Your Perfect Assignment is Just a Click Away

We Write Custom Academic Papers

100% Original, Plagiarism Free, Customized to your instructions!


Nursing Research & Evidence-Based Practice

Nursing Research & Evidence-Based Practice


Nursing Research & Evidence-Based Practice

Module 4 Case Study Discussion Questions 

Chapter 16

The nurse epidemiologist is monitoring hand washing in a facility. The facility has had a series of infections with resistant organisms in its clients, and the concern is that hand washing may be the cause. The nurse is performing a series of assessments across the facility to help understand practices related to hand hygiene.

1. The nurse was told that there was a statistically significant difference in the number of bacteria on the hand when using hot water for washing compared with cold. What questions should the nurse pose about this finding?

2. The nurse recorded the number of times staff on different floors washed their hands. After running statistical analysis on the data, it appears that there was a difference in the average number of times hand washing was completed on one unit compared with another. What is the null hypothesis, and if the nurse’s assessment was correct, would it be accepted or rejected?

3. For the nurse in this scenario, what would be the implications of making a type I error?

Chapter 17

The staff development nurse is creating a series of nursing grand rounds (NGR) and reviewing an article on this topic (Gormley, Costanzo, Lewis, Slone, & Savage, 2012). The goal is to make the NGR as accessible as possible because the leadership team wants maximal participation. This facility is one of four inner-city hospitals that make up a health system.

1. The study reviewed notes that “most nurses prefer online recordings for NGR.” When the nurse implements the NGR via online recordings, a great number of nurses do not access the online recordings for this nursing assignment help. How might this be explained because it is different than what the research reported?

2. The study noted that researchers did not plan to generate findings that would be generalizable. What does this mean?

3. To find out about the limitations of the research and the generalizability of the outcomes, where should the nurse search in the article homework help service?

Chapter 20

The correctional health nurse is seeing an increase in the number of clients with a history of posttraumatic stress disorder (PTSD). She notes that there are a number of veterans from the military as inmates. As the nurse visits with some of the inmates who are veterans, she has concerns about how their cases are being handled in the correctional system.

1. The nurse has signed up for a Veteran’s Administration PTSD dissemination event for clinicians. What might she expect from this event?

2. The nurse knows that evidence-based practice includes not just current best evidence. What are other parts of evidence-based practice that must be considered when applying research to the clinical setting?

3. What are examples of problem-focused triggers that would lead to an evidence-based practice project?

Chapter 21

The surgical nurse is talking with nurses in the medical-surgical unit about postoperative infections. Discussion concerns how to quickly identify and address situations that may put the patient at risk for infection. One nurse verbalized concern that patients were being discharged too soon.

1. The medical-surgical nurse asks if people in the community know about their hospital’s rate of complications. What is a good website to explore for this type of information? 

2. The surgical nurse discusses the hospital’s recent bundled payments initiative with a large insurance company in the area. How would this impact the concern about patient outcomes?

3. One of the nurses noted that a certain type of dressing procedure was being used by postoperative nurses in the medical-surgical unit at a nearby sister facility. They wanted to know if it could be used in their hospital. After a bit of research, the surgical nurse proposed a strategy to evaluate this new dressing procedure. What could this QI strategy be?

1. Read the article, Eye of the Beholder: Research, Theory and Practice by Abigail Housen on her research, and the development of Visual Thinking Strategies. See Eye of the Beholder

2. Select a quote from Housen’s research (1997), such as 

“Constructivist teaching allows the student’s mental frame to evolve; student learning occurs when the learner is actively making new constructions, building new kinds of meaning in new kinds of ways” (Housen, 1997, p5.).

and discuss how Housen’s perspective connects to the theoretical framework for Natural Approach, or the Direct Approach.

3. Then, visit the website What’s Going On in This Picture to see the images curated for What’s Going on in This Picture? Select on an image and scroll down to read how you and your students can participate in a mediated discussion on the images.

4. Next, browse the available images, and select one that you could use with your own students (or hypothetical students, if you do not currently have students).

Explain how you could use this website, image, or approach to advance language and cognitive development of your ELL’s.

Metamodern Leader

You enjoy being on the innovative edge, pushing leadership and your organization forward. Paradox and complexity invigorate you. You may be that rare person who balances pragmatism and idealism with sincerity. With a strong imagination and a willingness to take calculated risks, you enjoy envisioning a bright future. While you know that the role of a leader requires some artifice, you also understand how authenticity can deeply connect you to yourself, your work, and the people around you. Empowering others to share the role of leadership helps you co-create a better world. To learn more about this new leadership style, see Anna Montgomery’s Metamodern Leaders: 21st Century Avant-Garde.

Your leadership style is a valuable asset for improving your career prospects. A leadership program can help you bring evidence-based practices to your work, adding value for your employer. Consider pre-qualifying for USC’s EML program.

Our Service Charter

1. Professional & Expert Writers: Studymonk only hires the best. Our writers are specially selected and recruited, after which they undergo further training to perfect their skills for specialization purposes. Moreover, our writers are holders of masters and Ph.D. degrees. They have impressive academic records, besides being native English speakers.

2. Top Quality Papers: Our customers are always guaranteed papers that exceed their expectations. All our writers have +5 years of experience. This implies that all papers are written by individuals who are experts in their fields. In addition, the quality team reviews all the papers before sending them to the customers.

3. Plagiarism-Free Papers: All papers provided by Studymonk are written from scratch. Appropriate referencing and citation of key information are followed. Plagiarism checkers are used by the Quality assurance team and our editors just to double-check that there are no instances of plagiarism.

4. Timely Delivery: Time wasted is equivalent to a failed dedication and commitment. Studymonk is known for timely delivery of any pending customer orders. Customers are well informed of the progress of their papers to ensure they keep track of what the writer is providing before the final draft is sent for grading.

5. Affordable Prices: Our prices are fairly structured to fit all groups. Any customer willing to place their assignments with us can do so at very affordable prices. In addition, our customers enjoy regular discounts and bonuses.

6. 24/7 Customer Support: At Studymonk, we have put in place a team of experts who answer all customer inquiries promptly. The best part is the ever-availability of the team. Customers can make inquiries anytime.