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NR 505  Chamberlain college, Week 1: Identification of Area of Interest Discussion

NR 505  Chamberlain college, Week 1: Identification of Area of Interest Discussion

NR 505 Week 1: Identification of Area of Interest Discussion

NR 505 Week 1: Identification of Area of Interest Discussion

For this discussion the focus is on presenting the area of interest for the evidence-based practice proposal that is required for this course.

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  1. State your area of research or evidence-based practice (EBP) interest from NR 500; remember that the topic must be consistent with your specialty track.
  2. State your MSN program specialty track and defend how your selected area of research or EBP interest from NR 500 is consistent with your selected MSN program track.
  3. Would you like to change your area of research or EBP interest from NR 500? Why or why not?
  4. If you changed or modified your area of research or EBP interest, please identify the revised area of research.
  5. Defend how your area of research/EBP interest is of importance to the MSN program specialty track you have selected—scholarly references are required.
  6. Identify an initial PICOT/PICo question that reflects you area of interest for the evidence-based practice proposal that is required for this course.

Evidence-Based Practice Interest from NR500

In NR 500 the Evidence-Based Practice (EBP) interest that was chosen was research of healthcare interventions and how it can lower the rates of unplanned healthcare in the rural population.  The use of emergency and unplanned care in rural communities have long been increasing.  Unplanned care is defined as the use of healthcare to include all care sought without an advance appointment, such as visits to emergency rooms, unscheduled hospital admissions, and drop-in clinics (Brainard, et, al., 2016).  Patients in the rural areas seek unplanned healthcare due to their decreased involvement with health prevention programs, low socioeconomic statuses, decreased health education, delayed diagnosis of diseases, and decreased support from caregivers who assist with chronic illnesses (Brainard, et. al., 2016).

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Specialty Track and Evidence-Based Interest from NR500

The FNP specialty track will assist with obtaining advance knowledge that can be used to educate patients in the rural population about ways to improve their health. The quality of health in rural areas suffers due to the lack of exposure to proper healthcare, which includes health education, preventative programs, and confusion about the proper healthcare regimen (Brainard, et, al., 2016). This area of specialty will allow research of evidence-based practices that will be the driving force for many quality improvement initiatives, creation of standardized practices, and development of new or improved healthcare policies (Brainard, et. al, 2016).  Compared to the urban population, patients in the rural population seek care that is in the chronic states instead of the initial occurrence of symptoms.  This is due in part to their low socioeconomic status and less health education.  As a FNP who plans to provide care in rural areas, the opportunity to initiate care, education, and provide preventative measures is great.  Evidence-based information can be given to patients in the rural population in order to prevent unplanned healthcare.  The use of interventions to improve the populations’ health status can be the main focus of healthcare.  For example, the encouragement of self-care, compliance, symptom management, and the adoption of health related behaviors can be key to the prevention of unplanned healthcare.

 

NR500 Evidence-Based Interest

My area of EBP interest will remain the same.  As a FNP, the focus will be to utilize advance studies and guidelines into practice.  These interventions will decrease health disparities and reduce the incidence of unplanned healthcare for the rural population, along with the improvement of healthcare cost.  With the planned format of health education and preventative measures, patients can become more familiar with their required medical regimen, thus a reduction of unplanned healthcare can occur.

Evidence-Based Interest Importance to Specialty Track

The research of EBP interest is of importance to the FNP specialty track because new approaches and interventions to reduce unplanned healthcare due to chronic disease and illnesses is needed.  The FNP specialty track will promote an advancement in advance knowledge, allowing the future FNP to use evidence- based practices to guide decisions in the practice setting.  As a FNP, advance knowledge can be used to create interventions that can introduce ways to improve health and ensure consistency in treatment within the rural communities.  For example, encouraging patients to use technology to gain increase education about diagnoses and interventions to prevent further health complications. The recipe for moving toward health in rural, underserved areas will need to include a focus of innovation and outcomes using evidence-based practice and technology (Brainard, et, al., 2016).  This will assist the rural communities with an improved state of health, decreasing mortality, morbidity, improving healthcare cost, and lowering the rates of unplanned healthcare.

PICO

In the rural population (P) does health education, early diagnosis, and health care programs (I) compared to deploying health resources geographically (C) reduce the incidence of unplanned healthcare (O)?

NR 505 Week 1: Identification of Area of Interest Discussion Reference

Brainard, J.S., Ford, J.A., Steel, N. & Jones, A.P. (2016).  A systemic review of health service interventions to reduce use of unplanned healthcare in rural areas.  Journal of Evaluations in Clinical practice, 22(2), 145-155.  doi: 10.111/jep.12470

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA 

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost -5 points lost

Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

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