teams that support evidence-based plans for fall prevention (Scotti, 2016).

The Administration on Aging, a program within Administration for Community Living (ACL), has given over $4.8 million grants for the development and implementation evidence-based falls prevention services and tactics nationwide DNP 810 Course Papers. ACL awarded ten grants to public and private not-for-profit units, as well as state organizations and community, and four grants to ethnic organizations (ACL, 2019). Policymakers need to allocate adequate funding for the development of effective falls prevention plans.

The CDC through the “Center for Injury Prevention”, participates in a variety of surveillance, study, and activities implementation to decrease elderly falls DNP 810 Course Papers. The CDC appraises data to find and broadcast valuable falls prevention programs, develops teaching tools for providers and sustains state attempts to decrease elderly falls through the “Core State Violence and Injury Prevention Program” funding.

The government’s FY2018 budget have planned to remove funding for falls prevention programs at the CDC, however, the Senate has instead advised to continue financing the CDC’s fall programs at around $2 million a vital ongoing savings that would increase in future years considering the fifty billion in yearly medical expenses to manage falls (Horton, Dwyer & Seiler, 2018).

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DNP 810 Course Papers References

Administration for Community Living (ACL). (2019). ACL Funds Evidence-Based Falls Prevention Grants. Retrieved from https://acl.gov/news-and-events/announcements-latest-news/acl-funds-evidence-based-falls-prevention-grants.
Awang, H., Mansor, N., Nai Peng, T., & Nik Osman, N. A. (2018). Understanding ageing: fear of chronic diseases later in life. The Journal of international medical research, 46(1), 175–184. https://doi.org/10.1177/0300060517710857.
Ayton, D. R., Barker, A. L., Morello, R. T., Brand, C. A., Talevski, J., Landgren, F. S., Melhem, M., Bian, E., Brauer, S. G., Hill, K. D., Livingston, P. M., & Botti, M. (2017). Barriers and enablers to the implementation of the 6-PACK falls prevention program: A pre-implementation study in hospitals participating in a cluster randomised controlled trial. PloS one, 12(2), e0171932. https://doi.org/10.1371/journal.pone.0171932.
Casey, C. M., Parker, E. M., Winkler, G., Liu, X., Lambert, G. H., & Eckstrom, E. (2017). Lessons Learned From Implementing CDC’s STEADI Falls Prevention Algorithm in Primary Care. The Gerontologist, 57(4), 787–796. doi:10.1093/geront/gnw074.
Frieson, C. W., Tan, M. P., Ory, M. G., & Smith, M. L. (2018). Editorial: Evidence-Based Practices to Reduce Falls and Fall-Related Injuries Among Older Adults. Frontiers in public health, 6, 222. https://doi.org/10.3389/fpubh.2018.00222.
Horton, K., Dwyer, G., & Seiler, N. (2018). Older Adult Falls—Costly But Not Inevitable. Retrieved from https://www.healthaffairs.org/do/10.1377/hblog20180402.25780/full/.
Houry, D., Florence, C., Baldwin, G., Stevens, J., & McClure, R. (2016). The CDC Injury Centers Response to the Growing Public Health Problem of Falls Among Older Adults. American Journal of Lifestyle Medicine, 10, 74-77.
Jin, J. (2018). Prevention of Falls in Older Adults. JAMA, 319(16),1734.
Khadka, A., & Darai, A. (2018). Common Health Problems and their contributing factors among elderly residing in Changu VDC. Journal of Institute of Medicine, 40(1), 103–107.
Loganathan, A., Ng, C. J., Tan, M. P., & Low, W. Y. (2015). Barriers faced by healthcare professionals when managing falls in older people in Kuala Lumpur, Malaysia: a qualitative study. BMJ, 5, e008460.
Naylor, M. D., Hirschman, K. B.,. Hanlon, A. L ., Bowles, K. H., Bradway, C., McCauley, M., & Pauly, M. V. (2014). Comparison of evidence-based interventions on outcomes of hospitalized, cognitively impaired older adults. Journal of Comparative Effectiveness Research, 3(3), 245-257.
Phelan, E. A., Mahoney, J. E., Voit, J. C., & Stevens, J. A. (2015). Assessment and management of fall risk in primary care settings. The Medical clinics of North America, 99(2), 281–293. https://doi.org/10.1016/j.mcna.2014.11.004.
Pighills, A., Ballinger, C., Pickering, R., & Chari, S. (2016). A critical review of the effectiveness of environmental assessment and modification in the prevention of falls amongst community dwelling older people. British Journal of Occupational Therapy, 79(3), 133-143.
Scotti, S. (2016). Preventing Elderly Falls. National Conference of State Legislatures (NCSL), 24, 17.
Staggs, V. S., Mion, L. C., & Shorr, R. I. (2015). Consistent differences in medical unit fall rates: Implications for research and practice. Journal of American Geriatric Society, 63(5), 983987.
Stubbs, B., Brefka, S., & Denkinger, M.D. (2015). What works to prevent falls in community- dwelling older adults? Umbrella review of meta-analyses of randomized controlled trials. Phys. Ther, 95, 1095–1110.
Casey, C. M., Parker, E. M., Winkler, G., Liu, X., Lambert, G. H., & Eckstrom, E. (2017).

Lessons Learned From Implementing CDC’s STEADI Falls Prevention Algorithm in Primary Care. The Gerontologist, 57(4), 787–796.

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DNP 810 Full Course Discussions GCU

DNP 810 Course Papers Topic 1 DQ 1

Choose a news story, within last two years, about genetic or genomic technology. What is the issue presented? From the perspective of an RN or APRN, what are the ethical, cultural, religious, legal, fiscal, and societal implications of the issue? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 1 DQ 2

Identify a specific disease encountered in your clinical practice or personal life. Can your patient’s understanding of DNA/RNA replication, transcription, and translation affect the management of the disease? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 2 DQ 1

Identify a complex inheritance health issue you encountered in your clinical practice or personal life. How would you approach working with a patient of a complex inheritance health issue? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 2 DQ 2

Refer to the complex inheritance health issue identified in DQ 1. Given available genetic tests, which would you use to screen and diagnose this issue? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 3 DQ 1

A multi-generational family health history can facilitate your management of a patient’s disease. What model would you use to create a multi-generational family health history for a patient? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 3 DQ 2

Why is it important to have a comprehensive health and physical assessment that includes information on environment and genomic influences? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 4 DQ 1

In the past decade there have been many advances in genetics and genomics and their application to health screening, diagnosis, treatment, and prognosis. What recent advancement do you believe is the most significant for your clinical practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 4 DQ 2

Genetic/genomic factors are known to contribute to variability of pharmacologic responses in some patients. How does the variability of responses result in tailoring pharmacologic agents to the care of these patients? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 5 DQ 1

Health issues in a clinical setting can be influenced by nutrition. Identify a health issue that has been positively influenced by nutrition in your clinic. How does nutrition improve health? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 5 DQ 2

Choose one disorder of malnutrition that is found in your clinical setting or community. What are the genetic and environmental influences on this disorder, including prevalence rates, testing, treatment, and prognosis? How can the doctoral-prepared nurse apply this information into practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 6 DQ 1

What is the impact of the aging population on both increased health care expenditures and wasted resources? Do genetics play a role? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 6 DQ 2

Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population. What are the anticipated outcomes of employing this method and methods like it? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 7 DQ 1

What is the impact of chronic disease on both increased health care expenditures and wasted resources? Do genetics play a role? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 7 DQ 2

Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease. What are the anticipated outcomes of employing this method and methods like it? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Topic 8 DQ 1

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DNP 810 Course Papers Topic 8 DQ 2

There are several issues that undermine client rights to make genetic and genomic-related decisions and act. Identify two issues you have seen undermine these rights in your clinical setting. What are potential solutions for each? What is your role as the patient advocate with each issue? Explain. Support your rationale with a minimum of two scholarly sources.

DNP 810 Course Papers Assignments GCU

DNP 810 Topic 1 Individual Success Plan (ISP): Part 1

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, (3) work associated toward completion of your Direct Practice Improvement Project.

DNP 810 Course Papers General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

Locate and download the Individual Success Plan (ISP) document in the DNP Program Documents folder in the DNP Program Materials section of the DC Network.
Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones.
Determine what practice experiences you plan to seek to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice, and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
Use the ISP to develop a personal plan for completing your practice hours and how competencies will be met. Show all the major milestones and deliverables.

Within the ISP, ensure you identify specific deliverables which can include the following: Individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.

DNP 810 Course Papers Directions:

Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. You must turn in a new ISP in each course.
Identify the remaining deliverables you will complete in the upcoming courses.
List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
You can renegotiate these deliverables with your faculty throughout this course and update your ISP accordingly.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
You not are required to submit this assignment to LopesWrite.

Complete the Contact Information table at the beginning of the ISP document and type in your signature and the date on which you completed the table.

Read the information in the ISP document including the following:

Learner Expectations
Derivation of the ISP
Instructions for completing the ISP

Follow the instructions and complete the ISP.

DNP 810 Course Papers Topic 1 Family History

Taking a family history is an important step in determining current and future health needs and education. There are many tools available to complete a comprehensive health history. The Surgeon General’s Family Health History tool is part of the larger Family Health History Initiative that encourages people to talk about and write down health issues that seem to run in the family, bringing a larger focus on this important issue. This assignment allows the learner to use the tool and become familiar with this initiative.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:

Use the “My Family Health Portrait” to document your own family history.

Designate a proband for the pedigree with a disease or condition of interest.

Write a summary (750-1,000 words) of your findings. Include the following information:

Discuss of the heredity patterns discovered.
Evaluate the risk of transmission to other/new family members.
Propose the feasibility of using this tool in your own practice.

It may be possible to earn portfolio practice immersion hours for this assignment. Enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-810

I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I also have tracked said practice immersion hours in the Typhon Student Tracking System for verification purposes and will be sure all approvals are in place from my faculty and practice mentor.

DNP 810 Course Papers Topic 2 Case Study: Part 1

You will be creating a case study in stages over four course topics. Use an example from your own personal practice, experience, or own personal/family; however, simulated cases are not acceptable for practice hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy. Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or other genetic disorder that you and/or the organization in which you practice may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:

For this assignment (Part 1 of the “Case Study”), write a paper (1,000-1,250 words) incorporating genetics information learned from assigned readings in Topics 1 and 2. Include the following:

Description of the disease, its prevalence, and its incidence.
Discussion of laboratory testing that is possible.
Guidelines and reasons behind the FDA regulations for introducing new pharmaceutical agents (policy).
The role that money and grants play in scientific advances; the economics of health care (capitalism).
The role and involvement family plays into the health care decision.

It may be possible to earn portfolio practice immersion hours for this assignment. Enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-810

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DNP 810 Course Papers Topic 3 Case Study: Part 2

You will be creating a case study in stages over four course topics. This assignment will add to your previous work in Topic 2. Use an example from your own personal practice, experience, or your own personal/family; however, simulated cases are not acceptable for practice hours and therefore not acceptable for this assignment. Examples might include a patient with Duchesne’s muscular dystrophy. Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or other genetic disorder that you and/or the organization you practice in may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA st

DNP 815 Course Discussions Assignments from GCUDNP 815 Course Discussions & ...

DNP 815 Course Discussions Assignments from GCU

DNP 815 Course Discussions & Assignments from GCU Week 1 Discussions

DQ 1

Identify a historical change or event that had significant impact on the development of nursing theory. Discuss the effect of the change/event on nursing from that point forward, the contribution(s) to nursing that resulted, and how it relates now to successfully preparing the DNP for practice.

DNP 815 Course Discussions Assignments from GCU

DQ 2

Provide one definition and an outline of the structure of theory. Debate the purpose of theory and your perspective on the role theory or the lack of theory in today’s nursing practice environment. What purpose (if any) does theory contribute.

DNP 815 Week 2 Discussions

DQ 1

Define the process of theory building. Discuss the differences in approach based on inductive versus deductive reasoning. Describe how you would build and test theory in your practice area.

DQ 2

Select a nursing model or theory described in your textbook. What are the key concepts and components of the example you selected, and how are they defined? Create an example describing the application to an area of nursing practice.

DNP 815 Course Discussions Assignments from GCU DNP 815 Week 3 Discussions

DQ 1

Compare and contrast a minimum of two middle range theories and discuss potential applications in your specific area of nursing practice.

DQ 2

Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing. Select one of the articles where the development of the middle range theory is the major focus of the paper. Share the article citation and describe how the theory was developed.

DNP 815 Course Discussions Assignments from GCU DNP 815 Week 4 Discussions

DQ 1

Describe a recent or current ethical issue you have faced in nursing practice or which has attained national attention. Discuss the application of ethical theories or principles to the issue. Support the application with sound reasoning.

DQ 2

Consider yourself in a role in which you are accountable for allocation of scarce health care resources for a given situation. Discuss how ethical principles, virtues, and values affect your decision making. Describe your process for ethical decision making. How might a resolution cause conflicts between personal values and beliefs and the perspective of the community or organization?

DNP 815 Course Discussions Assignments from GCU DNP 815 Week 5 Discussions

DQ 1

Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors.

DQ 2

Health behavior change theories suggest behavior change as a “process,” not an “event.” How can you put this into action for developing an intervention for practice or research? Discuss how you would apply this in planning your DNP project.

DNP 815 Course Discussions Assignments from GCU DNP 815 Week 6 Discussions

DQ 1

Discuss “Envisioning Recovery” as an overarching framework for practice development and focus for all health care treatment.

DQ 2

How can the knowledge of economic theory be utilized by advanced practice nurses? How can economic theory be applied in analysis of interventions?

DNP 815 Course Discussions Assignments from GCU DNP 815 Week 7 Discussions

DQ 1

How can the DNP-prepared nurse apply the concepts of a complex adaptive system to individual patient care? Provide examples.

DQ 2

Research change theories in scholarly literature and on the Internet. Develop a scenario and describe application of a change theory from the perspective of an advanced practice nurse leader.

DNP 815 Course Discussions & Assignments from GCU Week 8 Discussions

DQ 1

Which science-based theories do you think are the most useful to advanced practice nurses, and why?

DQ 2

Explore various science-based theories. Select two theories to describe to your peers. How is each of these theories relevant to application for a DNP-prepared nurse.

DNP 815 Course Discussions Assignments from GCU

DNP 815 Course Discussions & Assignments from GCU Week 1 Individual Success Plan (ISP)

Details:

The Individual Success Plan (ISP) assignment requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, (3) work associated toward completion of your Direct Practice Improvement Project.

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

Locate and download the Individual Success Plan (ISP) document in the DNP Program Documents folder in the DNP Program Materials section of the DC Network.
Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones.
Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice. Learners are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
Use the ISP to develop a personal plan for completing your practice hours and for how competencies will be met. Show all of the major milestones and deliverables.

Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. You must turn in a new ISP in each course.
Identify the remaining deliverables you will complete in the upcoming courses.
List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
You can renegotiate these deliverables with your faculty throughout this course and update your ISP accordingly.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

Directions: DNP 815 Course Discussions Assignments from GCU

Complete the Contact Information table at the beginning of the ISP document and type in your signature and the date on which you completed the table.

Read the information in the ISP document including the following:

Learner Expectations
Derivation of the ISP
Instructions for Completing the ISP

Follow the instructions and complete the ISP.

DNP 815 Course Discussions & Assignments from GCU Week 1 Reflective Analysis Case Report Component Paper

Details:

In this assignment, learners are required to construct a reflective analysis incorporating a personal nursing philosophy which will directly relate to the case report assignment due in Topic 7. As such, learners are encouraged to review the case report assignment requirements in Topic 7 to ensure that the Reflective Analysis Case Report Component Paper will provide the foundational support necessary to complete the Topic 7 assignment successfully. The Reflective Analysis Case Report Component Paper may be written in first-person language as appropriate to express personal perspectives, but must otherwise adhere to the guidelines below.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

DNP 815 Course Discussions Assignments from GCU Directions:

Compose a 1,000-1,250 word reflective analysis incorporating your personal philosophy of nursing including the following core elements:

What is your central belief about the individual person?
How does your personal worldview influence your approach to patients?
What constitutes the environment?
How do the individual and the environment interact?
What is your view of health?
How does illness relate to health?
What is the central reason for the existence of nursing?

Portfolio Practice Hours:

It may be possible to earn Portfolio Practice hours for this assignment. Enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-815

I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 815 Course Discussions & Assignments from GCU Week 2 Topic Selection

DPI Project Milestone: Outline of 10 Strategic Points

Details: The Direct Practice Improvement (DPI) Project incorporates 10 key or strategic points that need to be clear, simple, correct, and aligned to ensure the project is doable, valuable, and credible. These points, which provide a guide or vision for the project, are present in almost any research.

These 10 points are defined and instructions for completion of the DPI Project Milestone: Outline of 10 Strategic Points assignment are provided in “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource.Using the table located within the Ten Strategic Points Instructions and Template document, complete the table.

DNP-815-RS-10StrategicPointsfortheProspectusProposalandDPI.docx

Week 3 Conceptual-Theoretical-Empirical Structure (CTE) Evaluation

Details:

Conceptual models, theories, and empirical indicators are linked and provide a nursing knowledge system to apply the model or theory to nursing practice, research, and education. Advanced-practice nurses are required to understand the linkages as applied to nursing and translate the components into practice. To continue development of nursing knowledge, advanced practice nurses can create structure to test theory.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions: DNP 815 Course Discussions Assignments from GCU

Write a 1,000-1,250 word paper examining how the Conceptual – Theoretical – Empirical (CTE) structure translates into nursing practice based on one of the middle range theories that has been formulated or derived from your preferred conceptual model of nursing. Translate and apply the selected theory to nursing practice using actual examples. Evaluate the theory using the CTE steps below:

Evaluation of the conceptual-theoretical-empirical linkages.
Evaluation of the selected theory.
Evaluation of the empirical indicators.
Evaluation of research findings.
Evaluation of the utility and soundness of the practice theory.

Portfolio Practice Hours:

It may be possible to earn Portfolio Practice hours for this assignment. Enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-815

DNP 815 Course Discussions Assignments from Week 7 Case Report: Application of Theory

Details:

In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.General Guidelines: Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions: DNP 815 Course Discussions Assignments from GCU

Construct a 2,500-3,000 word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.

Requirements:

Use a minimum of any two theories discussed in the course to develop the case report.
Apply one or more theories to describe understanding of the problem or situation of focus.
Apply one or more theories to the recommended intervention or solution being proposed.
Develop the case report across the entire scenario from the identified clinical or health care problem through proposing an intervention, implementation, and evaluation using an appropriate research instrument.
Describe the evaluation of the selected research instrument in the case report.
Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of the theory within the case report.

In addition, your case report must include the following:

Introduction with a problem statement.
Brief literature review.
Description of the case/situation/conditions explained from a theoretical perspective.
Discussion that includes a detailed explanation of the synthesized literature findings.
Summary of the case.
Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.
Conclusion.

Portfolio Practice Hours on DNP 815 Course Discussions Assignments from GCU

It may be possible to earn Portfolio Practice hours for this assignment. Enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-815

DNP 820 Health Policy and Advocacy Full CourseDNP 820 Health Policy and Advocacy ...

DNP 820 Health Policy and Advocacy Full Course

DNP 820 Health Policy and Advocacy Full Course Module 1 Discussion

DQ1 What is the difference between advocating for health policy directly effecting patients and the community versus advocating for the profession of nursing? Should the nurse health policy advocate only one or the other? How do you imagine the public or legislators would view each set of issues? DNP 820 Health Policy and Advocacy Full Course

DQ2 The text discusses little â€œpâ€ and big â€œPâ€ policy. Explain the difference between the two.

DNP 820 Health Policy and Advocacy Full Course

Module 2 Discussion

DQ1 Describe the history of the nursing profession as advocates for health policy and the community; compare with one present day nursing leader in you are acquainted with that demonstrates these same attributes. DNP 820 Health Policy and Advocacy Full Course

DQ2 Based on what you have read and your experience is there only one way to advocate based on pre-determined steps in the advocacy process or are there multiple paths to advocacy that depend on the issue and the political environment? DNP 820 Health Policy and Advocacy Full Course

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Module 3 Discussion (DNP 820 Health Policy and Advocacy Full Course)

DQ1 Pick any news article that on the surface is unrelated to health care and make a connection to health based on social or economic issues that if changed could influence health outcomes.

DQ2 Examine a health inequity in your community, state, or nationally and investigate if any changes in health policy has been proposed to address it DNP 820 Health Policy and Advocacy Full Course.

DNP 820 Health Policy and Advocacy Full Course

Module 4 Discussion (DNP 820 Health Policy and Advocacy Full Course)

DQ1 Choose four nursing organizations. Compare and contrast their legislative agendas. Synthesize the connections between organizational missions and legislative agendas.

DQ2 Evaluate the legislative priorities of four nursing groups. How many focus on the profession of nursing? How many focus on the health of the community? Support your discussion with two peer reviewed articles that evaluate advocacy of the nursing profession versus health patient/community. How does advocating for the nursing profession support healthy outcomes?

DNP 820 Health Policy and Advocacy Full Course

Module 5 Discussion (DNP 820 Health Policy and Advocacy Full Course)

DQ1 Examine the importance of relationships to move policy forward. Research two articles surrounding this issue and summarize.

DQ2 Give four examples of barriers nurse health policy advocates may face when trying to move health policy forward. Provide examples.

DNP 820 Health Policy and Advocacy Full Course

Module 6 Discussion (DNP 820 Health Policy and Advocacy Full Course)

DQ1 Evaluate the online resources on page 203 of your text. Which sites are the easiest to navigate? From which sites did you gain the most knowledge on health policy issues in your state and at the federal level?

DQ2 Synthesize the top five issues being debated in health care currently. Apply that knowledge to patient care in your health care organization and/or the community. Will it change care delivery? How?

DNP 820 Health Policy and Advocacy

Module 7 Discussion (DNP 820 Health Policy and Advocacy Full Course)

DQ1 Pick five advocacy actions from the text. Apply them to a health policy issue by briefly describing how you would use these advocacy actions to shape your chosen issue.

DQ2 Reflect on whether health policy is something that happens to you or something you can shape. If it is something that happens to you how could you reconceptulize your role into a health policy shaper?

DNP 820 Health Policy and Advocacy

Module 8 Discussion (DNP 820 Health Policy and Advocacy Full Course)

DQ1 Describe your real-world advocacy strategy to you classmates. Comment and give suggestions.

DQ2 Evaluate the importance of mentors in carrying out your strategy. Do you have one?

Module 1 Assignment

Write a 1500 word APA essay reflecting on:

1. The current nursing culture and whether the bar for nursing leadership is set at the individual patient-nurse relationship or the community-nurse relationship. Give examples of each. Use at least three references to support your findings. DNP 820 Health Policy and Advocacy Full Course

2. Review the DNP Essentials and the 2011 Institute of Medicine Future of Nursing Report for statements on nursing leadership in health policy. Identify how these documents define nursing leadership in relation to health policy and the community. Use at least three references to support your findings.

DNP 820 Health Policy and Advocacy Full Course

Module 2 Assignment

Please submit one APA formatted presentation (PowerPointÂ®, PreziÂ®, etc.) of at least 15 slides identifying and describing what health care or professional issue you are passionate about and relay any advocacy actions you took to influence this issue as well as what action you must follow in the future to evaluate if your efforts have had an impact on this issue. The assignment should have a minimum of four scholarly sources, in addition to the textbook.

Complete the Immersion Hours Log, located in the course resource tab, briefly describing your activities consisting of 20 hours for this module and submit with your essay to the dropbox.

DNP 820 Health Policy and Advocacy Full Course

Module 3 Assignment (DNP 820 Health Policy and Advocacy Full Course)

After researching HP2020, Kaiser Family Foundation, the ANA and your State Board of Nursing:

Please submit one APA formatted presentation (PowerPointÂ®, PreziÂ®, etc.) of at least 20 slides identifying and describing how leadership is addressing health disparities. Make certain to include a definition of social justice and evaluate nursingâ€™s role in promotion of social justice. List at least 5-6 references that support your findings. The assignment should have a minimum of four scholarly sources, in addition to the textbook.

Complete the Immersion Hours Log, located in the course resource tab, briefly describing your activities consisting of 20 hours for this module and submit with your essay to the dropbox.

DNP 820 Health Policy and Advocacy Full Course

Module 4 Assignment

Considering the patient advocacy efforts of the nurse who was unjustly detained for refusing to comply with an unlawful request by law enforcement officers, interview a leader in a health organization eliciting an advocacy story highlighting the power of the nursing voice.

Evaluate the power the nursing organization gives the individual nurse to advocate for health policy. Report on your interview. There is no word count requirement for this assignment, however your response should be fully developed to include context, purpose, core issues, and strategies for a solution.

Based on what you have learned so far this week, create a PowerPoint presentation (minimum 12 slides) with detailed notes for each slide that addresses each of the interview points/questions. Be sure to completely answer all the questions.

Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation.

Include a slide for your references at the end. Follow best practices for PowerPoint presentations (an example is in the Resources tab) related to text size, color, images, effects, wordiness, and multimedia enhancements DNP 820 Health Policy and Advocacy Full Course.

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Module 5 Assignment

Research and report on the advocacy process for one health policy issue at your state level. Detail the steps taken to move this issue forward legislatively. Examine the collaboration of interest groups and stakeholders in this process. DNP 820 Health Policy and Advocacy Full Course

What were the barriers? Where is this policy issue now? Is it law? Did it fail to pass? Interview nursing leaders/advocates, research articles, and other sources that will bring this process to light. Nursing organizations are valuable resources and have the background stories on these processes, feel free to call and discuss legislative issue with them.

Please submit one APA formatted presentation (PowerPointÂ®, PreziÂ®, etc.) of at least 15 slides highlighting your findings. The assignment should have a minimum of four scholarly sources, in addition to the textbook DNP 820 Health Policy and Advocacy Full Course.

Complete the Immersion Hours Log, located in the course resource tab, briefly describing your activities consisting of 20 hours for this module and submit with your essay to the dropbox.

DNP 820 Health Policy and Advocacy Full Course

Module 6 Assignment (DNP 820 Health Policy and Advocacy Full Course)

Write a 2000 word paper evaluating the PPACA. Detail its timeline from inception to implementation. Analyze the effect the PPACA currently has on access and delivery of healthcare and the anticipated effects it will have on healthcare delivery in the future. What opportunities has the PPACA created for nursing? Describe your stateâ€™s position on Medicaid expansion. How has this helped/hurt health care in your state?

Complete the immersion hours form describing your activities consisting of 20 hours this module and submit with your essay to the dropbox. Immersion Hours Log

Module 7 Assignment

This course, you will apply the concepts learned by collaborating with or at least contacting a policy maker about an issue that you think would advance nursing scope, practice or culture or improve patient care and outcomes in a positive way.

Student should research the literature searching for how the nurse can re-conceptualize their role from seeing health policy as â€œsomething that happensâ€ to them to â€œsomething they can shapeâ€ (Institute of Medicine [IOM], 2011, p. S-6).

In Module two, you were asked to describe an issue you hoped to improve and you created a presentation about the plan. This week, you will present on the progress you have made during the past 5 weeks.

This policy change proposal could be with state Board of nursing, local boards, state representatives, or member of Congress/Senate. Based on the issues you selected in Module two, that you are passionate about, researched in depth, and contact with the appropriate policy maker (preferably in person, but at least by email or letter) details of your position and the evidence that supports it, explain your results, determination and outcomes in a 20 slide PowerPoint presentation with audio and speaker notes on all content slides. Make certain to include your sources and a reference slide.

Institute of Medicine. (2011). The future of nursing: Leading change, advancing health.

Complete the immersion hours form describing your activities consisting of 20 hours this module and submit with your presentation to the dropbox. Immersion Hours Log

DNP 820 Health Policy and Advocacy Full Course

Module 8 Assignment (DNP 820 Health Policy and Advocacy Full Course)

Presentation:

The advance practice nurse is preparing to examine the economic, financial, and political factors
that influence the delivery of healthcare and policy reform. There is a need to develop strategies to influence, implement and evaluate current policy. This presentation will examine a health policy and its influence on a patient population.
Choose a health policy to evaluate for this presentation and answer the following questions:
Critically analyze and related issues surrounding the policy from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums.
What is the role of nursing leadership in the development and implementation of institutional, local, state, federal, and/or international health policy?
What is the impact of nursing influence on policy makers through their active participation on committees, boards, or task forces at the institutional, local, state, regional, national, and/or international levels to improve health care delivery and outcomes?
What are some ways that you can do to educate others, including policy makers at all levels, regarding nursing, health policy, and patient care outcomes?
Analyze the advocacy process for the nursing profession within the policy and healthcare communities that relate to your selected policy.
Explain nursing responsibility to develop, evaluate, and provide leadership for health care policy that shapes health care financing, regulation, and delivery.
Identify the connection between health outcomes and advocacy for social justice, equity, and ethical policies within all healthcare arenas for your selected policy.
This PowerPointÂ® (Microsoft Office) or ImpressÂ® (Open Office) presentation should be a minimum of 20 slides, including a title and reference slide, with detailed speaker notes on content slides and recorded audio. Use at least four scholarly sources and make certain to review the moduleâ€™s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for a quality content and presentation.
Lastly, complete the immersion hours form describing your activities consisting of 80 immersion hours during this class, obtain your instructorâ€™s signature as verification of completion and submit with your submission to the dropbox. DNP 820 Health Policy and Advocacy Full Course

graphs etc to diagram your ideas.My Project is a quality improvement project to ...

graphs etc to diagram your ideas.

My Project is a quality improvement project to increase awareness among primary care providers on Prediabetes screening

diagnosing and treatment in African American female aged 30-60 in primary care.

**If your project is not a QI project you may use a sample idea such as decreasing transmission of COVID-19 by proper hand washing.

Module 2 Discussion: Clinical Data Analytics

Read the documents related to Clinical Analytics found in this Module. (1. Clinical Analytics Basics.PDF and 2. Healthcare Data Analytics 2018.PDF) Using your project idea or concept

and treatment of prediabetes the number of diabetic cases arising from prediab ...

and treatment of prediabetes

the number of diabetic cases arising from prediabetic conditions

they often have improved outcomes ...

they often have improved outcomes

DNP 816 Quiz 3 SolutionsDNP 816 Quiz 3 SolutionsDNP 816 Quiz 3 SolutionsQuestion ...

DNP 816 Quiz 3 Solutions

DNP 816 Quiz 3 Solutions

DNP 816 Quiz 3 Solutions

Question 1

In a research article, you find that r is reported to be 4.8. How would you interpret this finding?

The relationship is reported incorrectly
The relationship is strong
The relationship is moderate
The relationship is weak

Question 2

A square correlation table or matrix presenting Pearson’s product moment correlation coefficients is presented in a research article. Only the upper right triangle of the table is filled in. Is this a problem for the reader?

No, the upper right triangle of the table is a mirror image of the lower left triangle
Yes, the reader has no way of knowing what the relationships are
Yes, it is very hard to read a table that is only half complete
Yes, valuable data is missing

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Question 3

The strength of a correlation between two variables is represented by the distance the value is between -1 and 1.0. Which of the following correlations is the strongest?

-.92
.50
.75
.90

Question 4

Many researchers become excited when they identify statistically significant relationships between variables and may interpret this to mean that the relationship is very important. However, when the percentage of variance explained is calculated, the picture becomes less rosy. Which of the following is true about the percentage of variance explained?

All of the above
It is calculated by squaring the r value
The obtained value will be lower than the r value unless there is a perfect correlation
A correlation of .40 would explain only 16% of variance, leaving 84% unexplained

Question 5

Which is an important research precept?

Correlation does not prove causation
Causation does not prove a correlation
Evidence can prove that hypotheses are correct
Evidence can prove that hypotheses are incorrect.

Question 6

In a study examining the relationship between a participant’s age and number of friends, a Pearson r = -.62 was computed. Which of the following best describes this finding?

As age increases the number of friends decreases
As age increases, the number of friends increase
As age decreases, the number of friends decreases
As age increases, the number of friends stays the same.

Question 7

What would a scatter plot look like for a perfect positive relationship?

A diagonal line from lower left to upper right
A diagonal line from upper left to lower right
A straight line near the mean of variable 1
A straight line near the mean of variable 2

Question 8

A nurse researcher wants to describe the relationship between clients’ age and their scores on a 20 item social support scale. Which of the following would the researcher use to present the results of the analysis graphically?

A scatter plot
A crosstabs table
A correlation matrix
A histogram

Question 9

Match the following statistical tests with the level of measurement or other requirement required for each analysis.

Pearson r
Spearman ‘s Rank Order (rho)
Kendall’s Tau
Chi Square

Question 10

Match the purpose of the study with the appropriate research design below. “The purpose of this study was to examine the relationship of two factors- self-efficacy and social support, to self management in individuals with epilepsy”.

Correlational research
Descriptive research
Case control design retrospective study
Prospective research

Question 11

What does descriptive research attempt to summarize?

The status of a phenomena
The frequency of a specific event
The effect of a random event
Differences in group membership

Question 12

The _______ hypothesis states that the means of the groups are ______

Null; equal
Null; not equal
Research; equal
Alternative; equal

Question 13

Which of the statements below defines a Type II error?

When you accept a null hypothesis when it is false
When you reject a research hypothesis when it is false
When you accept a research hypothesis which is true
When you accept a null hypothesis when it is true

Question 14

If the null hypothesis was rejected and there was only 1 chance out of 100 that the decision was wrong, what was the alpha level in the study?

.01
.05
.10
.001

Question 15

A Type I error occurs when the null hypothesis is

Rejected and the null hypothesis is true
Accepted and the null hypothesis is false
Accepted and the null hypothesis is actually true
Rejected and the null hypothesis is not true

Article Matrix and Analysis

College of Health and Human Services, Northern Kentucky University DNP 816 : Analysis and Application of Health Data

Dr. Denise Robinson

DNP 618 Article Matrix and Analysis

Student Name:

PICO Question: In patients with End Stage Renal Disease (ESRD) requiring Hemodialysis, does attending monthly education groups focused on renal dietary and fluid restrictions, when compared to no educational group, lead to improved adherence to dietary and fluid restrictions measured by pre-dialysis weights and electrolyte level monitoring over a six-month period and twelve-month period? DNP 816 Quiz 3 Solutions

Search process: I searched for articles in the NKU online library website. Boolean phrases were used. Articles were assessed based on abstract and criteria listed below until five articles were left. DNP 816 Quiz 3 Solutions

Search terms: Hemodialysis OR haemodialysis AND education OR education groups AND nutrition or fluid AND patient adherences OR compliance DNP 816 Quiz 3 Solutions

Data bases: CINAHL complete, Academic search complete, Medline Total number of articles obtained from search results: N= 2,284

Number of articles initially excluded based on abstract reading: N= 32 (out of first 100 relevant) Number of articles reviewed: N= 12

Number of articles excluded based on criteria: N= 1,821

Inclusion Criteria: Articles must be in English (English translated articles qualify), full text only, peer-reviewed articles, articles must have been published within the past 5 years, must be available within the NKU online library database.

Exclusion Criteria: Articles published before 2016, articles not written in or translated to English, systematic reviews, or meta-analysis/meta- synthesis articles.

Number of systematic reviews or meta-analyses used in Matrix- N = 0

Author, year;

Credentials Article #1

St. Clair Russell, J., Southerland, S., Huff, E. D., Thomson, M., Meyer, K. B., & Lynch, J. R. (2017).

Credentials include- St. Clair Russell – phD, MSEd, MCHES; Southerland – phD, RN; Huff – phD, MA; Thomson – phD; Meyer – MD; Lynch – phD, CPHQ

Article Focus/TitleA peer-to-peer mentoring program for in-center hemodialysis: A patient-centered quality improvement program.Research Design/Intervention

(describe intervention)

Research design was a single-arm pilot intervention study. The intervention lasted four months and included mentor training sessions, pairing of mentee with mentor based application results, mixers, various meetings and a final celebration. Measurements were collected three different times during the four months to determine the effectiveness of the program.Level of Evidence and model used to

grade evidence

Level 2: Johns Hopkins Evidence Level and Quality GuideEvaluation Tool

(CASP or others- identify tool used)

JBI for Quasi-Experimental Studies score 5/9.Sample/# of subjects, how recruited, power analysis?Participants included 23 mentors and 23 mentees. Only 21 mentors and 22 mentees completed the entirety of the program. Participants were recruited via a marketing effort of the researchers including flyers/posters in the dialysis center, announcements on bulletin boards, brochures, television announcements in the dialysis center and information regarding a contest to name the program. Inclusion criteria for mentees included: diagnosis with end stage renal disease, receiving hemodialysis at the facility in question, 18 years of age or older, ability to provide consent, ability to comprehend English, willingness to complete

the program, no evidence of mental illness. Inclusion criteria for mentors included all the above criteria and, been receiving hemodialysis at the in-question facility for at least one year, completion of mentor training program, and willingness to dedicate time to the program. The study was adequately powered.

Data Collection procedureParticipant interest, attendance at program events and number of peer interactions were tracked to assess program feasibility. All data was logged in a Microsoft Excel spreadsheet. Mentors also completed a meeting log after each session with a mentee. Clinical values such as serum phosphorus, intradialytic weight gain, missed/shortened treatments and hospitalizations were gathered from the electronic health record. Paper surveys were conducted pre- and post-training for mentors. Mentees completed the surveys pre-, mid- and post-intervention.Instruments and Reliability/validity of instrumentsThe Self-Efficacy for Managing Chronic Disease 6-item Scale was used to measure participant self-efficacy. The Social Support Subscale was used to measure the participant perceived social support. A four-item scale was created for this study, but was not named in the article, it was used to measure the social support from other patients receiving hemodialysis. The Chronic Hemodialysis Knowledge Survey was used to measure knowledge. Participant self- management was measured by another instrument created for this study which included 7-items. Intradialytic weight gain, serum phosphorus levels, missed and shortened dialysis treatments and hospitalizations were all measured via review of the electronic health record. Validity of specific instruments was not discussed. DNP 816 Quiz 3 SolutionsData Analysis- id statistics, LOM,

findings

Descriptive statistics were used, and hypotheses were tested using repeated measures ANOVA for parametric data and Friedman’s test was used for non- parametric data. Researchers used SAS 9.2 for analyses. G*Power 3.1.9.2 was used to calculate self-efficacy. Alpha was 0.05. Effect size of 0.30 was used because it has been found to prove a significant change in patients with chronic diseases’ self-efficacy.ResultsSignificant increases in the means for participant self-efficacy, knowledge, perceived social support and hemodialysis related social support were reported.

Missed treatments were also found to be significantly decreased over the program length. Mentees did not have a statistically significant increase in clinical indicators such as serum phosphorus levels and intradialytic weight gain, this is reported as likely due to the short length of the intervention.

Discussion/ Significance of findingsResearchers discuss that the results from this study show that peer mentoring programs in hemodialysis centers can be beneficial for mentees and mentors alike. Patients with chronic diseases often need as much support as possible to learn to manage their disease, especially when it is a new diagnosis. Having a mentor who has been managing their end stage renal disease for over a year can certainly help a newly diagnosed individual. Social support within the dialysis clinic could also decrease missed appointments because patients would be more likely to show up when they have a positive social support system there. Even DNP 816 Quiz 3 Solutions

after the program, some mentor/mentee pairs were still meeting and supporting one another.Reliability and Validity of study, limitationsResponse bias was reported as a possible limitation of the data because all data was self-reported. The length of the program was also a possible barrier, as it was too short to cause a significant impact on some clinical measures. External validity was reported to be limited because the program was only tested at one dialysis center location. Also, because this was a pilot study, only one study location was chosen to determine if the program was effective, researchers plan to expand to more locations in the future. Internal validity is also possible because there was no control or comparison group available for this study. The sample size was also not large enough for researchers to perform a post-hoc analyses. DNP 816 Quiz 3 SolutionsHelpful/Reliable

Compared to other articles

I found this article to be helpful in some ways, but less so than other articles I found. Where this is a single-arm pilot intervention study, I do not feel it is as reliable as other articles/studies reviewed.

Author, year; Credentials Article

Aghakhani, N., Hoseini, S. L., Kamali, K., & Vahabzadeh, D. (2017). All authors are MDs at either Urmia University of Medical Sciences or Zanjan University of Medical Sciences in Iran. DNP 816 Quiz 3 SolutionsArticle Focus/TitleEffects of appropriate nutrition training in small groups on laboratory parameters in hemodialysis patients from Iran.Research Design/Intervention (describe

intervention)

Randomized controlled clinical trial. Laboratory results were retrieved from the patient’s records one month prior to the intervention. The intervention group received a nutrition training which consisted of 3 one-hour trainings per week for four weeks in small groups of five members. The control group received routine care. Laboratory results were collected again one month after training.Level of Evidence

and model used to grade evidence

Level 1: Johns Hopkins Evidence Level and Quality Guide DNP 816 Quiz 3 SolutionsEvaluation Tool (CASP or others-

identify tool used)

CASP for Randomized Controlled Trial score – 10/11 DNP 816 Quiz 3 SolutionsSample/# of subjects, how recruited, power analysis?64 subjects participated in this study. They were all members of the hemodialysis departments affiliated with Zanjan University of Medical Sciences. 32 subjects were placed in the intervention group and 32 subjects were placed in the control group. The intervention group was further divided into groups of five for the small group meetings. DNP 816 Quiz 3 SolutionsData Collection procedureLab values were collected one month before program start and one month after program completion. These values were then compared between the intervention group and the control group.Instruments and Reliability/validity

of instruments

No specific instruments were used, laboratory results were collected and compared via statistical testing.Data Analysis- id

statistics, LOM, findings

Descriptive and analytical statistics were used. Tests used include independent t-test, paired t-test, repeated measures, and ANOVA measured by SPSS v.16 software.ResultsBUN, creatinine, sodium, potassium, calcium, and phosphorus levels were compared between the intervention and control group using ANOVA test and paired t-test, which found a statistically significant difference between the two groups in all lab values except for potassium and phosphorus. The intervention group had a higher level of improvement in lab values than the control group. Results show that participation in the intervention group of small group nutrition

trainings for dialysis patients can improve their laboratory results and clinical outcomes.Discussion/ Significance of findingsThese findings are significant because they can potentially help to improve clinical outcomes for hemodialysis patients worldwide. While this study was based in Iran, it could also be very useful in the United States. Due to the complex dietary restrictions hemodialysis patients must adhere to, patients are frequently noncompliant, often due to lack of understanding. A knowledge-based training on nutrition as related to hemodialysis and renal patients could be very helpful to these patients and help them to realize the importance of adhering to these restrictions.Reliability and Validity of study, limitationsNo conflicts of interest or limitations were reported. One limitation I noticed was the short length of the study. Since both potassium and phosphorus levels in control vs intervention group were not found to be statistically significant, it is possible that this is due to the program length. It was also not reported if all participants participated in every training, which could be a barrier and therefore impact the reliability of the study.Helpful/Reliable

Compared to other articles

I did find this article to be very helpful and relevant to my PICOT question. I do however wish the researchers would have shared more specifics as to what type of information and education was included in the intervention group nutrition trainings.

Author, year; Credentials Article

Wileman, V., Chilcot, J., Armitage, C. J., Farrington, K., Wellsted, D. M., Norton, S., Davenport, A., Franklin, G., Da Silva Gane, M., Horne, R., & Almond, M. (2016). Credentials not specified, only location of employment.Article Focus/TitleEvidence of improved fluid management in patients receiving haemodialysis following a self-affirmation theory-based intervention: A randomized controlled trial.Research Design/Intervention (describe intervention)Two-armed pilot cluster randomized control trial. The intervention group received information regarding the risk of not adhering to fluid restriction after performing a short self-affirmation activity. The study compared the intervention group with the control group, which received the information about the importance of adherence to fluid restriction but did not receive the self-affirmation activity. Questionnaires were completed during dialysis sessions and were asked questions to assess their thoughts on the information presented and their desire to control their fluid intake. Adherence to fluid restriction, as measured by interdialytic weight gain, was measured six different times over the 12 months post-intervention.Level of Evidence

and model used to grade evidence

Level 1: Johns Hopkins Evidence Level and Quality GuideEvaluation Tool (CASP or others-

identify tool used)

CASP for Randomized Controlled Trial score – 9/11Sample/# of subjects, how recruited, power analysis?91 participants were included in this study. This self-affirmation intervention used in this study had only been used in one other clinical-based study, so a pragmatic approach was used to determine the sample size. Participants were recruited from six different hemodialysis centers in the United Kingdom and were required to meet 5 different criteria to be included.Data Collection procedureParticipants were weighed both pre- and post-hemodialysis treatment. Both the control and intervention group received a education materials regarding the importance of fluid restriction and then were asked to complete a questionnaire that explored their feelings on the information and if they felt like they could adhere to the restriction. The intervention group received an additional self-affirmation activity prior to receiving the educational material and prior to

completing the questionnaire. Weights were then measured during weeks 1, 5, 12, 27, 40, and 52. Their intradialytic weight gain was used as the indicator of program success, with the smaller weight gain showing more successful results.Instruments and Reliability/validity of instrumentsThe questionnaire used to measure self-evaluation of health information, intention to adhere to fluid restriction and self-efficacy was developed by researchers. The researchers adapted 3 different instruments to best meet the needs of the study. 11 items were used to determine the self-evaluation of health information, 4 items were used to determine the intention to adhere, and 7 items were used to determine self-efficacy. The individual instruments were not named but were referenced. They all appeared to be valid and reliable instruments.Data Analysis- id statistics, LOM, findingsMean difference was used to assess the responses of the two groups using a 95% confidence interval. Linear regression analyses were used to test for significant differences in group intradialytic weight gain. A multilevel linear regression model was used to determine the differences between intradialytic weight gain between the two groups over the length of the study.ResultsThe intervention group was found to have a statistically significant decrease in intradialytic weight gain compared to the control group. Although the clinical indicator of weight was improved, the self-evaluations of health-risk, intent to control fluid intake and self-efficacy were the same between the two groups.Discussion/ Significance of findingsThese findings show that an intervention as simple and inexpensive as self-affirmation can improve the intradialytic weight gain for hemodialysis patients, which is often something they struggle with. It is unclear how the change occurred because the self-evaluation of health-risk information, intention to control their intake of fluids and overall self-efficacy were no different than the control group. The researchers state that further research is necessary to determine if it was the intervention that contributed to the improvement. Since this is only the second study of this nature, this is a somewhat expected outcome.Reliability and Validity of study, limitationsThe researcher who both enrolled participants and collected the data was unblinded to which group the participant was in, which could have caused bias, but the clinical team who performed care was blinded. The small sample size was discussed as being a potential limitation of the study. Also, after the 12-month study, only 66 participants of the original 91 completed the entirety of the study, which is a limitation. Researchers did discuss that the reasoning for patients not completing the study were all clinical in nature, such as death or transplant and no longer requiring hemodialysis. Researchers also discussed that not all patients who were enrolled in the study were considered high risk for non-adherence to fluid restriction, which could have skewed the results because these patients were likely to have better adherence, despite the intervention.Helpful/Reliable Compared to other

articles

I found this article to be somewhat helpful. While this would be a relatively simple and inexpensive intervention to implement, the research is still very new and therefore, the results are inconclusive.

Author, year;

Credentials Article #4

Alikari, V., Tsironi, M., Matziou, V., Tzavella, F., Stathoulis, J., Babatsikou, F., Fradelos, E., & Zyga, S. (2019). Specific credentials not specified, all authors are affiliated with different departments of nursing in Greece.Article Focus/TitleThe impact of education on knowledge, adherence and quality of life among patients of haemodialysis.Research Design/Intervention (describe intervention)Quasi-experimental interventional study design. Hemodialysis patients that met inclusion criteria were divided into two groups, the intervention group, and the control group. In phase 1, the intervention group was given an education-based intervention, performed by nephrology nurses, and a booklet of information, while the control group was only given the booklet. The education intervention was a one-time 45-minute one-on-one session in which a nephrology nurse went over the educational booklet which was developed by researchers. In phase 2, one month after the intervention, participants completed a questionnaire and phase 3, two months post-intervention, participants completed a different questionnaire.Level of EvidenceLevel 2: Johns Hopkins Evidence Level and Quality Guide

and model used to

grade evidence

Evaluation Tool

(CASP or others- identify tool used)

JBI for Quasi-Experimental Studies score 9/9.Sample/# of subjects, how recruited, power analysis?Convenience sampling. 50 participants, 25 in the control group and 25 in the intervention group. Participants were randomly placed into either the intervention or control group. Recruitment took place in a hemodialysis center in Greece. Of the 134 patients of this center, 120 were eligible to participate and only 50 agreed to partake in the study. Power analysis was not discussed. Researchers did list the small sample size as a limitation.Data Collection procedureParticipants in both groups also completed the Kidney Disease Questionnaire prior to the study (phase 1) to determine their baseline level of knowledge regarding their condition, the GR-Simplified Medication Adherence Questionnaire-HD was also given to determine baseline level of adherence to the treatment regimen, and the Missoula VITAS Quality of Life Index-15 tool was used to measure perceived quality of life of participants. In phase 2 the Kidney Disease Questionnaire and the GR-Simplified Medication Adherence Questionnaire-HD was completed one-month post-intervention. Phase 3 occurred 2 months post-interventions and participants were asked to complete the Missoula VITAS Quality of Life Index-15. Researchers used the results from these

instruments to determine the results of the study.

Instruments and Reliability/validity of instrumentsThe Kidney Disease Questionnaire. The GR-Simplified Medication Adherence Questionnaire-HD. The Missoula VITAS Quality of Life Index-15.

Reliability/validity of these were not discussed, but they are nationally recognized instruments. Dialysis, Answers to Common Questions was developed by researchers and was tested via the Content Validity Index by numerous nephrology professionals and was found to be reliable.

Data Analysis- id statistics, LOM, findingsQuantitative variables were described using both mean values and standard deviation. Qualitative variables were described using absolute and relative frequencies. ANOVA was utilized to determine the differences between the results from the instruments between the different groups and time they were taken. ANOVA was also used to determine if there was a difference in the degree of change based on time between the two groups. Relationships between the two quantitative variables were tested using the correlation coefficients of Pearson and Spearman. Statistical significance was set to 0.05. Researchers reported statistically significant improvements in both knowledge and overall treatment adherence with the intervention group compared to the control group.ResultsThe intervention group was found to have statistically significant improvements in both knowledge, adherence, and quality of life scores. Medication adherence was not found to be changed in either the intervention or control group. Prior to the study quality of life was similar for both groups, but the intervention group’s quality of life scores changed post-intervention. Overall researchers felt that the education intervention led to many significant improvements.Discussion/ Significance of findingsThese findings are very significant. Nephrology nurses have a large role in the lives of patients receiving hemodialysis. They are in the clinics 3 days a week while the patients are receiving their dialysis treatments and have a huge opportunity to provide education to these patients, especially those who may be newly diagnosed or struggling with adherence. While it may be difficult to find spare time to provide the education, it is a very cost-efficient intervention that could be implemented into dialysis centers worldwide.Reliability and Validity of study, limitationsResearchers discuss one limitation of the study is that only one geographical location was used for the sample size, so the results can not be generalized. Also,

since the intervention took place during the participants hemodialysis session, there were likely numerous distractions such as noise, fatigue and other patients that could have negatively impacted the results. The fact that participants only received one education session is also a limitation.

Helpful/Reliable Compared to other

articles

I feel this study was the most helpful and informative study I found in the research. I felt it was very relevant to my PICOT question and will be a great guide to my future research.

Author, year;

Credentials Article #5

Parker, J. R. (2019).

DNP, FNP-BC, APRN, CNN.

Article Focus/TitleUse of an educational intervention to improve fluid restriction adherence in patients on hemodialysis.Research Design/Intervention (describe intervention)A pre- and post-intervention quasi-experimental design was used in this study. Participants were asked to complete a survey prior to the intervention to determine their knowledge on hemodialysis and fluid restriction. The intervention consisted of classes performed by the primary investigator discussing renal dietary and fluid requirements and basic dialysis information. Four one-hour educational sessions were performed following the participants regularly scheduled hemodialysis treatments. After the educational intervention, the participants were asked to complete the survey again to determine if the intervention changed their level of knowledge and understanding.Level of Evidence

and model used to grade evidence

Level 2: Johns Hopkins Evidence Level and Quality Guide.Evaluation Tool (CASP or others-

identify tool used)

JBI for Quasi-Experimental Studies score 8/9.Sample/# of subjects,

how recruited, power analysis?

20 subjects agreed to take part in the study, but only 17 completed the entirety. Participants were recruited during their hemodialysis treatments and given information about risks and benefits of participation. Power analysis was not discussed. Small sample size was listed as a limitation to the study.Data Collection procedureThe Chronic Hemodialysis Knowledge Survey was completed both pre- and post-intervention by participants. Participants were also weighed both pre- and post-hemodialysis treatment for eight different sessions to determine their intradialytic weight gain. Laboratory tests were performed both pre- and post- intervention to determine the effectiveness of the patient’s dialysis sessions. The results from the survey, the weight gain and the lab values were all used to determine the results of the study.Instruments and Reliability/validity

of instruments

Chronic Hemodialysis Knowledge Survey. The Kuder-Richardson-20 coefficient was used to determine reliability for this survey, researchers reported good reliability.Data Analysis- id statistics, LOM, findingsData was analyzed using the IBM Statistical Package for the Social Sciences version 25. Descriptive statistics were used to evaluate the means and

frequencies for important variables. Inferential statistics were used for comparing the differences between the pre- and post-intervention data. A paired sample t-test was used to determine the differences in the means of the pre- and post-intervention l

DNP 955 Topic 2 DPI Project Timeline GCUDNP 955 Topic 2 DPI Project Timeline GCU ...

DNP 955 Topic 2 DPI Project Timeline GCU

This assignment is aimed at supporting your successful navigation of timeline components for your Direct Practice Improvement (DPI) Project.

General Requirements for this DNP 955 Topic 2 DPI Project Timeline :

Use the following information to ensure successful completion of the assignment:

Locate the “DPI Project Timeline” resource associated with this assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.

DNP 955 Topic 2 DPI Project Timeline GCU

Directions to complete this DNP 955 Topic 2 DPI Project Timeline : DNP 955 Topic 2 DPI Project Timeline GCU

Use the “DPI-Project Timeline” document to help you develop a timeline for the completion of your DPI Project Proposal and activities associated with completing your project. Enter your expected dates for completion of the milestones and deliverables. Keep in mind this is a plan for your timeline through the final three courses of the program. Actual timelines may vary.

DNP 955 Topic 2 DPI Project Timeline Paper

DNP 955 TOPIC 3 DPI PROJECT PROPOSAL CHAPTER 1 INTRODUCTION TO THE PROJECT GCU

Chapter 1 of the DPI Project is entitled “Introduction to the Project” and includes background and other essential information regarding the overall DPI Project design and components.

General Requirements: DNP 955 Topic 2 DPI Project Timeline GCU

Use the following information to ensure successful completion of the assignment:

Locate the “DPI Proposal Template” located in the PI Workspace of the DC Network.
Access The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing textbook from DNP-801. The direct link is:
You may also find it helpful to access the The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing textbook from DNP-801, which you have been using throughout the program. Chapter 10 of this textbook provides an excellent template for a DNP-focused scholarly project.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions: DNP 955 Topic 2 DPI Project Timeline GCU

Use the “DPI Proposal Template” to help you develop a draft of the Introduction (Chapter 1) of your DPI Project Proposal. Keep in mind this is an outline and formatting structure; it may be of use to you, but recall that each project will vary in nature and scope, so adaptations to this format may be required.

Sections in Chapter 1 include:

Introduction
Background of the Project
Problem Statement
Purpose of the Project
Clinical Question(s)
Advancing Scientific Knowledge
Significance of the Project
Rationale for Methodology
Nature of the Project Design
Definition of Terms
Assumptions, Limitations, Delimitations
Summary and Organization of the Remainder of the Project

Much of this information can be gleaned from your DPI Prospectus, but you will find that new as well as expanded content in specific areas will be required, depending on the nature of your proposed DPI Project.

DNP 955 Topic 2 DPI Project Timeline GCU Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-955

DNP 955 TOPIC 4 DPI PROJECT PROPOSAL CHAPTER 2 LITERATURE REVIEW GCU

Chapter 2 of the DPI Project Proposal is entitled “Literature Review” and expands upon work you completed in DNP-820 in the Develop a Literature Review assignment. Synthesis of the literature in the Literature Review (Chapter 2) defines the key aspects of the learner’s scholarly project, such as the problem statement, population and location, clinical questions, hypotheses or phenomena (if relevant to the project), methodology and design, purpose statement, data collection, and data analysis approaches. The literature selected must illustrate strong support for the learner’s practice change proposal.

DNP 955 Topic 2 DPI Project Timeline GCU General Requirements:

Use the following information to ensure successful completion of the assignment:

Locate the “DPI Proposal Template” in the PI Workspace of the DC Network.
Locate the Develop a Literature Review assignment you completed in DNP-820.
Locate the “Research Article Chart” resource in the Topic Materials.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Use the “DPI Proposal Template” and the Develop a Literature Review assignment from DNP-820 to develop a draft of a literature review (Chapter 2) for your DPI Project Proposal. The literature review (Chapter 2) is required to be a minimum of 30 pages. You have already completed some of this review in previous courses. No less than 85% of the articles must have been published in the past 5 years. Articles selected must further provide strong, relatable support for the proposal.

Use the following guidelines to create your draft Literature Review (Chapter 2) of DNP 955 Topic 2 DPI Project Timeline GCU

Using the PICOT question format, identify at least three empirical or scholarly articles (25 articles total) related to the theme in the PICOT question.
Use the “Research Article Chart” resource located in the Topic Materials as a guide to: (a) analyze and synthesize the literature into your paper, (b) state the article title, (c) identify the author, (d) state the research question(s), (e) identify the research sample, (f) explain the research methodology, (g) identify the limitations in the study, (h) provide the research findings of the study, and (i) identify the opportunities for practice implementation. For scholarly, nonempirical articles, state the article title and author, and provide a brief contextual summary of the article.
Identify at least three subthemes that relate to each theme (six subthemes total).
Identify at least three empirical or scholarly articles related to each subtheme (18 articles total). At least one article must demonstrate a quantitative methodology.
Write statements that synthesize the three studies for each subtheme based on the information you stated above. You will write six synthesis statements.

DNP 955 Topic 2 DPI Project Timeline GCU Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

To earn portfolio practice hours, enter the following after the references section of your paper:

DNP 955 Topic 2 DPI Project Timeline GCU Practice Hours Completion Statement DNP-955

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