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Prior to beginning work on this assignment, read the following: Chapter 3 in the course textbook. Appendices A and B in the course textbook. The case study titled “Proactive Prevention” at the end of Section 3.5 in the course textbook. SWOT Analysis For guidance on creating the SWOT analysis, see...

For this discussion, research a rulemaking that interests you that is published in the Federal Register by the FAA or DOT. Write a short synopsis of the rulemaking including the current status. Follow this guidance for your research: Go to the Federal Register website. Enter “DOT NPRM” in...

For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan, pertaining to medication administration, to understand or implement to ensure...

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your...

lease read the attached article and answer the question below: Do you think it is reasonable to expect nurses to stay current regarding new research/Evidence-Based Practice findings in their area of practice? Or is this an agency/organization responsibility? Requirements: one paragraph IntroductionBackground:Thisstudyaimedtoidentifyclinicalnurses'evidence-basedpractice(EBP)knowledge,beliefs,organizationalreadiness,andEBPimplementationlevels,andtodeterminethefactorsthataffectEBPimplementationinordertosuccessfullyestablishEBP.Thisstudywasconductedatauniversity-affiliatedtertiaryhospitallocatedinaprovincialareainKorea.TheresearchdesignwasbasedonMelnykandFineout-Overholt'sAdvancingResearch&ClinicalPracticethroughCloseCollaborationmodelasthefirststep.Methods:Adescriptiveandcross-sectionaldesignwasconductedandaconveniencesampleof521full-timeregisterednursesfroman849-bedtertiaryhospitalwereincluded.StructuredquestionnaireswereusedtoassessEBPknowledge,EBPbeliefs,organizationalculture&readinessandEBPimplementation.DatawereanalyzedusingSPSSV25.0byusingdescriptiveandinferentialstatisticsandhierarchicalmultipleregressionwasperformedtodeterminethefactorsaffectingtheimplementationofEBP.Results:OurfindingsshowedthattheclinicalnurseshadapositivelevelofEBPbeliefs,butthelevelofEBPknowledge,organizationalreadinessandEBPimplementationwereinsufficient.EBPknowledge,beliefs,andorganizationalreadinessweresignificantlypositivelycorrelatedwithEBPimplementation.Inthefinalmodel,EBPknowledgeandorganizationalreadinessweresignificantpredictorsofEBPimplementation;themodelpredicted22.2%ofthevarianceinimplementation.Conclusions:Basedontheseresults,themainfocusofthestudywastheimportanceofindividualnurses'effortsincarryingoutEBP,butabovealleffortstocreateanorganizationalculturetoprepareandsupportEBPatthenursingorganizationlevel.IntheinitialprocessofintroducingandestablishingEBP,nurseadministratorswillneedtominimizeexpectedbarriers,enhancefacilitators,andstrivetobuildaninfrastructurebasedonvision,policy-making,budgeting,excellentpersonnelandfacilitieswithintheorganization.Evidence-basedpractice(EBP)isaproblem-solvingapproachtoclinicalcarethatincorporatestheconscioususeofthebestavailablescientificevidence,clinicians'expertise,andpatients'values[[1]].Thisleadstosafepatientcareandpositivepatientoutcomes,reducesnursingtimeandmedicalcoststhroughstandardizationofnursingpractice[[2]–[5]].Italsoimprovesprofessionalautonomyandjobsatisfactionforclinicalnurses,ultimatelybringingpotentialbenefitstopatients,nursesandthehealthcaresystem[[6]–[8]].Forthisreason,EBPhasemergedasacentralconceptintheplanningandimplementationofhealthcaresystemsworldwide.AsEBPrapidlyreplacesthetraditionalparadigmofauthorityinhealthcaredecision-making,healthprofessionalshaveanobligationtoaccessknowledge,applyitinpractice,andleadotherstouseitappropriately[[8]–[10]].Westerncountries,suchastheUnitedStates(US),UnitedKingdom(UK),andAustralia,haveemphasizednursingthroughEBPsincethe1990s,andthereareactivemovementssuchasdevelopingevidence-basedguidelinesprovidingvariousresourcesrelatedtoEBPfromorganizationsspecializedinEBP(Cochrane,JoannaBriggsInstitute,etc.)[[11]].Inaddition,theInstituteofMedicinepresentedEBPcompetencyasoneofthefivecorecompetenciesofhealthcareprofessionals[[13]],andtheAmericanAssociationofCollegesofNursingalsopresentedEBPasoneofthenineessentialelementsofprofessionalnursingpractice[[14]].Overthepast30years,therehasbeenmarkedtheoreticalandpracticalgrowthassociatedwithEBP,includingeducationandtrainingforEBPinnursingpractice,andresearchconductedincludingvariousfacilitationstrategies[[9],[15]].InKorea,however,EBPinnursingwasfirstintroducedintheearly2000s[[16]].AwarenessontheimportanceofEBPhasspreadaroundmajorlargetertiaryhospitalsinSeoul,buttheactualperformanceofEBPhasbeenreportedtobepooroutsideofthemetropolitanarea[[17]–[19]].Astudyinvolving437nursesattertiaryhospitalsconductedin2004,whichwastheveryfirsttimetheconceptofEBPwasintroducedinKorea,foundthat58%ofnursesdidnotperformnursingpracticeaccordingtothelatestguidelines[[20]].KoreannurseswerereportedtobeunderperformingEBPuntilrecently[[19]].In2013,only12ofthe30tertiaryhospitalssurveyed(40.0%)wereorganizedbyEBPcommitteesandwereconductingEBP-relatedclinicalnursingstudies[[18]].Althoughvariouseffortshavebeenmadeto promoteEBPinKoreainrecentyears,itisapparentthatinstitutionalsupportforEBPisnotsystematicandinsufficientthroughoutthecountry.BarrierstoconductingEBPforKoreannursesinclude:thelackofknowledgeandskills,lackofbeliefandcapacity,lackofdatabaseaccessandutilization,andinsufficientcriticalthinkingandmotivation[[20]–[22]].ThebarrierstoconductingEBPinKoreaattheorganizationallevelareorganizationalculture,insufficienteducationprograms,lackofwell-trainedEBPexperts,lackoftime,andinadequatecommunication[[20],[23]].WhileEBPisavaluableconcept,itisdifficultforanursetoimplementitfirstbeforeanursingorganizationembracesthisnewconcept[[24]].Therefore,forasuccessfulimplementationofEBP,thereadinessofanindividualnurseandorganizationmustbeassessed.First,EBPimplementationisinfluencedbytheknowledge,skills,andbeliefsoftheindividualnurseonEBP[[22],[25]].Attheorganizationallevel,itisnecessarytocreateanorganizationalculturethatstrengthensandsupportsthenurse'svaluesandbeliefsonEBP,andtosharethecommonbeliefsorvaluesofitsmemberstoachievethecommongoalofsuccessfulimplementationofEBP[[12],[27]].ItisalsoimportanttoprovidetrainingprogramsfornursestostrengthentheirEBPcapabilitiesandtofosterleaderswhocaneffectivelyleadEBPimplementation[[7],[28]].TherearevariousstrategicmodelsforsuccessfulEBPimplementation[[15]].TheAdvancingResearchandClinicalPracticethroughCloseCollaboration(ARCC©)modelproposedbyMelnykandFineout-Overholt[[24]]isarepresentativestrategicmodelthatemphasizespersonalandorganizationalelements.TheARCC©,astrategicmodeldevelopedbytheEBPcenteroftheUniversityofArizonaintheUS,proposestheuseofmethodologicalstrategiestopromotetheimplementationofEBPbasedontheclosecooperationbetweenclinicalnursesandresearchers[[24]].ThefirststepintheARCC©modelistoassesstheorganizationalcultureandreadinessofthemedicalinstitutiontosuccessfullyestablishEBP.Thiswillhelpidentifythestrengthsandbarriersoftheorganizationandimprovethenurses'knowledgeon,beliefregarding,andcapacitytoadoptandimplementEBPthrougheducationandtraining,environmentalimprovement,andorganizationalsupportwhilefocusingonmentorswhoactasfacilitatorsintheperformanceofEBP[[24],[30]].SuccessfulimplementationofEBPcanincreasethejobsatisfactionofprofessionalnursesandultimatelyimprovenursing-sensitiveoutcomes[[6],[31]].TheconceptualframeworkinthisstudywasconstructedbasedontheARCC©model.Todate,onlyafewstudieshaveevaluatedthelevelofpreparation,correlation,andinfluencingfactorsofEBPimplementationamongindividualnursesandorganizationsinKorea.Thisstudywasconductedatauniversity-affiliatedtertiaryhospitallocatedinaprovincialareainKorea,asthefirststepinimplementingEBPinaccordancewiththeARCC©model.Thisstudyaimedtoidentifytheclinicalnurses'EBPknowledge,beliefs,organizationalreadiness,andEBPimplementationlevels,andtodeterminethefactorsthataffectEBPimplementationinordertosuccessfullyestablishEBP.Thespecificobjectivesofthisstudywereasfollows:●Toidentifytheclinicalnurses'EBPknowledge,beliefs,organizationalreadiness,andEBPimplementationlevels●Toexaminethedifferencesinclinicalnurses'EBPknowledge,beliefs,organizationalreadiness,andEBPimplementationlevelsbasedonthegeneralandresearch-relatedcharacteristicsofparticipantsandexploretherelationshipsamongthesevariables●ToidentifythefactorsthataffectEBPimplementationMethodsStudydesignandparticipantsThiswasacross-sectional,descriptivestudy.Theparticipantswererecruitedfroman849-bedacutecaretertiaryhospitalinSouthKorea.Conveniencesamplingwasusedtoselectfull-timeregisterednurses employedatthishospital.ThesamplesizerequiredforthemultipleregressionanalysiswascalculatedusingG-Power3.1[[33]],withaneffectsizeof0.02,significancelevelof0.05,andtestpowerof0.80with14predictors.Itwasdeterminedthatatleast485participantswererequiredforanalysis.However,thisstudywasthefirststepinvolvedintheARCC©model,andallnursesweresurveyedtoidentifythecurrentstateofnursesbelongingtotheabovementionedhospital.Amongthe632registerednurses,82ofthefollowingnurseswereexcludedfromthesurvey:1)part-timenurses,2)nursesparticipatingintrainingfornewnurseswithoutfull-timeassignmentsinthehospital,and3)laboratoryandresearchnursesnotinvolvedwithdirectpatientcare.Atotalof550questionnairesweredistributed;521werereturned(94.7%responserate).Finally,521whofullyunderstoodthepurposeofthisstudyandvoluntarilyconsentedtoparticipatewereincluded.Participantsincludedclinicalnursesworkinginthewardsandspecialunits,clinicalnursespecialists,nursemanagers,andnurseadministrators.MeasurementsThisstudyusedstructuredquestionnaires,consistingofthefollowingitems:generalandresearch-relatedcharacteristics(13),EBPknowledge(14),EBPbeliefs(16),organizationalreadinessforEBP(25),andEBPimplementation(18).ThemeasurementsusedinthisstudywereapprovedbytheoriginalauthorsandtranslatedversionsintoKoreanhavealreadybeenusedinthepreviousstudies[[19],[22],[34]].However,researchershavemodifiedandsupplementedsomeoftheitemswithwordsorexpressionsthatarecommonlyusedbynursesinthishospitalwherethestudywasconducted.Priortothesurvey,apilottestoffiveclinicalnursesidentifiedandrevisedproblematicquestionnaireitems.Thedetailsofthemeasurementsforeachvariableareasfollows.EBPknowledgeParticipants'knowledgeinimplementingEBPwasmeasuredusingknowledge-relatedquestionsfromtheEvidence-basedPracticeQuestionnaire,developedbyUpton&Upton[[35]].Thistoolconsistsof14items,including"convertingyourinformationneedsintoaresearchquestion"and"abilitytoanalyzecritically,evidenceagainstsetstandards."Responsescoresonthescalerangefrom1(verylacking)to7(excellent).Possibletotalscoresrangefrom14to98points,withhigherscoresindicatinghigherlevelsofknowledgeregardingEBP.Atthetimeofitsdevelopment,theCronbach'salphaofthetoolwas0.91[[35]]and0.93forKoreannurses[[19]].Inthisstudy,theCronbach'salphawasfoundtobe0.83.EBPbeliefsParticipants'beliefsinvaluingEBPweremeasuredusingtheEvidence-basedPracticeBeliefs(EBPB)tool,developedbyMelnykandcolleagues[[36]].Thistoolconsistsof16questions.ExamplesoftheitemsintheEBPBinclude"IamsurethatIcanimplementEBPinatimeefficientway"and"Iamsureabouthowtomeasuretheoutcomesofclinicalcare."Eachquestionisratedonafive-pointLikertscale(1=stronglydisagree,5=stronglyagree),butscoringforitems11and13wasreversed.Possibletotalscoresrangefrom16to80points,withhigherscoresindicatingpositiveEBPbeliefs.Atthetimeofitsdevelopment,theCronbach'salphaofthetoolwas0.90[[36]]and0.88forKoreannurses[[34]].Inthisstudy,theCronbach'salphawasfoundtobe0.81.OrganizationalreadinessforEBPTheorganization'scultureanditsreadinessforsystem-wideEBPimplementationweremeasuredusingtheOrganizationalCultureandReadinessScaleforSystem-WideIntegrationofEvidence-BasedPractice(OCRSIEP)[[27]].TheOCRSIEPscalewasdevelopedtomeasurethelevelsofreadinessinperformingEBP,attheorganizationallevel,andconsistsof25questionsthatofferinsightsintothestrengthsofand opportunitiesrelatedtofosteringEBP.Possibletotalscoresrangefrom25to125points,indicatingthatthehigherthescore,thebettertheorganizationalreadinessandculturalcultivationforimplementingEBP.Thefollowingquestionsareasked:"TowhatextentisEBPclearlydescribedascentraltothemissionandphilosophyofyourinstitution?"and"TowhatextentisthenursingstaffwithwhomyouworkcommittedtoEBP?"Atthetimeofitsdevelopment,theCronbach'salphaofthetoolwas0.94[[27]]and0.95forKoreannurses[[22]].Inthisstudy,theCronbach'salphawasfoundtobe0.87.EBPimplementationThefrequencyofperformingEBP-relatedactivitieswasmeasuredusingtheEvidence-BasedPracticeImplementationtool,developedbyMelnykandcolleagues[[36]].Thistoolconsistsof18questionspertainingtohowoften,inthelast8weeks,participantsperformedcertainEBPactivities,suchas"GeneratedaPICOT(P=patient,I=intervention,C=comparison,O=outcome,T=time)questionaboutmyclinicalpractice,""AccessedtheNationalGuidelinesClearinghouse,"and"Evaluatedacareinitiativebycollectingpatientoutcomedata."Responsesonthescalerangefrom0(0times)to4(over8times).Thepossibletotalscoresrangefrom0to72points,withhigherscoresindicatinghigherlevelsofcommitmenttoimplementingEBP-relatedactivities.Atthetimeofitsdevelopment,theCronbach'salphaofthetoolwas0.96[[36]]and0.95forKoreannurses[[22]].Inthisstudy,theCronbach'salphawasfoundtobe0.81.DatacollectionandethicalconsiderationsTheInstitutionalReviewBoard(IRB)approvalwasobtainedpriortodatacollectionfromtheauthors'institution(no.2-1041055-AB-N-01-2018-10,ChosunUniversityInstitutionalReviewBoard).DatawerecollectedfromDecember2017toJanuary2018.Fordatacollection,wecontactedanurseadministratoratChosunUniversityHospitalandexplainedthepurposeofthisstudy.ChosunUniversityHospitalisaprivateuniversity-affiliated,tertiarycarehospitallocatedinGwangjucity,SouthKorea.ItislocatedinGwangjuMetropolitanCityinthesoutherndistrictofKoreaandisinchargeofmedicalservicesinJeollaprovince.Thehospitalconsistsof849beds,with25medicaldepartmentsinoperation,including15generalwards,4intensivecareunits,regionalemergencymedicalcenter,operatingrooms,outpatientdepartments,andlaboratories.Aresearchervisitedthehospitaltoexplainthepurposeofthisstudyaswellastheinclusioncriteriatothenurseunitmanagers,duringasupervisormeeting.Thequestionnaireswereenclosedindifferentenvelopesforeachwardanddistributedbythestaffandassistantsofthenursingeducationteamwhodidnotparticipateinthissurvey.Thecollectionboxesweremadeanddistributedtoeachward,andnurseswereallowedtosubmitquestionnairesvoluntarilyatanytime.Toensureanonymityoftheparticipants,theconsentformwasgiveninwritingwithamarkornumbersthatcouldonlybeknowntothemselves.Therefore,allnurses,whosequestionnaireswerecollected,wereconsideredtohaveparticipatedinthisstudyoftheirownwill.StatisticalanalysisDataanalysiswasperformedusingSPSSV25.0.Descriptivestatistics,includingthemeans,standarddeviations,frequencies,andpercentages,wereusedtodescribetheparticipants'generalandresearch-relatedcharacteristics,andEBP-relatedvariables.Differencesbetweenmajorvariables,byparticipants'characteristics,wereanalyzedthroughindependentt-tests,analysisofvariance,andScheffetest.TherelationshipsbetweenmajorvariableswereanalyzedusingPearson'scorrelationcoefficient.HierarchicalmultipleregressionwasperformedtodeterminethefactorsaffectingtheimplementationofEBP. ResultsGeneralandresearch-relatedcharacteristicsoftheparticipantsTable1presentstheparticipants'characteristics.Themeanageofallparticipantswas31.9±9.2years,with58.9%aged21to30.Theiroverallclinicalexperiencewas9.0+4.2y...

Psychobiography Draft Paper A psychobiography is the answer to the question, “Why is this person like he/she is?” Psychobiography uses explanation and interpretation of the events, relationships, attitudes, beliefs, and experiences of a person’s life to explain the person they are today (or the person they...

NTRODUCTION Western Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls...

This reflective assessment gives you the opportunity to look backward, forward, and inward as you think through your personal history with writing and reading, both in school and out of school. Select from among the prompts you see below to generate this first document for...