Eugenia Uzoechi    4 posts   Re: Topic 2 DQ 2  Issue when addressing a solution to evidence-based nursing practice  There have been reports of considerable improvement in wellbeing result for patients who are treated through evidence-based practices. All around structured investigations have demonstrated that improved patient results are bound to be acknowledged when medical caretakers use evidence-based practice in dealing with patients; however, there are several issues which have made it hard to execute EBP in healthcare organizations (Fineout-Overholt, Melnyk & Schultz, 2015). One of the greatest issues facing implementation of EBP is lack of knowledge on use of evidence-based practices. It has been demonstrated that most medical attendants need more learning to coordinate research discoveries in their practices. Research discoveries demonstrates that there is little proof that demonstrates that most medical caretakers, particularly novice nurses have learning on the usage of EBP in their practices (Fineout-Overholt, Melnyk & Schultz, 2015).  The first step in addressing and resolving this issue  The first step of solving the above issue is by having specific research education. A research by Rosenfeld (2019) found out that there was variance in EBP knowledge among the nurses. Therefore, nursing professionals who are seeking to improve their clinical skills and expand their knowledge base and career options ought to consider getting an additional nursing education in programs which focus on EBP (Rosenfeld et al., 2019). Nursing professionals should have a solid comprehending of how to carry research. Since evidence-based practices place an emphasis on the knowledge, skills and experience of the nursing professional, nursing professionals have been given more responsibility and respect than ever before (Rosenfeld et al., 2019). EBP focuses on particular nursing skills such as critical decision-making grounded in evidence and research. Therefore, registered nurses need strong analytic and academic research skills for complementing clinic skills and hands-on patient care (Rosenfeld et al., 2019).  References  Fineout-Overholt, E., Melnyk, B. M., & Schultz, A. (2015). Transforming health care from the inside out: advancing evidence-based practice in the 21st century. Journal of professional nursing, 21(6), 335-344.  Rosenfeld, P., Duthie, E., Bier, J., Bowar-Ferres, S., Fulmer, T., Iervolino, L., … & Roncoli, M. (2019). Engaging staff nurses in evidence-based research to identify nursing practice problems and solutions. Applied Nursing Research, 13(4), 197-203.

 

What are the characteristics of a population for which it would be appropriate to use mean/median/mode? When would the characteristics of a population make them inappropriate to use?

I put 4 comment here because in this class the teacher ask for (4 comments only) no 6 as in the previous class. You can write 75 words in each and if you know about the theme or comment and you have substantive answer like your own comment you can write without references. Thanks.

Comment 1

Six articles that I have chosen to summarize for my research include the following: Establishing a Nurse Mentor Program to Improve Nurse Satisfaction and Intent to Stay. This article used Benner’s novice to expert theory as a tool to develop a nurse mentor program in an Emergency Department.  The Benner Theory is focused on five levels of expertise five levels of proficiency: * novice * advanced beginner * competent * proficient * expert and the process nurses use to mature in the nursing profession. The nurses volunteered feedback about their experience in the nurse mentor program (Jones, 2016). Nurse retention: A review of strategies to create and enhance positive practice environments in clinical settings. This paper summarizes and reviews the strategies that support retention of nurses through creation and enhancement of positive work environments in the clinical setting (Twigg, D., & McCullough, K., 2014). 2018 National Health Care Retention & RN Staffing Report . This article looks at the value hospitals put on their staff and the correlation to commitment, confidence, and engagement. Hospitals believe that retention is a key strategy and the focusing of enhancing the culture that supports this belief (Colosi, B., March 2018). The impact of nurse residency programs in the United States on improving retention and satisfaction of new nurse hires: An evidence-based literature review.      A focus on entry level newly graduated nurses and the work conditions that may affect retention and satisfaction with job. This literature is aimed at the use of a one-year nurse residency program compared to the traditional orientation and its effects on turnover rates (Eckerson, C. M., 2018). Factors related to the intention to leave and the decision to resign among newly graduated nurses: A complete survey in a selected prefecture in Japan  This study looks at the factors related to intention to leave and the decision to quit among newly graduated nurses (Tei-Tominaga, M., 2012). An Evidence-Based Protocol for Nurse Retention  This article focuses on nurse leaders and the positive relationship and the effects on employee retention and satisfaction (Gess, E., Manojlovich, M., & Warner, S., 2008).

Strengths related to using these articles for research are that they all portray relevant information regarding the retention of newly hired nurses and data related to staff retention. The information received from participants would be confidential, so views could be given free from judgement or fear of retaliation.

Weakness may be related to the amount of information specific to night shift retention. A Potential weakness may be finding willing participants to collect enough data to form a conclusion.

Comment 2

Chen, Y. Y., Chi, M. M., Chen, Y. C., Chan, Y. J., Chou, S. S., & Wang, F. D. (2013). Using a criteria-based reminder to reduce the use of indwelling urinary catheters and decrease urinary tract infections. American Journal of Critical Care, 22(2), 105-114.
The article intends to reveal criteria based reminders are useful in the diagnosis and cure of urinary tract infections.
Strength: This article is only focused on urinary catheters and discusses every minute detail
Weakness: It does not mention other vital methods for prevention
Clarke, K., Tong, D., Pan, Y., Easley, K. A., Norrick, B., Ko, C. … & Stein, J. (2013). Reduction in catheter-associated urinary tract infections by bundling interventions. International journal for quality in health care, 25(1), 43-49. DOI: http://dx.doi.org/10.1093/intqhc/mzs077
            The author here proposed interventions to prevent urinary tract infections.
Strength: the author has not lengthened the article despite proposing several things
Weakness: Without any substantial comparison, an author has regarded one intervention as best of all others
Gould, C. V., Umscheid, C. A., Agarwal, R. K., Kuntz, G., & Pegues, D. A. (2010). Guideline for prevention of catheter-associated urinary tract infections 2009. Infection Control & Hospital Epidemiology, 31(04), 319-326.
 
This article is based on the prevention types for catheter-associated urinary tract infections
Strength: It describes all reasons which may lead to the development of infection
Weakness: it does not figure out ways in which this infection may get severe
Hebden, J. N. (2014). Nurse-directed catheter removal protocols to prevent catheter-associated urinary tract infection: Strategies for implementation. American journal of infection control, 42(6), 670
The article provides deep insights into how individuals can benefit from nurse-directed catheter removal protocol
Strength: It helps gain insights into types of urinary tract infections that patient can encounter
Weakness: it does not declare a suggested method to be an effective one
Magers, T. L. (2013): Using evidence-based practice to reduce catheter-associated urinary tract infections. AJN The American Journal of Nursing, 113(6), 34-42.
            The author has mentioned real life and practices to reduce catheter-associated urinary tract infections
Strength: The author motivates its prevention
Weakness: substantially, no prevention methodologies are mentioned
Parry, M. F., Grant, B., & Sestovic, M. (2013). Successful reduction in catheter-associated urinary tract infections: focus on nurse-directed catheter removal. American journal of infection control, 41(12), 1178-1181.
            In this article, Author has discussed and tried to measure the role of a nurse in catheter removal
Strength: the charts and diagrams presented are viable for understanding pain units
Weakness: It has less practical implication due to the non-addition of any possible solution

Comment 3 3DQ2

Two methods for evaluating evidence would be Randomized Controlled Trials and Observation research. The Observational research such as surveys and qualitative studies can be a platform for informing practice. This type or research measures but does not control the variables. Randomized studies between control groups is random (Reinhardt, 2010). This design is the random assignment of study participants to either a group that receives the treatment being studied (the “treatment group”) or a group that does not receive the treatment (the “control group”).

We may also need to determine whether the article supplies Qualitative vs Quantitative information. Depending on what type of data is required to defend the hypothesis.

Quantitative – Quantitative research is measurable and uses data and statistics to form basis for hypothesis (Grove, Gray, and Burns, 2015).

Qualitative- “Qualitative research is a systematic approach used to describe experiences and situations from the perspective of the person in the situation. The researcher analyzes the words of the participant, finds meaning in the words, and provides a description of the experience that promotes deeper understanding of the experience” (Grove, Gray, and Burns, 2015).  This type of research is based on perception and emotions.

Comment 4

For the evaluation of evidence, the use of quantitative and qualitative methods is the ones on which a medical practitioner can rely. In qualitative methods, use of literature is made along with previous studies to provide viable arguments. Comparatively quantitative methods are wise enough to generate data and compare statistics and then coin any particular verdict to the evidence. One cannot say that one is superior over others as both come with pros and cons. Qualitative methods often make use of interviews and often believes in professional advice for generating the result. They do not go into any in-depth study to find out if opinions are valid or error-free. Quantitative method is known for conducting data and experiments and processing the data while correlating them to reach a possible solution (Creswell, 2007). Hence regarding medical aspects, quantitative data is more appropriate to rely on than qualitative analysis. Qualitative methods, however, is essential for increasing knowledge about any aspect. Though for proper evaluation and for proving a point, the need of quantitative analysis has reached to a higher point, without numerical data, it is not wise to make health care related decisions as it directly affects a life.
Evaluating different evidence methods: There are several methods of evaluating evidence methods are present, but the two most common methods of evaluating evidence are Meta-Analyses and Systematic Reviews. These two methods can help in the determination of the relevance and validity of the evidence. During the evaluating evidence both these systematic reviews and meta-analyses methods as well as similar and different.
Similarities:
Both the Systematic Reviews and Meta-Analyses are considered the highest quality of evidence for clinical decision making and can be used above all the other methods of evaluating evidence.
Both the methods for evaluating evidence are similar because they involve the collection of data from different sources and summarizing all the evidence and results of the studies.
Differences:
While systematic review collects and summarizes all the empirical evidence, the meta-analysis uses statistical methods to summarize the results of the studies.
Second, Meta-analysis is a statistical method used to combine the numerical results from such studies, if it is possible to do. On the other hand, a systematic review is a formal, systematic and structured approach to review all the relevant literature on a topic.
Third, the rationale for Meta-analysis is that through the combination of samples from different studies the overall sample size is increased, while the rationale for systematic reviews is that when data is pooled together from different sources, greater reliability would be obtained.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage
Melnyk BM, Fineout- Overholt E, Mays MZ. The evidence-based practice beliefs and implementation scales: psychometric properties of two new instruments. Worldviews Evid Based Nurs. 2008;5(4):208-216.

read the topic below and provide a one Page APA Response Discussion 2)Add Additional Information 3) two Scholarly Reference Less Than 5 Years And Must Have Page Numbers. 4)Must Have In Text Citations APA 6th ed.

Abstract 

       This paper summarizes the reflections of nursing graduate students on three discussion questions which focused on how nursing informatics used in nursing education. The 

discussions are written in the American Psychological Association (APA) style of writing. Each student discussed in the forum their perception of the topic while providing supporting 

evidence. The findings of each discussion topic show that simulation, distance education, and CMS/LMS apps all are interconnected. All three issues influence nursing informatics in 

nursing education.

Keywords: simulation, nursing, distance education, nursing informatics

Method

Participants

    The nursing graduate students who participated in the discussions consisted of 23 nurses all from different backgrounds and levels of experience.  These nurses came from one

 nursinginformatics class and engaged in discussion, research, and comments on the work of others. 

Assessments and Measures  

   The students’ discussion was assessed based on APA guidelines. Each student was required to provide an initial post to the question, followed by a minimum of two responses to the 

initial posts of other students within their designated group. The discussions were intended to be thought-provoking, and further advance education in this topic through further 

literature review.

Simulation

     Simulation refers to activities that mimic real-life experiences in a clinical environment that provide nursing students with an opportunity to enhance their practice and decision-

making skills without compromising a patient’s wellbeing (Kim et al., 2016). It is widely used in the USA and other countries across the globe. Simulation is a technology which is used 

to replace real-life experiences with the help of guided experiences that duplicate important aspects of the real world in an effective interactive way.

   The use of simulation is not only triggered by a need to reinforce practical skills of nursing students but also the drive behind such trends as patient confidentiality concerns 

emanating from clinics based in hospitals as well as the shortage of nurse educators. New nurses as well as experienced ones also take an interest in simulations to enhance their skills 

and improve the quality of care. Safety, diligence, and delegation are some of the significant areas of concern for nurses as they purpose to achieve all these through such simulations. 

Nowell (2016) found that simulation helped students understand when and how to delegate, as well as collaborate and consult with other health care team members.

    An abundance of benefits associated with simulations.  For instance, they play an essential role in equipping new and experienced nurses with more skills, which are imperative 

considering the current patient acuity levels. Simulations provide opportunities to identify loopholes in nursing practice so that they do not occur in real-life situations. Nurses can 

increase their knowledge and improve their skills while making errors in the process of simulations without harming any patient.

Distance Education

       As distance learning becomes more popular the need for research regarding its use, efficacy, and its value as compared to traditional learning environments also becomes 

necessary.  From an academic institution’s perspective, it allows for greater revenue flow, reduced need for physical space, less faculty engagement, and reduced overhead to the 

institution.  From the perspective of students, it allows one to attend class almost anytime, anywhere and is the most convenient way to achieve academic goals while balancing a job, 

family, and other daily responsibilities.  However, there are many questions regarding the use of online courses as substitutes for traditional classroom education. 

      Distance education, or e-learning, comes in several forms including synchronous, which is in real-time, and asynchronous, which allows access of information at the convenience of 

the student.  Also, classes may be taught entirely online or as hybrid courses where some participation is in a traditional classroom setting mixed with online forums, assignments, or 

virtual labs. Synchronous communication was shown to increase user motivation but made it harder for students to process the information. In contrast, asynchronous communication 

allows the receiver more time to comprehend the learning because the sender does not expect an immediate answer (Hrastinski, 2008). Regardless of the form of e-learning, many 

factors need to evaluate to grasp the effectiveness of teaching through online courses better. 

        A good point made by one of the team members was that in traditional classes, the instructor’s teaching techniques play a significant role in the learning process.  In online 

courses, the instructor’s personality has little or no value in enhancing learning.  It seems that most students are supporters of online and e-learning in general due to the convenience 

and flexibility.  The assumption made that an online course is equal to a traditional classroom, and the benefits of flexibility and convenience are the only difference. However, the 

research by Jaggars, 2014, suggests that adult community college students revealed that while they still preferred face to face classes, time, money and job constraints made the 

online experience more convenient. The study also observed that they took fewer challenging classes online, preferring to take the more difficult subjects in a traditional classroom 

setting.

    I agree with most students and educators that more research is necessary to determine the academic factors, the benefits and possible shortcomings, efficacy, and comparative 

analysis to traditional classroom instruction before we gain a complete understanding of the e-learning environment.  However, it is already clear that distance learning in its many 

forms has been genuinely accepted, integrated, and is thriving in many new and traditional academic institutions.  E-learning has made a significant impact on education and is poised 

to change the definition of the traditional educational institution.   

CMS/LMS and Apps Used in Nursing Education

     Course Management Systems, Learning Management Systems, and Applications Used in Nursing Education and Course Management Systems (CMS).

      CMS was created for organizations such as colleges and universities to organize digital content on a website, and facilitate the ease of learning, course presentation, and 

communication between educators and their students (Wei, Peng, and Chou, 2015).  This software enables instructors to create course curriculum and websites for their entire student 

body.  This application will monitor a student’s performance and manage the student’s registration, enrollment, etc. Instructors can post grades of the students, along with week by 

week assignments, tests, and class exercises. More universities are using CMS along with face-face classroom time.

     One example of a popular CMS includes Blackboard Learn, a web application that offers online courses while giving instructors the ability to post information for students while in a 

face-face or hybrid classroom (Almarashdeh, 2016).  An advantage of Blackboard Learn is that students always have learning tools available to them when needed.  A disadvantage is 

that their grading system is not user-friendly (Almarashdeh, 2016).  Some other examples of CMS include Word Press, Kenexa, and Xyleme. 

Learning Management Systems (LMS)

     LMS functionality is geared more for administrators to track registration, class lists, attendance, grades and class scheduling (Ninoriya, Chawan, & Meshram, 2011). Managers, 

teachers, and professors upload course content.  LMS is necessary for running a learning organization. The software platform is used in corporate training as well as college education 

to track and deliver information as well as student and employee participation.  LMSs have gained success in the classroom, and its usage will continue to grow.

Litmos by Callidus Cloud is an example of a popular LMS.  This cloud-based LMS unifies classroom, virtual, mobile and social capabilities in a single platform that can meet an 

training needs (www.Litmos.com). 

  Application

    Other technological adjunctive tools used in online learning include Interactive Whiteboard (IW), Voice Thread (VT), Edmodo and Google Handouts.  IW allows student/teacher 

collaboration with the use of iPads and smartphones, using visual imagery, virtual trips, and powerpoint presentations which shared with the whole class.  VT allows for uploading and 

sharing documents or videos.  Students can communicate using text or Skype.  Edmodo and Google Hangouts allow teacher/student engagements for discussions and projects, Google

streamed live. 

The relationship between Simulation, Distance Education & CMS/LMS Apps

       Simulation, distance education, and CMS/LMS apps are all interrelated when it comes to nursing education. This is because all these ways can be used to enhance knowledge and 

skills for nurses. The Learning Management System(LMS) and Content Management Systems(CMS) are two of the most popular acronyms in the eLearning industry and they are both 

software platform that permits the school instructors and administrators to develop, to post online training content and to focus on each design of eLearning course (Sharma, 2018).

       Distance education is an intuitive education activity which brings teaching materials with communication technologies, teachers and students in different places together (Yildiz, 

Isman, 2016). For example, a professor can live in California and can be interacting with the student with other faculty members globally via Whiteboard (IW), Voice Thread (VT), 

Edmodo and Google Handouts. These are different learning systems that were developing to help people communicating and using information via technology. However, they are the 

number of content and tools for distance learning that are available.

      According to Yildiz, and Isman (2016) the most critical objective is to design these materials in ways people can understand, easy to learn, easy to access for example audio, 

animation, multimedia support, simulation and animation of courses and learning activities to give question and test (2016). In continuation, Yildiz and Isman states the Learning 

Management Systems (LMS) is a software that allows the management of learning activities , to allows the students and teachers to keep the system records, retention reports, to 

provides learning materials, ability to share learning material, discussion, to manage course catalogs, to receive the assignment, and to enter exams. There are many systems, and the 

two most systems that used globally are Blackboard and Moodle, and there are cost-effective

                                                                                                                                                 Conclusion

      In conclusion, the world of medicine revolves around technology. It is necessary to be meticulous when it comes to patients’ life health-related matters. Proper health care can be 

enhanced through these simulations hence the need for their continuous application in the health care industry. The nursing profession has always been to the challenge and always 

looking to the future to deliver optimal and quality of care to all patients. The nursing professions are welcoming new ways to teach future and current nurses with new technology 

methodto undertake the nursing shortage. Such as distance learning by using simulation, Learning Management System (LMS) and Content Management Systems (CMS). All these 

 are working in conjunction with providing the best way to teach and to attract the best-talented people toward the educational nursing technology.   

                                                                                                                              References:

Almarashdeh, I. (2016). Sharing instructors experience of learning management systems: A technology perspective of user satisfaction in distance learning course. Computers in        

             Human Behavior, 63, 249-255. doi:10.1016/j.chb.2016.05.013

Hrastinski, S. (2008). The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses. Information and                               

 Management, 45(7), 499-506.

Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community college student voices. American Journal of Distance Education, 28(1), 27-38.

       Kim, J., Park, J., & Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC Medical Education, 16(1), 1-8.   doi:10.1186/s12909-          

              016-0672-7

Ninoriya, S., Chawan, P. M., & Meshram, B. B. (2011). CMS, LMS and LCMS for eLearning. International Journal of Computer Science Issues (IJCSI), 8(2), 644-647.   

https://searchproquest.com.libproxy.adelphi.edu:2443/docview/921425281?accountid=8204

Nowell, L. S. (2016). Delegate, collaborate, or consult? A capstone simulation for senior nursing students. Nursing Education Perspectives, 37(1), 54-55.

Sharma, N. (2018). eLearning industry. LMS and LCMS platform: can you tell the difference?. Learner management systems. Retrieve from. 11/18  www.elearner industry.com   

Yildiz, E. P., Isman, A (2016). Quality content in distance education. University of Journal of Educational Research 4(12), 2857-2862  doi:10.13189/ujer.2016.041220                                                           

Wei, H. C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students’ perception and actual use of a course-    

            management system on their learning achievement. Computers & Education, 83, 10-21.  doi:10.1534/gsaprep.2013.003