DNP 820 TOPIC 1 DQ 1
Imagine that the health care organization where you work was in the process of enacting a new clinical practice. As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice? How would your educational and clinical background influence or affect the outcomes of this clinical practice implementation? How would outcomes be different had there not been a DNP-prepared nurse leading the translation into practice?
As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?
The translation of research into clinical practice using Evidence-based practice may seem like a relatively new philosophy. However, looking back in history as the intent of the philosophy becomes clearer, EBP has been in use for many years from the era of Florence nightingale to Dorothea Orem. DNP-prepared nurse leading the translation of research into clinical practice helps to improve the knowledge that can lead to patients’ informed treatment plan option, prevention of disease conditions, and timely intervention. Knowledge is power, educating our patients and replicating the knowledge to the general public using guiding practitioners’ expertise, governing body recommendations, and respecting client beliefs and autonomy is paramount to the care we provide (Friesen, et al., 2017).
How would your educational and clinical background influence or affect the outcomes of this clinical practice implementation?
Struggling to Meet Your Deadline?
Get your assignment on DNP 820 TOPIC 1 DQ 1 done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
The learner does home care and cares for elderly demented patients that have a medical history of diabetes mellitus. Diabetes Mellitus co-exist with comorbidities such as atherosclerotic cardiovascular disease, heart failure, chronic kidney disease, and hypoglycemia risk. Most of them end up with Retinopathy, Nephropathy, Neuropathy, or chronic wound that may lead to systemic infections, if not controlled and managed appropriately. The learner’s educational background would influence the outcome of the implementation of her DPI project at her clinical practice by making sure that all patients with diabetes mellitus are scheduled for regular follow-up face-to-face appointment visits and monitoring of hemoglobin A1C to maintain good glycemic health (Friesen, et al., 2017).
How would outcomes be different had there not been a DNP-prepared nurse leading the translation into practice?
According to research studies conducted by Molas-Gallart, et al., (2016), DNP-prepared nurses make important contributions to the development and implementation of the science that shapes nursing practice. At the learner’s project site, there are no provider guidelines or nursing policies in place for the management of diabetes mellitus. The learner observed that diabetic-related complications are the most common cause of debility among older adults receiving home health care. Frequent readmission from diabetic Mellitus complications has increased leading to health care burdens (Molas-Gallart, et al., 2016). She thinks that implementing policies, procedures, and guidelines using translation of research from the American Diabetes Association or American Association of Clinical Endocrinology would impact the HBAIC level and improve the quality of life for individuals with T2DM. Most of the diabetes patients the learner cares for are homebound, bedbound, and unable to care for themselves. They are dependent on others for activities of daily living (Molas-Gallart, et al., 2016). The difference she expects to accomplish as a DNP-Prepared nurse is adequately educating the patient, staff, and caregivers to monitor glucose levels closely and give appropriate medication in order to reduce the rate of readmission into the hospital. Identification of glycemic events through daily blood glucose and hemoglobin AIC monitoring every three months assist to maintain good glycemic health that would improve the patient’s quality of life (Molas-Gallart, et al., 2016).
Reference
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. DOI: 10.1111/wvn.12195
Molas-Gallart, J., D’Este, P.Llopis, O., & Rafols, I. (2016). Towards an alternative framework for the evaluation of translational research initiatives. Research Evaluation, 25(3), 235–243. Retrieved from doi: 10.1093/reseval/rvv027
RESPOND HERE
MARGARET I agree with you that the translation of research into clinical practice using evidence-based practice may be seen strange to different stakeholders. However, the use of evidence-based practice started for many years from the era of Florence Nightingale to Dorothea Orem (Rudman et al., 2020). The introduction of evidence-based practice has transformed clinical experience and the accuracy of decision-making processes in healthcare settings. The theorists such as Nightingale played an important role in implementing research in nursing practice. Different theories generated at the beginning of the evidence-based practice have remained impactful years after their discoveries. DNP-prepared nurse leading the translation of research into clinical practice helps to improve the knowledge (Allen et al., 2018). These healthcare professionals have reliable information to lead the translation process. The improved knowledge among DNP-prepared nurses can lead to patients’ informed treatment plan option, prevention of disease conditions, and timely intervention. Therefore, the success of evidence-based practice rely on the competence levels of healthcare providers. DNP-prepared nurses make important contributions to the development and implementation of the science.
References
Allen, E., Williams, A., Jennings, D., Stomski, N., Goucke, R., Toye, C., … & McCullough, K. (2018). Revisiting the pain resource nurse role in sustaining evidence‐based practice changes for pain assessment and management. Worldviews on Evidence‐Based Nursing, 15(5), 368-376. https://doi.org/10.1111/wvn.12318
Rudman, A., Boström, A. M., Wallin, L., Gustavsson, P., & Ehrenberg, A. (2020). Registered Nurses’ Evidence‐Based Practice Revisited: A Longitudinal Study in Mid‐Career. Worldviews on Evidence‐Based Nursing, 17(5), 348-355. https://doi.org/10.1111/wvn.12468
Evidence-based practice (EBP) establishes the basic tenets concerning knowledge translation (KT). One of the main strategies to improve health systems is the path from awareness to adherence (Murphy et a., 2017). Moving beyond EBP and building the model to implement knowledge translation among health care practitioners compels comprehension by the organizational leadership. Culture is the vehicle by which the organization shares modes of behavior. Structure and culture collectively guide the internal workings of corporate systems and are conduits that lead to individual output and produce successful outcomes (Murphy et a., 2017).
According to the American Association of Colleges of Nursing (AACN), “DNP prepared nurses to design, influence, and implement healthcare policies that frame healthcare financing, practice regulation, access, safety, quality, and efficacy (Beeber et al., 2019). DNP executive leaders affect healthcare change by conducting evidence-based research, developing programs that improve healthcare outcomes, and addressing and advocating national healthcare policy issues (Nordick, 2019). The DNP-prepared nurse has a unique skill set that significantly affects healthcare systems through their contributions to clinical practice, leadership, advocacy in health policy, implementation and evaluation of evidence-based research, and contributions to nursing education (Beeber et al., 2019). DNP corporate leaders of sizeable integrated healthcare systems focus on collaborative work for common goals. In this position, the DNP-prepared nurse engages interprofessional teams to improve policies and procedures that affect patients and clinician practice by driving innovation, implementing policy changes, and improving evidence-based skills across professions (Beeber et al., 2019).
Moreover, DNP nurse executives in administration and executive leadership positions can promote innovative approaches to problems in highly complex healthcare environments, explore technologies that embrace efficiencies, and oversee patient safety, patient and staff satisfaction, and economic factors (Nordick, 2019). DNP executive leaders affect healthcare change by conducting evidence-based research, developing programs that improve healthcare outcomes, and addressing and advocating national healthcare policy issues (Nordick, 2019). The DNP’s enhanced and expert organizational, economic, and leadership skills in the clinical setting afford a systems-based approach to clinical practice, which lends itself to effect real change in the healthcare system, directly improving patient care and patient outcomes (Beeber et al., 2019). The DNP-prepared nurse is impacting healthcare and working to achieve the IOM goals in various roles and practice settings (Beeber et al., 2019). The DNP is the catalyst leading the inter-professional team to improve healthcare outcomes.
References
Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of the doctor of nursing practice-prepared nurses in practice settings. Nursing Outlook, 67(4), 354-364.
Murphy, M. P., Staffileno, B. A., & Foreman, M. D. (Eds.). (2017). Research for advanced practice nurses: From evidence to practice. Springer Publishing Company.
Nordick, C. L. (2019). Evaluating leadership competency in DNP clinical practice. Journal of Doctoral Nursing Practice, 12(1), 111-116.
RESPOND HERE
JENNIFER it is true that evidence-based practice (EBP) establishes the basic tenets concerning knowledge translation (KT). The practice provide credible information that guide the translation process. EBP obtain information from nursing research. As a result, EBP has limited chances of mistakes. The value of EBP in clinical practice have attracted most healthcare organization to replace traditional healthcare practice with evidence-based practice (Camargo et al., 2018). One of the main strategies to improve health systems is the path from awareness to adherence. Patients and other stakeholders depend on experts to integrate EBP. DNP-prepared nurses are the right healthcare professionals who can oversee the implementation of EBP. Most DNP-prepared healthcare providers have credible knowledge and experience required to transform research into clinical practice. Unfortunately, other healthcare providers have experienced different challenges in their quest to change healthcare systems. DNP prepared nurses are resourceful in designing, influencing, and implementing healthcare policies (Wu et al., 2019). The designed and implemented healthcare policies frame healthcare financing, practice regulation, access, safety, quality, and efficacy.
References
Camargo, F. C., Iwamoto, H. H., Galvão, C. M., Pereira, G. D. A., Andrade, R. B., & Masso, G. C. (2018). Competences and barriers for the evidence-based practice in nursing: an integrative review. Revista brasileira de enfermagem, 71, 2030-2038. https://doi.org/10.1590/0034-7167-2016-0617
Wu, Y., Brettle, A., Zhou, C., Ou, J., Wang, Y., & Wang, S. (2018). Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review. Nurse education today, 70, 109-114. https://doi.org/10.1016/j.nedt.2018.08.026
Despite having the best of intentions, there continues to be a chasm between research and application into practice. Though staff, managers, and nursing executives have identified the need to apply this evidence into practice, there exists a knowledge and skill gap on how to exactly make this happen. Nurses who have advanced doctoral degrees, similar to other professions, have a professional responsibility to help disseminate research (Trautman et al., 2018). The focus of a DNP-prepared nurse is translating research into practical application. As such, the educational background of a DNP-prepared nurse is equipped with understanding various types of research and leading an evidence-based practice change. DNP nurses are trained to not only understand research but also influence practice and policy change in order to improve outcomes for patients (Trautman et al., 2018).
Going through the education process to obtain a DNP degree involves looking at different aspects. Thus far in the DNP program, at Grand Canyon University, students have looked at the role informatics has in healthcare, from electronic health records to the use of artificial intelligence or how telehealth can be employed in various aspects of healthcare. Additionally, theory serves as the foundation for the nursing profession. Using theory to support research or the application of research into practice helps to improve patient outcomes and also advances the nursing profession. Understanding organizational factors and influences, complex adaptive systems, data measurement, and analysis is foundational knowledge DNP-prepared nurses possess (Trautman et al., 2018).
Having a DNP-prepared nurse can help to implement evidence-based practice. This person has the knowledge and skillset required to interpret, assist, or implement the research into practice. Without having a DNP-prepared nurse, the incorporation of evidence-based practice could still occur, however, it may not be as smooth or seamless. Nurses, even those with advanced degrees are not comfortable or proficient in conducting or interpreting research (Fielding et al., 2022). Having a nurse trained in research application to practice inspires the spirit of inquiry and seems more attainable by a novice nurse without research or evidence-based practice experience. As a DNP, there is a professional responsibility to improve patient care and outcomes through the implementation of incorporation of the latest evidence and research.
References
Fielding, C., Riley, J., Sutherland, C., Swift, K., & Gordon, A. (2022). Research as part of the advanced clinical practitioner role. British Journal of Nursing, 31(7), 372–374. https://doi-org.lopes.idm.oclc.org/10.12968/bjon.2022.31.7.372
Trautman, D. E., Idzik, S., Hammersia, M. & Rosseter, R. (2018). Advancing scholarship through translational research: the role of PhD and DNP prepared nurses. The Online Journal of Issues in Nursing, 23 (2), 2. Doi: 10.3912/OJIN.Vol23No02Man02.
REPLY
I concur with you that staff, mangers, and nursing executives have indicated their positive attitudes towards implementation of evidence-based practice (EBP). Unfortunately, some stakeholders have revealed their dislike to the changes (Bianchi et al., 2018). However, the positive impacts of EBP have gradually shifted people’s mindset towards using EBP. Many healthcare organizations have invested in planning and implementing EBP since they understand the value of evidence-based practice. Nurses who have advanced doctoral degrees, similar to other professions, have a professional responsibility to help disseminate research (Shayan et al., 2019). These healthcare professionals have right information that can be shared among different players to improve patient outcomes in the EBP. The focus of a DNP-prepared nurse is translating research into practical application. The healthcare professional can lead the translation process. However, healthcare organizations are increasing the number of DNP-prepared nurses to facilitate smooth use of EBP. The educational background of a DNP-prepared nurse is important for these healthcare professionals as they play an important role in implementing EBP.
References
Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., … & Sasso, L. (2018). A review of the role of nurse leadership in promoting and sustaining evidence‐based practice. Journal of Nursing Management, 26(8), 918-932. https://doi.org/10.1111/jonm.12638
Shayan, S. J., Kiwanuka, F., & Nakaye, Z. (2019). Barriers associated with evidence‐based practice among nurses in low‐and middle‐income countries: A systematic review. Worldviews on Evidence‐Based Nursing, 16(1), 12-20. https://doi.org/10.1111/wvn.12337
