DNP- Translational Research And EBP
DNP- Translational Research And EBP
Describe a situation in which a new clinical practice was put into place. Was there a DNP-prepared nurse leading the translation of the practice from research to practice? If so, describe the process that individual took for translation and why it made a difference in the translation. If there was not a DNP-prepared nurse, describe the process and what would have been different about the process had there been a DNP-prepared nurse leading the practice translation?
DQ2
Compare the PhD and DNP degrees. Define the differences in roles and education associated with the two degrees. Describe future opportunities for DNP-prepared nurses.
MODULE 2
DQ1
Which research methodology would be the most appropriate for your project and how does it align with your clinical question, data collection, and data analysis? Demonstrate an example of when you might use the opposite methodology in your EBP projects and why.
DQ2
Within nursing, the patient’s perception is recognized as the patient’s reality. How does this way of knowing in nursing fit within an objective or subjective paradigm of the world? Explain your reasoning.
MODULE 3
DQ1
Which method do you prefer in determining levels of evidence? Describe two advantages to the method and one disadvantage to the method. Explain how you have used this method in your current practice or education. Why are levels of evidence important in selecting empirical articles for your ROL (Chapter 2 of your DPI project)?
DQ2
Research can take between 10-20 years to be translated into practice. Discuss your thoughts on the reasons why this may occur and describe the barriers within your own practice that prevent you from practicing from a 100% evidence base.
MODULE 4
DQ1
Reliability and validity are often misunderstood and not given much notice in research articles. Using any example, demonstrate how you would correctly describe these two terms to a nurse prepared at a bachelor’s degree level or below. Then describe why the reliability and validity of a study is important for translation.
DQ2
What are the criteria for selecting qualitative versus quantitative resources in relation to your literature review? Which method(s) of research are you selecting? Why?
MODULE 5
DQ1
What effect does a meta-synthesis or meta-analysis have on research translation? Describe a clinical practice in place that is supported by this level of evidence.
DQ2
Comparative effective research is important in translating research. Describe one study that used comparative effective research. What were the findings and were they translated into practice?
MODULE 6
DQ1
There is a heavy focus on achieving statistical significance when evaluating outcomes. Often in research or EBP projects, there is no statistical significance, only possible clinical significance. When is it appropriate to deem a project’s outcomes successful only using clinical significance as the only measure of success?
DQ2
The three components of EBP include clinical expertise, best evidence, and patient preference. Often, patient preference and clinical expertise are at odds with each other. Describe a scenario where you might need to mediate this issue and what is the solution when this occurs. It can be a real-life example as well.
MODULE 7
DQ1
Choose one model for EBP implementation. Describe its components and why you believe this model is most appropriate for assisting in translational activities. Contrast this model with another.
DQ2
Discuss the role of the DNP-prepared nurse in sustaining an EBP culture. What are two effective methods the DNP can use in sustaining an EBP culture?
MODULE 8
DQ1
Describe and discuss the differences between research, research utilization, and evidence-based practice. Provide examples.
DQ2
Describe how you will assist others to generate their own evidence-based practice questions. Discuss what your professional obligation as a DNP-prepared nurse is related to evidence-based practice, patients, and other nurses? DNP- Translational Research And EBP
