Purpose

The purpose of this paper is to provide the student with the opportunity to explore and explain verbal, non-verbal, and written communication at the highest professional level. This assignment allows for the assimilation of professional leadership competencies as a doctorally prepared practice scholar. Assignment content supports professional formation, communication, and dissemination of skills relevant to the DNP practice scholar.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO3: Differentiate attributes of effective leaders and followers in influencing healthcare. (PO 6)

CO4: Assimilate attributes for intra-/inter-professional collaboration across healthcare settings (PO 8)

CO5: Formulate selected strategies for leadership and influence across healthcare systems. (PO 8)

Due Date(s)

The Late Assignment Policy applies to this assignment.

The assignment title is due by Sunday 11:59 p.m. MT at the end of Week 5.

Total points possible: 350 points.

Preparing the Assignment

Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions. It is each student’s responsibility to save and maintain all artifacts required in the e-Portfolio

1. The assignment will include the following components within 5-7 pages (not including title page or reference page):
   1. Title Page (Title matches the first-page title)
   2. Use the following required Level 1 headings:
      1. Verbal Communication Competencies and the Practice Scholar
      2. Non-verbal Communication Competencies and the Practice Scholar
      3. Written Communication Competencies and the Practice Scholar
      4. Conclusion
   3. Introduction (Note: Do not use “Introduction” as a heading). Place the paper’s title on the first line.
      1. In a brief paragraph, introduce your paper’s topic and establish its importance.
      2. Present a clear purpose statement and a mini-outline, in sentence format, of the paper. The best introductions outline the paper according to the major sections in the assignment guidelines (which are the required level 1 headings for the body of the paper).
   4. Verbal Communication Competencies and the Practice Scholar
      1. This section describes the leadership competency of verbal communication for the DNP practice scholar.
      2. Present your understanding of the components, comportment, and collaborative nature of effective and ineffective verbal communication as a leader.
   5. Non-Verbal Communication Competencies and the Practice Scholar
      1. This section describes the leadership competency of non-verbal communication for the DNP practice scholar.
      2. Present your understanding of the positive and negative behaviors of non-verbal communication as a leader and examples of each.
   6. Written Communication Competencies and the Practice Scholar
      1. This section describes the leadership competency of written communication for the DNP practice scholar.
      2. Include your understanding of (a) professional tone & style, (b) use of standard English, and (c) strategies for effective writing as a DNP leader in documents such as emails, memos, curricula vitarum, grant proposals, white papers, poster presentations, project dissemination manuscripts, and other formal written forms of professional leadership communication.
   7. Conclusion
      1. Recap the paper’s purpose statement and mini-outline criteria.
      2. Draw major conclusions from the body of your paper.
      3. Summarize the importance of effective communication competencies for the DNP leader.
   8. Clarity of writing
      1. Use consistent standard English grammar and sentence structure is evident throughout the paper. The sentences and wording should be clear and concise, without slang, colloquialisms, street language, or conversational style.
      2. Paper should be generally free of grammar, punctuation, spelling, and typographical errors.
      3. The paper should be organized and use the required Level I Headings headers and others as needed to organize the content.

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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.

AttachmentsRunning head and page header in APA 6th edition-1.pdf
References in APA format using Microsoft Word.pdf
Examples of Citations and References from OWL Purdue APA.pdf
APA-6th-Edition-Template-without-Abstract-1.docx
APA-6th-Edition-Template-with-Abstract (2).docx
Example of References format.pdf

1. Is the type of design used appropriate? Your rationale?

2. What are the threats to internal and external validity

3. Is the design appropriately linked to the evidence hierarchy?

Qualitative data has been described as voluminous and sometimes overwhelming to the researcher. Discuss two strategies that would help a researcher manage and organize the data.

The three types of qualitative research are phenomenological, grounded theory, and ethnographic research. Compare the differences and similarities between two of the three types of qualitative studies and give an example of each.

Purpose

Total points possible: 100 points

Preparing the assessment

Follow these guidelines when completing this assignment. Contact your course faculty if you have questions

1) Write a brief 1-2 paragraph weekly reflection addressing the questions posed in the Reflect section of each weekly module. Edit your Reflection to include each weekly reflection.

2) Include the following sections in your Reflection.

WEEK 1:  Evidence translation begins with the identification of a problem or concern. Reflect upon the eight national practice problems presented in the Global Burden of Disease Research. Select one of the practice problems to address the following. (National Practice Program: DIABETES MELLITUS) 

·  From a global/nationwide perspective, how does the selected practice problem impact nurses, nursing care, healthcare organizations, and the quality of care being provided?

·  Identify the national level key stakeholders who are affected by the practice problem and stakeholders involved in resolution.

·  Are clinical practice guidelines used to address this problem? Why or why not? If used, provide a brief overview of the CPG. If a CPG is not used, propose an intervention that could be implemented on a national scale to address the problem.

·  Provide one specific example of how you achieved the weekly objectives.

·  What did you learn from this week to challenge your beliefs or attitudes?

·  How will this knowledge improve your effectiveness as a practice scholar?

WEEK 2: Reflect upon the selected national practice problem in Week 1 to address the following. (Practice Problem: Diabetes Mellitus// I’m from Miami, Florida)

·  From a local perspective, how does the practice problem impact nurses, nursing care, healthcare organizations, and the quality of care being provided?

·  Identify the local key stakeholders related to the selected practice problem.

·  Describe one approach used at your unique setting to address this problem. From your perspective, is this intervention effective in addressing the problem? Why or why not? If this practice problem is not addressed at your workplace, propose an intervention that could be implemented on a local scale to address the problem.

·  Provide one specific example of how you achieved the weekly objectives.

·  Why is the information important?

·  In what ways will you use this learning?

WEEK 3: Translation of a research-based intervention to practice involves a critical review of numerous published research studies to discern if individuals – research subjects – were treated according to the ethical values and principles as defined by the Code of Federal Regulations (CFR). Reflect upon your selected practice problem and the eventual research-based intervention you select for your practice change project and address the following. (Practice Problem: Diabetes Mellitus)

·  What are the potential benefits and harms related to your selected practice problem (Diabetes Mellitus) when considering a research-based intervention for your practice change project?

·  Are there competing personal or professional values related to this research-based intervention that might impact the implementation of this intervention in your practice setting?

·  What types of objections might be raised? How will you explain your decision to key stakeholders to address these objections?

§  Provide one specific example of how you achieved the weekly objectives.

§  What is the benefit of the learning?

§  What values can you reaffirm or want to reconsider after this learning?

WEEK 4: Select one of the organizational or behavioral change models which were used successfully for evidence-based practice change in healthcare for many years. Select one model or theory from the readings or lesson this week and: (The Behavioral or Health Belief Model)

• List the steps or the components in the change model or theory.
• Does the model or theory contain a component for appraising the evidence?
• Does the model or theory contain a component for networking with the stakeholders during all phases of practice change?
• Does the model contain components for identifying barriers and addressing barriers to implementation?

·  Provide one specific example of how you achieved the weekly objectives.

·  Which change model or conceptual framework did you find most valuable and why?

·  In what ways, if any, do your practices inhibit reform?

WEEK 5: Reflect upon your selected practice problem to determine a possible solution and address the following. (Practice Problem: Diabetes Mellitus)

·  Create an action plan using a translation theory or model to implement the proposed solution. 

·  Provide a description of each component in the translation model.

·  What are the barriers to implementation? What are the facilitators to overcome these barriers?

·  Who are the stakeholders involved? What are their roles?

·  What resources are needed for successful implementation of the solution?

·  Provide one specific example of how you achieved the weekly objectives.

·  Which translation model did you find most valuable and why?

·  How receptive are you to embracing change and reform?

WEEK 6: As a practice scholar, you are called to respond to a recurring medication administration error at your workplace setting and identify strategies to prevent future recurrence through interprofessional collaborative practice. Your first step is to assemble the interprofessional team. Consider the following.

·  Who is on your team? What are the roles, responsibilities, and abilities of the team members?

·  How will you work together? How will you determine accountability and task distribution? Identify ways to distribute and follow up on tasks among interprofessional team members.

·  What strategies will you use to facilitate effective communication and collaboration? 

·  Provide one specific example of how you achieved the weekly objectives.

·  What approach do you use in working with others throughout the change process?

·  What is your response to change? Is it inclusive of other team members? Why or why not?

WEEK 7: Reflect upon the selected practice problem in Weeks 1 and 2 and consider the following. (Practice Problem: Diabetes Mellitus)

·  What are the common barriers to evidence translation in addressing this problem?

·  What strategies might you adopt to be aware of new evidence?

·  How will you determine which evidence to implement?

·  How will you ensure continuation or sustainability of the change?

·  Provide one specific example of how you achieved the weekly objectives.

·  What goals will you set in accordance with what you have learned

·  How has course information changed your ways of knowing?

Writing Organization and Mechanics

·   

o   

§  Grammar and mechanics are free of errors.

Rubric

Reflection on Learning

Reflection on Learning

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeWeek 1 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 2 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 3 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 4 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 5 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 6 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 7 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWriting Organization and Mechanics

Requirements:
Grammar and mechanics are free of errors.

9.0 pts

Presents information using clear and concise language in an organized manner (0-1 errors in English grammar, spelling, syntax, and punctuation).

8.0 pts

Presents information using clear and concise language in an organized manner (2-3 errors in English grammar, spelling, syntax, and punctuation).

7.0 pts

Presents information using understandable language; information is not organized (3-4 errors in English grammar, spelling, syntax, and punctuation).

0.0 pts

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the post (5 or more errors in English grammar, spelling, syntax, and/or punctuation).

9.0 pts

Total Points: 100.0

PreviousNext

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP.

To Prepare:

• Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
• Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

• Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
• Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293–312)
Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328–343)
Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378–427)

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. doi:10.1097/10.1097/01.NAJ.0000395243.14347.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/03000/Evidence_Based_Practice,_Step_by_Step_.31.aspx  

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f
Note: You will access this article from the Walden Library databases.

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e
Note: You will access this article from the Walden Library databases.

 In the Journal 3 area of the document, write a 500-word entry in which you do the following:

• Document specific objective(s) for the specific time frame.
• Describe a problem, issue, or situation that you have observed during your practicum experience (no more than a half-page).
• Using no fewer than three peer-reviewed sources of evidence, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature.
• Explain the degree to which the problem, situation, or issue was addressed in a manner that is consistent with the theory, concepts, and principles detailed in the evidence.
• Given the various evidence-based approaches that can be used in addressing the problem, situation, or issue, formulate a plan for approaching the matter differently.
• Explain how this problem, issue, or situation relates to, or helps you work toward, your professional aspirations and/or how it helps you enhance your performance.
• Include APA-formatted references immediately following the content.

Chapter 14: Violent Behavior in Institutions

Statistics shows that 48% of no fatal injuries from occupational assaults in the United States occurred in health care and social services particularly mental health workers. Mention and discuss at least 3 precipitating factors for violent behavior in institutions?  Please no more than 21% of plagiarism 

Topic: NCLEX-RN tests

Discussion: Searching Databases

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.

The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.

To Prepare:

• Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.
• Review the Resources for guidance and develop a PICO(T) question of interest to you for further study.

By Day 3 of Week 4

Post your PICO(T) question, the search terms used, and the names of at least two databases used for your PICO(T) question. Then, describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples.