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- QUESTION
The paper work is a discussion , APA style, about:
--How do you feel the course prepared you to meet each of the student learning outcomes?
Student Learning Outcomes
After completing this course, the student should be able to:
1. Integrate theory, evidence, clinical judgment, research, and inter professional perspectives
using translational processes to improve practice and associated health outcomes for patient
aggregates.
2. Advocate for the ethical conduct of research and translational scholarship.
3. Articulate to a variety of audiences the evidence base for practice decisions, including
the credibility of sources of information and the relevance to the practice problem confronted.
4. Critically analyze data and evidence for improving advanced nursing practice
5. Translates research and other forms of knowledge to improve practice processes and
outcomes.
--Provide an example for each of the 5 outcomes above.
--250-word minimum
--At least 1 reference (the course textbook must be a reference)
Grove, S. K., Burns, N., & Gray, J. R. (2013). The practice of nursing research: Appraisal, synthesis
and generation of evidence (7th ed.). Philadelphia: Saunders.
--Must address topic
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- QUESTION
Discussion: How to Engage All Stakeholders in Program Evaluation
Stakeholder involvement and buy-in is arguably one of the most important aspects of program evaluation. Without it, evaluation efforts will fall short of its goals as comprehensive data collection will be invalid, or even worse, unobtainable.
What can you do as a leader to not only engage all stakeholders, but to help them to understand the importance of their active involvement?
In this Discussion, you revisit the in-service training at Connor Street Early Childhood Program.
The stakeholder discussion had been a lively one, and by the end, Sabrina and her colleagues were able to use the unique traits of each stakeholder to create brief profiles:
Stakeholders Profiles
Teachers New to the formal evaluation process. Children’s academic and social-emotional developments are the primary drivers. Assessments and data collection are already taking up a lot time and there is much fear about how to juggle more evaluations.
Families Family dynamics have changed over the last few years with many new families moving into the area. English is the second language for many heads of the households. Kindergarten readiness and a safe place to play are the primary drivers. Almost all families work long days outside of the home.
Support Staff The home-based manager splits her time with three other programs in the community. She checks in with Connor Street’s home-school liaison once a week. Her primary concerns are the monthly averages of home visit numbers and length of time spent at homes.
________________________________________
The health assistant assumes multiple responsibilities throughout the day. She runs the clinic, tending to hurt or sick children, fills in at the front office when needed, and also counsels children who come to school upset. Once a year, she performs vision and hearing screening on each child who attends the program. Children’s health and well-being are her primary drivers.
Accrediting Agency Holds all programs accountable for achieving quality standards. The provision of educational and developmental services and resources are the primary drivers.
Community The community consists of working class and low-income families. Mainly residential, the community holds a handful of free events throughout the year such as movies on the lawn, fairs, and holiday celebrations. Though the community wants to give more, the lack of established businesses in the area negatively impacts the ability to hold fundraisers or food drives.
To prepare
Watch the media presentations in which presenters share how stakeholders were impacted by accreditation and evaluation processes. Then—with the Connor Street scenario in mind—review “Chapter 36, Section 3” and “Chapter 37, Section 1” of the Community Tool Box series. Though written in a community health context, consider how the interests and needs of all stakeholders are taken into account when designing and implementing evaluations. As an early childhood leader, how can you build upon this best practice to engage early childhood professionals, staff, and families in the evaluation process? Furthermore, how might you ensure that engagement efforts are culturally and linguistically responsive?
By Day 3 of Week 5
Post the following: Briefly explain how you might engage each of the stakeholders presented in the scenario. Then, explain which stakeholders might be the most difficult to engage and why. Support your response by describing potential barriers that might prevent effective engagement.Cite appropriate references in APA format to substantiate your thinking.
Required Readings
Administration for Children and Families. (n.d). Data & ongoing monitoring. Retrieved from https://eclkc.ohs.acf.hhs.gov/data-ongoing-monitoring
Epstein, A. S., Schweinhart, L. J., DeBruin-Parecki, A., & Robin, K. B. (2004). Preschool assessment: A guide to developing a balanced approach (NIEER Policy Brief, Issue 7). New Brunswick, NJ: National Institute for Early Childhood Research. Retrieved from http://www.doe.in.gov/sites/default/files/earlylearning/preschool-assessment-guide-developing-balanced-approach.pdf
National Association for the Education of Young Children. (n.d.). Principles of effective family engagement. Retrieved from https://www.naeyc.org/principles-effective-family-engagement
U.S. Department of Health & Human Services, Early Childhood Learning and Knowledge Center. (n.d.). Measuring what matters: Exercises in data management-Exercise 2: Collect: Collecting data related to family outcomes. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/measuring-what-matters-exercises-02.pdf
U.S. Department of Health & Human Services, Early Childhood Learning and Knowledge Center. (n.d.). Using the Head Start parent, family, and community engagement framework in your program: Markers of progress. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/ncpfce-markers-of-progress.pdf
Work Group for Community Health and Development. (2016d). Chapter 27, Section 10: Understanding culture, social organization, and leadership to enhance engagement. Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/understand-culture-social-organization/main
Work Group for Community Health and Development. (2016c). Chapter 27, Section 7: Building culturally competent organizations. Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culturally-competent-organizations/main
Work Group for Community Health and Development. (2016f). Chapter 36, Section 3: Understanding community leadership, evaluators, and funders: What are their interests? Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/interests-of-leaders-evaluators-funders/main
Work Group for Community Health and Development. (2015e). Chapter 36, Section 1: A framework for program evaluation: A gateway to tools. Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/framework-for-evaluation/main
Required Media
Laureate Education. (Producer). (2016f). Voices from the field: The accreditation process [Audio file]. Baltimore, MD: Author.
Note: The approximate length of each speaker is as follows:
• Chris Amirault = 2:24
• Christy Opsommer = 0:56
• Crystal Shatara = 2:07
• Lorainne Cooke = 3:04
• Mandy Doy = 0:50
• Mary Graham = 7:15Hopkins, J. (2013, September 11). How to score a classroom using ECERS [Video file]. Retrieved from https://www.youtube.com/watch?v=mGyUpvMYm1w
Note: The approximate length of this media piece is 5 minutes.
| Subject | Nursing | Pages | 4 | Style | APA |
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Answer
Discussion- Advanced Nursing Inquiry and Evidence Based Practice
The courses on Advanced Nursing Inquiry and Evidence-Based Practice wholly prepares students to meet a number of student learning outcomes that are stipulated in the course unit. As an interdisciplinary approach, evidence based practice in clinical practice has gained ground after its formal introduction back in 1992. This paper assesses how I feel the course prepared me to meet all the student learning outcomes.
Following the course completion, I’m better placed to integrate theory, evidence, clinical judgment, research, and inter-professional perspectives using translational processes to improve practice and associated health outcomes for patient aggregates. The course’s basics provided a firm foundation where I acquired advanced theoretical knowledge that has prepared me for the future role as an advanced practice nurse. I can competitively participate in research programs, education and evidence-based practice. Ideally, I can participate in and lead collaborative teams with an objective of improving patient health outcomes by affecting policy changes in practice (Grove, Burns, & Gray, 2013). For example, in an institution where quality research is needed on an adverse health event, I am better placed to rigorously critique available literature and evidence and relate the findings to actual nursing practice for improved EBP and further apply practice guidelines towards improving patient care, medical efficacy and more.
The course also improved my advocacy for the ethical conduct of research and translational scholarship. Research ethics monitor and govern the standards of conduct for medical and scientific researchers. Throughout the course, I learned and acknowledged the importance of adhering to ethical principles with a goal to protect the rights, dignity, and welfare of research participants (Grove, Burns, & Gray, 2013). I learned about the major ethical issues in conducting research including beneficence, informed consent, respect for privacy and respect for anonymity and confidentiality. The course also equipped me with relevant skills and knowledge in systematically translating and appraising the best research and evidence to provide high-quality healthcare (Trautman et al., 2018). Moreover, I am better placed to advance my scholarship through translational research. For example, since I am well prepared in research and practice concepts, I can possibly make significant contributions to both the development and implementation of medical science known to shape nursing practice.
The medical profession creates a wider room for continuous learning to improve healthcare efficiency while reducing medical errors and failures. Basing on the knowledge gained from the course, I have adequate acquaintance to address a wide variety of audiences on the relevance of evidence-based for practice decisions and its impact on healthcare quality and practice (Trautman et al., 2018). For example, in future practice, I will assess the credibility of any information sources and its significance before applying it to a given practice problem in a bid to improve patient care, health outcomes and enhance practitioner understanding of technical concepts.
The course has also widened my skills in critically analyzing information and evidence for improving advanced nursing practice. Throughout the session, I was privileged to learn about the need for reflecting on practice and critically assessing available information before incorporating it in practice. I appreciate how evidence-based learning is relevant to student nurses because the intervention we learn can improve patient outcomes, reduce unnecessary healthcare costs, help provide high-quality care, and eliminate ineffective or obsolete practices (Grove, Burns, & Gray, 2013). For instance, my skills will expose to various opportunities because I am an expertise in research work and assessment.
The purpose of doing research is to translate it as well as other forms of knowledge, into an applicable form to improve practice processes and outcomes. By understanding this relevance, the course has created an urge in me that pushed me to do more research on vast medical concepts and apply them practically to enhance quality care. For instance, researches on a possible cure for acute are tough and the complexity of the topic requires advanced learning which I have been equipped with throughout the course. This will boost my relevance in a given unit.
References
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Grove, S. K., Burns, N., & Gray, J. R. (2013). The practice of nursing research: Appraisal, synthesis and generation of evidence (7th ed.). Philadelphia: Saunders. Trautman, D.E., Idzik, S., Hammersla, M., Rosseter, R., (2018). “Advancing Scholarship through Translational Research: The Role of PhD and DNP Prepared Nurses” OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 2. Manuscript 2.
Appendix
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