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NURS 8114 Assignment The Science of Translation

NURS 8114 Assignment The Science of Translation

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Just as translation is required to understand varying languages or customs or any number of differences that define the world, translation of evidence is a requirement in the world of quality improvement. With this module you will begin digging into your primary text, Translation of Evidence into Nursing and Healthcare. That title precisely conveys the intent of this module, and looking ahead, important aspects of your work as a DNP. Leading change for quality improvement necessitates understanding the science of translation and how to make leaps in practice, step by step.

In this 3-week module you will explore the foundations and beginning stages of initiating practice changes within a health care setting. Week 4 examines Evidence-Based Practice, Quality Improvement, and Implementation Science: Interrelationships. Weeks 5 and 6, Introduction to the Science of Translation, I and II, respectively, provide models and frameworks for implementing evidence-based quality improvement. Throughout the module, you will begin a “practice run” for a practice change as the focus of your signature DNP Project in this doctoral program. Imagine a translator who enables communication and connection and how you can do the same as an advocate of evidence-based practice quality improvement.

NURS 8114 Assignment The Science of Translation

What’s Happening in This Module?

Preview your module activities and schedule.

What do I have to do? When do I have to do it?
Review your Learning Resources Days 1–7, Weeks 4, 5, and 6
Week 4 Blog: Observation of Evidence-Based Practice Post by Day 3 of Week 4, and respond to your colleagues by Day 6 of Week 4.
Module 3 Assignment: Exploring EBP Quality Improvement You are encouraged to begin your Assignment in Week 4; submit by Day 7 of Week 6.
Week 5 Discussion: Translation Models and Frameworks Post by Day 3 of Week 5, and respond to your colleagues by Day 6 of Week 5.

Go to the Week’s Content

What’s Coming Up in Module 3!

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine the interrelationships of evidence-based practice, quality improvement, and implementation

NURS 8114 Assignment The Science of Translation

NURS 8114 Assignment The Science of Translation

science, all of which will play vital roles in planning and executing your DNP Project in your program of study. Get ready for an important module in this course with a dynamic module Assignment.

Looking Ahead: Week 4 Blog

Week 4 contains the only blog in this course. A blog offers a more informal approach to engaging with your colleagues. Note you are still required to post your blog by Day 3 and respond to at least two colleagues by Day 6. Review the Week 4 Blog guidelines to prepare.

Week 4 Video: Evidence-Based Practice With Dr. Kathleen White

The Learning Resources in Week 4 feature a video interview with Dr. Kathleen White, lead author of your Translation course text. She provides an example of evidence-based practice and steps in implementing quality improvement, including building consensus among stakeholders for a practice change. Plan to view this video at least once as you begin the module.

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Next Module

To go to the next module:

Module 3

Week 5: Main Question Post

A behavioral change is required when a need is identified and Evidence Based Practice (EBP) is to be implemented in practice. A plan can aid in the implementation of this evidence-based practice change. A plan, however, is insufficient for the change to be implemented. Transitional science is an evidence-based practice that necessitates behavioral change. (White and colleagues, 2019) “The challenge for nursing remains to identify ways to increase evidence translation skills required for RNs to incorporate evidence-based care strategies into daily practice and thus improve clinical outcomes,” write Freisen et al (2017).

One evidence-based quality concern that must be addressed is nurse burnout. In addition to producing personal stress and anxiety for the nurse, burnout can have a negative impact on patient care, resulting in incomplete/incompetent care, increased errors in patient care, and a drop in patient satisfaction.

It is the translational science model that is the most applicable to my practice problem of nurse burnout among the three models that I’ve looked at so far. This model attempts to define individual actions or the likelihood of change based on beliefs, attitudes, and intentions (White et al, 2019). This paradigm is best suited for situations where a specific action must be taken. Motivators, restrictions, and behavioral intentions all have a significant role in attitude (Bhalla, 2021). Sováriová Soósová (2021) found that nurses’ mental health was improved and their burnout was prevented by increasing the belief or culture of workplace safety, such as proper staffing.

In the Theory of Reasoned Action, there are several variables, including behavior, attitude, intention, and norms. That which should be done in order to better comprehension of the required action is called a “behavior.” Nurse burnout can be reduced by increasing personnel, for example. Employee burnout can be mitigated by increasing the number of employees on the job (Sovárová Soósova, 2021). When it comes to predicting how someone will act, intention is the best indicator. A optimistic outlook on change increases the likelihood of it taking place (Bhalla, 2021; White et al, 2019). Positive and negative feelings can be expressed in a person’s attitude towards an action. Norms are people’s preconceived notions of what other people should do (White et al, 2019). Because of increasing staffing, the attitudes of the nurses will become the norm and everyone’s perspective of the behavior will change.

The Theory of Reasoned Action can be used to apply evidence of better staffing, which will reduce nurse burnout. It’s difficult to make a change when there are so many roadblocks in the way. When it comes to behavioral change and evidence-based practice implementation, a transitional science approach can be helpful (White et al, 2019).

References

Bhalla, S. (2021). The Key Motivations and Constraints of Collaborative Consumption: An Application of Theory of Reasoned Action.              IUP Journal of Marketing Management, 20(1), 40–58.

Friesen, M. A., Brady, J. M., Milligan, R., & Christensen, P. (2017). Findings From a Pilot Study: Bringing Evidence-Based Practice to the          Bedside. WORLDVIEWS ON EVIDENCE-BASED NURSING, 14(1), 22–34. https://doi-org.ezp.waldenulibrary.org/10.1111/wvn.12195

Sováriová Soósová, M. (2021). Association between Nurses’ Burnout, Hospital Patient Safety Climate and Quality of Nursing Care.                Central European Journal of Nursing & Midwifery, 12(1), 245–256.                                                                                                                            https://doi-org.ezp.waldenulibrary.org/10.15452/CEJNM.2021.12.0039

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.          Chapter 2, “The Science of Translation and Major Frameworks” (pp. 27–58)

 Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_8114_Week_4_Blog

  Excellent Good Fair Poor
Main Posting:

Response to the Blog prompt is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

5 (8.33%) – 5 (8.33%)

Thoroughly responds to the Blog prompt(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences.

No less than 75% of post has exceptional depth and breadth.

4 (6.67%) – 4 (6.67%)

Responds to most of the Blog prompt(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences.

50% of the post has exceptional depth and breadth.

3 (5%) – 3 (5%)

Responds to some of the Blog prompt(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.

0 (0%) – 2 (3.33%)

Does not respond to the Blog prompt(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.

Main Posting:

Writing

5 (8.33%) – 5 (8.33%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (6.67%) – 4 (6.67%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

3 (5%) – 3 (5%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 2 (3.33%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 (15%) – 10 (16.67%)

Meets requirements for timely, full, and active participation.

Posts main Blog post by due date.

8 (13.33%) – 8 (13.33%)

Posts main Discussion by due date.

Meets requirements for full participation.

7 (11.67%) – 7 (11.67%)

Posts main Blog post by due date.

0 (0%) – 6 (10%)

Does not meet requirements for full participation.

Does not post main Blog post by due date.

First Response:

Post to colleague’s main post that is reflective.

9 (15%) – 9 (15%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

8 (13.33%) – 8 (13.33%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (11.67%) – 7 (11.67%)

Response is on topic and may have some depth.

0 (0%) – 6 (10%)

Response may not be on topic and lacks depth.

First Response:
Writing
6 (10%) – 6 (10%)

Communication is professional and respectful to colleagues.

Response fully answers faculty questions, if posed.

Provides clear, concise opinions and ideas.

Response is effectively written in standard, edited English.

5 (8.33%) – 5 (8.33%)

Communication is mostly professional and respectful to colleagues.

Response mostly answers faculty questions, if posed.

Provides opinions and ideas.

Response is written in standard, edited English.

4 (6.67%) – 4 (6.67%)

Response posed in the Blog may lack effective professional communication.

Response somewhat answers faculty questions, if posed.

0 (0%) – 3 (5%)

Responses posted in the Blog lack effective communication.

Response to faculty questions is missing

First Response:
Timely and full participation
5 (8.33%) – 5 (8.33%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (6.67%) – 4 (6.67%)

Meets requirements for full participation.

Posts by due date.

3 (5%) – 3 (5%)

Posts by due date.

0 (0%) – 2 (3.33%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective.
9 (15%) – 9 (15%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

8 (13.33%) – 8 (13.33%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (11.67%) – 7 (11.67%)

Response is on topic and may have some depth.

0 (0%) – 6 (10%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (10%) – 6 (10%)

Communication is professional and respectful to colleagues.

Response fully answers faculty questions, if posed.

Provides clear, concise opinions and ideas.

Response is effectively written in standard, edited English.

5 (8.33%) – 5 (8.33%)

Communication is mostly professional and respectful to colleagues.

Response mostly answers faculty questions, if posed.

Provides opinions and ideas.

Response is written in standard, edited English.

4 (6.67%) – 4 (6.67%)

Response posed in the Blog may lack effective professional communication.

Response somewhat answers faculty questions, if posed.

0 (0%) – 3 (5%)

Responses posted in the Blog lack effective communication.

Response to faculty questions is missing.

Second Response:
Timely and full participation
5 (8.33%) – 5 (8.33%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (6.67%) – 4 (6.67%)

Meets requirements for full participation.

Posts by due date.

3 (5%) – 3 (5%)

Posts by due date.

0 (0%) – 2 (3.33%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 60

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