DNP-820A-1 Translational Research and Evidence-Based Practice Paper
DNP-820A-1 Translational Research and Evidence-Based Practice Paper
Topic 5 DQ 2
The need for better patient care and improved, higher quality healthcare has led to various nursing and clinical initiatives. One of the strategies is incorporating evidence-based practice competencies. Such incorporation leads to higher quality health care and better outcomes for population health. With the competencies integrated, the nurses are prompted to be competent and work towards achieving the competencies (Albarqouni et al., 2018). Such an effort makes them offer better patient care services and ensure that the treatments and management offered to patients do not endanger their lives but keep them safe from harm. The competencies also ensure that the leadership responsibilities and roles are accomplished within the acceptable frameworks to improve the quality of healthcare and care outcomes (Melnyk et al., 2018).Assessments of these competencies can be key when it comes to optimizing what is needed for better care and health outcomes. Therefore, various assessment strategies can be applied. One of the possible assessments is establishing expectations concerning the performance levels connected to evidence-based practice by the nurses.
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It is worth noting that there is still a lack of acceptable standards for measuring the success of an implemented competency (Melnyk et al., 2017). However, various tools exist in clinical settings that can be useful. For example, clinician and patient outcomes could serve as an indicator of a successful competency implementation. Some of the major competencies include patient-centered care, teamwork, and collaboration, quality improvement, patient safety, and informatics. When patients are well cared for, and the metrics indicate significant improvements in patient conditions, reduced mortality rates, and positive patient feedback, it can be an indication of a successful implementation of the competencies. When the clinicians can effectively operate in multidisciplinary and interdisciplinary care teams, it can also be an indicator of successfully implemented competencies.
References
Albarqouni, L., Hoffmann, T., Straus, S., Olsen, N. R., Young, T., Ilic, D., … & Glasziou, P. (2018). Core competencies in evidence-based practice for health professionals: consensus statement based on a systematic review and Delphi survey. JAMA network open, 1(2), e180281-e180281. Doi: 10.1001/jamanetworkopen.2018.0281
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Melnyk, B. M., Gallagher‐Ford, L., Zellefrow, C., Tucker, S., Thomas, B., Sinnott, L. T., & Tan, A. (2018). The first US study on nurses’ evidence‐based practice competencies indicates major deficits that threaten healthcare quality, safety, and patient outcomes. Worldviews on Evidence‐Based Nursing, 15(1), 16-25. Doi: https://doi.org/10.1111/wvn.12269.
Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2017). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based Nursing, 11(1), 5-15.Doi: https://doi.org/10.1111/wvn.12021
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Last Updated: Jan 12, 2022, 11:23 AM
Translational Research and Evidence-Based Practice
DNP-820A 3 Credits Jan 13 – Mar 9, 2022
Course Description
This course focuses on a core set of skills and knowledge application activities related to the translation of
research into practice, the evaluation of practice, and improvement of health care outcomes. Learners
examine evidence to guide improvements in practice and outcomes of care. Literature reviews focus on gaps
or tensions in the translation of research into practice. Ethical considerations are also examined in the context
of health care research. Learners are expected to integrate and synthesize core program competencies and
specialty practice requirements necessary to demonstrate profciency in advanced nursing practice.
Prerequisite: DNP-815A.
Instructor Contact Information
Linda Wegerson
Linda.Wegerson@gcu.edu
Deborah Clark
Deborah.Clark@my.gcu.edu
Class Resources
DNP-820A Discussion Questions
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best
practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539
Library Walk Through Tutorial
If you have not already done so, view the “Library Walk Through Tutorial.”
https://lc.gcumedia.com/mediaElements/library-walk-through-tutorial/v2.1/
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Optional: Grammarly
For additional information, the following is recommended:
Grammarly is an online writing assistance app that reviews written submissions and suggests context-specifc
corrections for grammar, spelling, word usage, wordiness, style, punctuation, and plagiarism. The reasoning
for each suggested correction is provided, allowing users to make informed decisions about how to correct
writing issues.
Grammarly can be installed as free browser extension, but Grammarly Premium requires an annual
subscription. This subscription is not a GCU-required purchase, but it is strongly recommended to DNP
learners.
https://www.grammarly.com/premium
LopesWrite
Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.
https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite
Optional: ThinkingStorm
For additional information, the following is recommended:
ThinkingStorm is an online tutoring resource that provides fexible support to supplement traditional
educational environments. The tutoring center is remotely accessible to GCU learners with a computer and an
internet connection and ofers convenient hours for learners with busy schedules. ThinkingStorm tutoring
includes a writing center that ofers 24/7 submission-based writing support, as well as live writing support
across the curriculum.
If you are interested in utilizing ThinkingStorm’s writing support, submit your documents chapter by chapter,
rather than as a full manuscript.
To assist learners with their success at the university, GCU will pay for the frst 10 hours of a learner’s annual
ThinkingStorm activity. Learners are responsible for usage charges after the frst 10 hours.
To access ThinkingStorm, click on the link provided and select the yellow “Go to ThinkingStorm” button. Do not
attempt to access the Learning Lounge, which will not work for DNP learners.
https://www.thinkingstorm.com/GCUinfo.aspx
International Compilation of Human Research Standards
Refer to the “International Compilation of Human Research Standards” document, located on the U.S.
Department of Health and Human Services website, to complete the assignments in this course.
https://www.hhs.gov/ohrp/international/compilation-human-research-standards/index.html
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SPSS Statistical Package for the Social Sciences
Access the GCU Statistical Package for the Social Sciences (SPSS) site and bookmark it to use in this and
subsequent DNP courses.
http://spss/gcu.edu
Discussion Forum Philosophy
Review the “Discussion Forum Philosophy,” located in the DC Network DNP PI Workspace, and use it to guide
the completion of your participation in the course.
Levels of Evidence
Refer to the “Levels of Evidence” document as needed in this course.
DNP-820A Course Revision History
DC Network and DNP PI Workspace
The DNP Practice Immersion (PI) Workspace is a dynamic online learning community designated specifcally
for scholars in the Doctor of Nursing Practice (DNP) program as a forum in which to communicate, create,
collaborate, and share information with other DNP learners and faculty members at Grand Canyon University
throughout the program. It is located within the DC Network and is a page dedicated to the DNP program and
its learners.
The DNP PI Workspace is where you will fnd all the required programmatic resources for this and all courses
in the program. You will need to access this essential course component as soon as you are provided your
GCU email and password, as you will be using resources immediately on the course start date.
If you experience any problems in logging into the DNP PI Workspace, please contact the instructor and the
site administrator as soon as possible to gain or restore access.
http://dc.gcu.edu/dnp
Topic 1: Role of the Translator for Research and Evidence-Based Practice
Jan 13, 2022 – Jan 19, 2022 Max Points: 50
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Resources
Findings From a Pilot Study: Bringing Evidence-Based Practice to the Bedside
Read:
Friesen, M. A., Brady, J. M., Milligan, R., & Christensen, P. (2017). Findings from a pilot study: Bringing evidencebased practice to the bedside. Worldviews on Evidence-Based Nursing, 14(1), 22-34.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=121082050&site=ehost-live&scope=site
Implementation: The Linchpin of Evidence-Based Practice Changes
Read:
Tucker, S. (2019). Implementation: The linchpin of evidence-based practice changes. American Nurse Today,
14(3), 8-13.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=135476149&site=ehost-live&scope=site
DNP Projects: Spotlight on Practice. Educational Interventions to Increase Tdap Vaccination
Rates Among Pregnant Women
Read:
McAlister, C., Moore Wurttemberg, G., Dunn, D., & Smith, T. (2019). DNP projects: Spotlight on practice.
Educational interventions to increase Tdap vaccination rates among pregnant women. Women’s Healthcare: A
Clinical Journal for NPs, 7(2), 42-44.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=137298568&site=ehost-live&scope=site
Advancing Scholarship Through Translational Research: The Role of PhD and DNP Prepared
Nurses
Read:
Trautman, D. E., Idzik, S., Hammersla, M., & Rosseter, R. (2018). Advancing scholarship through translational
research: The role of PhD and DNP prepared nurses. Online Journal of Issues in Nursing, 23(2), 1.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=130158148&site=ehost-live&scope=site
Evidence-Based Guidelines
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Read the following webpage and explore the website for evidence-based guidelines and related resources:
Center on Knowledge Translation for Disability and Rehabilitation Research. (2019). Evidence-based guidelines.
https://ktdrr.org/ktlibrary/guidelines.html
The History of Evidence-Based Practice
Read:
Dillard, D. M. (2017). The history of evidence-based practice. International Journal of Childbirth Education, 32(2),
7-10.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=123698137&site=ehost-live&scope=site
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Read Chapters 1 and 2 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
Towards an Alternative Framework for the Evaluation of Translational Research Initiatives
Read:
Molas-Gallart, J., D’Este, P., Llopis, O., & Rafols, I. (2016). Towards an alternative framework for the evaluation
of translational research initiatives. Research Evaluation, 25(3), 235-243.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=117697692&site=ehost-live&scope=site
Assessments
Class Introductions
Start Date & Time Due Date & Time Points
Jan 13, 2022, 12:00 AM Jan 15, 2022, 11:59 PM 0
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you
excited about learning? What do you think will be most challenging?
Preconference Evaluation: Individual Success Plan (ISP)
Start Date & Time Due Date & Time Points
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Jan 13, 2022, 12:00 AM Jan 19, 2022, 11:59 PM 20
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 identifed and agreed-upon specifc
deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required
practice immersion hours, (2) completion of work associated with program competencies, and (3) work
associated with completion of your Direct Practice Improvement (DPI) Project.
A preconference meeting is intended for the learner and preceptor/mentor to review course- and learnerspecifc learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor
during this practice immersion experience. All faculty and preceptor/mentor information will be given to each
party by the learner. Any course or program information requested by the preceptor/mentor will be provided
by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice
immersion goals, including any projects that are to take place. The faculty will review the submitted document
and must approve proposed projects at this time. The faculty will also send an introductory email to the
preceptor/mentor.
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 Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline
documents in the DNP PI Workspace.
Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains,
competencies, and milestones apply to this course. Note: Not all courses have milestones.
Determine what practice immersion 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 refect upon, critically examine, and improve current practice and are required to
integrate scholarly readings to develop case reports that demonstrate increasingly complex and profcient
practice.
Use the ISP to develop a personal plan for completing your practice immersion hours and how
competencies will be met. Show all of the major milestones and deliverables in the timeline.
Within the ISP, ensure you identify specifc deliverables which can include the following: individualized DNP
practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level
learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly
activities; GCU DNP competency self-assessment; refective journal; course goals and plan for how
competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course
goals and documented practice immersion hours; and DPI Project milestones.
While an ISP is required, unless you have a mentor, a mentor signature is not required for this course. A
preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory
for all learners enrolled in all DNP courses (from DNP-815A on). Conferences may be conducted face-toface or via technology. A copy of the wet-ink or digitally (digital identifer) signed document must be
uploaded into the digital classroom no later than the end of Topic 1.
Overall course- and learner-specifc objectives: These objectives should be discussed during each
conference, as learners are responsible for completing all experiences as mandated for the program.
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 not required to submit this assignment to LopesWrite.
Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition,
learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for
later use.
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Directions:
1. Identify the specifc deliverables you will complete throughout this course from those defned above with
your faculty. Update your faculty/chair with any revisions or changes to the ISP.
2. List the challenges you expect to encounter as you continue the practice immersion hour and competency
requirements throughout this course. How might you overcome these challenges?
3. Complete the Contact Information table at the beginning of the ISP resource, and type in your signature
(learner only) 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, and Instructions for Completing the ISP.
4. Follow the instructions and complete the ISP.
Final PICOT-D Approval
Start Date & Time Due Date & Time Points
Jan 13, 2022, 12:00 AM Jan 19, 2022, 11:59 PM 0
This is an exempt assignment, worth 0.01 points; however, it is a required submission that must be completed
to pass the course.
The purpose of this assignment (noncredit) is to submit your Final PICOT-D for your Direct Practice
Improvement (DPI) Project to be reviewed and approved by the college. This will be the fnal approved PICOT-D
to be used in your DPI Project. There will be no further changes to the PICOT-D statement after receiving
written approval from the DNP team. If you do have to change your PICOT-D statement, you must work with
your current course Instructor to review and approve any possible changes and your instructor must
notify the DNP Program Lead for permission to make any changes. Making a change to your PICOT-D
statement past this date will lead to a delay and your and success in this program. There must be a
signifcant and valid documented reason to change this PICOT-D statement going forward.