Course Project: Part 1–Identifying a Researchable Problem

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Introduction to Course Project

Course Project Overview
Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.
For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the course project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.
Before you begin, review this document, which contains information about all three parts of the Course Project.
Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.
Course Project: Part 1–Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question. —Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase the likelihood of obtaining meaningful results.
In this first component of the course project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the weekly Learning Resources to design your questions.
To prepare:

  • Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for Week 2. Focus on the PICOT model for guiding the development of research questions.
  • Review the section beginning on page of the course text, 75 titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
  • Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
  • Generate at least 5 questions that relate to the issue that you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
  • Formulate a preliminary PICOT question—one that is answerable—based on your analysis. What are the PICOT variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
  • Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:
Write a 3- to 4-page paper that includes the following:

  • A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
  • The 5 questions that you have generated, and a description of how you analyzed them for feasibility
  • Your preliminary PICOT question and a description of each PICOT variable relevant to your question
  • At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

Part 1 of the Course Project is due by Day 7 of Week 2. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.
Reference: Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.
For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.
Before you begin, review the Course Project Overview document located in this week’s Learning Resources.
Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.
Course Project: Part 1—Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:

    • Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
    • Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
    • Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
    • Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
    • Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

  • Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:
Write a 3- to 4-page paper that includes the following:

  • A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
  • The 5 questions you have generated and a description of how you analyzed them for feasibility
  • Your preliminary PICOT question and a description of each PICOT variable relevant to your question
  • At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

By Day 7
Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.
Reference:
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

Introduce the chosen topic and discuss why this ambulatory setting is significant to the health care delivery system.

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Ambulatory Care Project# A

Ambulatory Care Project Instructions
Each paper should demonstrate scholarly writing and use of appropriate references.  You will need at a MINIMUM 10 references from peer-reviewed/empirical journals and/or well respected journals (e.g. New York Times, Wall Street Journal).  However, the more references you have the better.  The format of the paper should conform to the specifications in the publication manual of the American Psychological Association (APA).
Logical flow, clarity of presentation, correct grammatical structure, and correct spelling should be evident throughout the document.  The paper should be proofread and free of typographical errors. If problems in any of these areas exist in the paper, points will be deducted.
The length of the paper should be between 7 pages, typed in “Times New Roman” with a 12-point font. Length refers to the text and does not include the title page or the reference pages. Use one-inch margins top, bottom, left, and right. Use double-spacing only. Do not make lists in the paper and write in paragraph form.  Do not use quotes, unless for definitions or particular emphasis, paraphrase instead. Use third person, not first (I, we, etc is not acceptable). Write objectively, not subjectively (no opinion, but fact).  Use the headings from the paper guidelines below as headings for your paper. Pay attention to the percentage of the grade for each heading and use that as a guide for emphasis in each section.
Paper Topic Choices
Select an Ambulatory/Outpatient Care setting.  For example:  Outpatient rehab therapy centers, Urgent Care Clinics, Emergency Departments, Outpatient surgery centers, Primary-care physician offices, or Diagnostic testing centers.
Suggested paper format: Below you will find a suggested paper format.
1. Introduce the chosen topic and discuss why this ambulatory setting is significant to the health care delivery system.
2. Discuss why and how this setting developed in the healthcare system.
3. Review the literature [(peer-reviewed/ empirical journals and/or well respected journals (e.g. New York Times, Wall Street Journal)] regarding current trends associated with this setting.  Ex: What populations do they primarily serve?
4. Discuss the potential impact this setting could have on health care delivery in the future.
5. Using the information we’ve learned throughout the semester; make at least three (3) recommendations for the staffing and policies you would put in place as the manager of this organization.
Criteria for Evaluation
1: Introduce topic and discuss why this issue is significant to the healthcare delivery system.
2:  Discuss how the setting developed in the healthcare system.
3: Review the literature regarding the current trends associated with the setting.
4:  Discuss the potential impact this setting could have on the healthcare delivery system.
5:  Make recommendations for the staffing and procedures you would implement as a leader of the organization.
6: Citation and Grammar (APA form)

What payment methodologies does the CMS use?

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project week 2

Week 2 Project:Your initial post response and your response post to another student must include APA citation and reference.1. Initial Post: You will discuss the CMS payment system. Summarize your understanding of this payment system in your initial post. Include an overview of CPT, ICD, and HCPCS by discussing the differences between them in your post. Your entire initial post should be between 300-400 words. Your initial post is due no later than Thursday of Week 2. Use the Green & Rowell text and visit the AHIMA (American Health Information Management Association) site to find information and links that will help you explain the CMS payment system.http://www.ahima.org/resources/reimbursemethod.aspxAlso, answer the following:
1. What payment methodologies does the CMS use?
2. How do CPT, ICD, and HCPCS codes differ?
2. Second Post: Respond to ONE student’s initial response only. In your response, provide a comment that demonstrates you have read and understood their summary and overview. This response should be about 100-150 words in length.To begin discussing in this forum, click the forum title. Then, click Create Thread on the Action Bar to post your initial reply. To reply to a fellow participant, click the title of the initial post, then click Reply.Project 2 Rubric:Week 2 Project Rubric
Expectations and Points Awarded
Exemplary
Acceptable
Needs Improvement
Unacceptable
Posting Requirements
50 pts
Student’s initial response is thorough and the word length requirement is met. Standard English language writing standards are adhered to. The post is free of spelling, writing, and grammatical error. The post is made no later than Thursday. The post includes APA in text citation and a reference.
50 pts
The student does not submit their initial post by Thursday.
35 pts
Student’s initial post does not meet the word length requirement and there are spelling, writing, and grammatical errors. APA in text citation is not used.
20 pts
Student does not post an initial answer to address the topic or answer the question, and/or does not make any responses at all.
0 pts
Response Skill
50 pts
Student responses demonstrate they have read the material and their classmates post. Correct citation and reference is included, with APA format.
50 pts
Student response lacks some clarity and is cited and referenced, but with minor APA format errors.
35 pts
Student responses lack clarity and have many APA citation and reference errors.
10 pts
Student does not complete the assignment by posting the required two responses.
0 pts

Review the information in the Practicum Project Plan (PPP) Overview document introduced in Week 3

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Practicum Project Plan

As a foundation for engaging in scholarly writing, the nurse leader-manager or nurse informaticist must be able to engage in critical thinking and anticipate the needs, questions, and concerns of the intended audience. A scholarly writer must be able to craft a paper that demonstrates clarity, specificity, fairness, relevance, and consistency (Dexter, 2000).
As you reflect on the development of your Practicum Project Plan, take some time to consider how you will communicate your proposal objectively yet persuasively.
To prepare:

  • Review the information in the Practicum Project Plan (PPP) Overview document introduced in Week 3. The overview describes the components that must be included in your plan.
  • Reflect on the development of your Practicum Project Plan thus far. Address any questions you have and/or identify areas in need of further consideration or improvement.
  • Develop any outstanding components of your Practicum Project Plan. For instance, you may need to continue your review of literature that justifies your project and create your project timeline.
  • Review the information on scholarly writing in this week’s Learning Resources; be sure to integrate these principles as you develop your Practicum Project Plan.
  • If you posted a draft of Practicum Project Plan in this week’s optional Discussion, incorporate, as appropriate, feedback you received from your colleagues.

To complete the Practicum Project Plan:
Write a 5- to 6-page scholarly paper, referred to as your Practicum Project Plan (PPP), in which you will formulate findings, conclusions, and recommendations in relation to the problem or issue you are examining. Your paper will include the following:
1)      Title:  The title should include the name of your project and should follow the Uniform Guidelines format.
2)      Introduction:  The introduction includes the purpose of the paper, the goal of the project, and the name of the project. It also outlines the structure of the paper.
3)      Goal statement: A goal statement identifies what you expect to accomplish, the focus area, and the population. It introduces the project and conveys, in broad terms, how you plan to solve a particular problem or issue.
4)      Project objectives:  Project objectives delineate your strategy for reaching the goal and the steps you will follow to complete the project. You must include three measurable objectives that use Application-level or higher verbs from Bloom’s Taxonomy.
5)      Evidence-based review of the literature for project justification: (Literature Review). This review provides evidence-based support for your identified problem, project methods, and evaluation (presented in Week 4). The literature should be directed toward justifying the project, not focus on potential solutions. You must include a review of your specialization’s professional-practice standards and guidelines related to your project and a minimum of five (5) scholarly references for this section of the paper.  (SEE ATTACHED PDF)
6)      Methodology: This section addresses in detail how you will accomplish the project objectives. Include, as relevant, the who, when, where, and how of each objective.
7)      Resources: Identify and justify the human, physical, and/or technical resources you will need to complete this project. Note that for this assignment, you do not have to address the financial aspects of your plan.
8)      Formative evaluation:  Describe how and when you will conduct formative evaluation of your project. Explain how you will use the evaluation results and how you will determine if the project is proceeding as planned.
9)      Summative evaluation: Describe how and when you will conduct summative evaluation of your project. Explain how you will use the evaluation results.
10)  Timeline: Create a graphic timeline representing significant stages of your project. Provide a narrative to help your Instructor understand the timeline. Include the timeline in an Appendix to your Practicum Project Plan.
Note: You must use APA-style headings, but you are not required to title the headings as listed above.
The Practicum Project Plan is due by Friday 03/31/2017
REQUIRED READINGS
    Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases.
“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.
McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases.
This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.
 Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
    Note: Retrieved from the Walden Library databases.
The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.
Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
    Note: Retrieved from the Walden Library databases.
“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Note: Retrieved from the Walden Library databases.
The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.
  Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.
    Note: Retrieved from the Walden Library databases.
In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.
Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/
Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.
Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
This article addresses three domains of learning: cognitive, affective, and psychomotor.
University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195
This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.
    The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy
This resource outlines elements of Bloom’s Taxonomy.
LITERATURE REVIEW CITATIONS
Meade, C., Bursell, A., & Ketelsen, L. (2006). Effects of nursing rounds on patients’ call light use, satisfaction, and safety: scheduling regular nursing rounds to deal with patients’ more mundane and common problems can return the call light to its rightful status as a lifeline. American Journal Of Nursing, 106(9), 58-71
Culley, T. (2008). Reduce call light frequency with hourly rounds. Nursing Management, 39(3), 50-52. doi:10.1097/01.NUMA.0000313098.19766.d0
Fahey, L., Dunn Lopez, K., Storfjell, J., & Keenan, G. (2013). Expanding Potential of Radiofrequency Nurse Call Systems to Measure Nursing Time in Patient Rooms. Journal Of Nursing Administration, 43(5), 302-307. doi:10.1097/NNA.0b013e31828eebe1
Digby, R., Bloomer, M., & Howard, T. (2011). Improving call bell response times. Nursing Older People, 23(6), 22-27.
Tzeng, H., Ronis, D. L., & Yin, C. (2012). Relationship of actual response time to call lights and patient satisfaction at 4 US hospitals. Journal Of Nursing Care Quality, 27(2), E1-E8. doi:10.1097/NCQ.0b013e31823e827a