Discuss the specific barriers you may encounter in applying research to processes and procedures in your practice setting.

Critical Analysis

Order Description

Please choose one article you are confidant to write about it, from a Leadership Quarterly or Leadership & Strategy Journal talking about leadership and write a Critical Acadmic Analysis.

*use Harvard system for referencing and citations.
*maintain the focus on the subject of your anaysis. look for evidence to support your assessment and cite that evidence.
*the purpose of the Critical Analysis is to evalute the woth, truth,validity, usefulness, Quality and merit of the argument
*use sub-headings.

If you do not have access to read the full article send me email to give you the full article

Introduction:

For this assessment, you will select a nursing admission/assessment or patient care/preparation process or procedure (e.g., routine shaving of the surgical site) that is commonly found in your practice setting that you and your colleagues question. You will gather evidence to determine the basis for this process or procedure, provide suggestions based on evidence on how this process or procedure should be changed, and determine possible barriers to implementation of a revised clinical practice guideline.

Requirements:

A. Describe a nursing admission/assessment or patient care/preparation process or procedure currently found in your practice setting.

Note: You must choose a process or procedure that was already in place and you can recommend changes to.

1. Discuss why the present process or procedure needs to be changed, based on the evidence you have gathered.
2. Based on your initial investigation of the situation, do the following:

Note: You may need to ask workplace personnel to complete the following.

a. Explain who determined the basis for the current process or procedure in your practice setting.
b. Explain the decision makers’ rationale for instituting or supporting the current process or procedure.
c. Explain why the decision makers decided to implement the current process or procedure.

3. Recommend a practice change for the process or procedure you selected.
a. List five relevant and credible sources to support your suggested practice change.

Note: Credible sources are less than five years old and may include professional journals, research reports, professional websites, governmental reports, current texts less than five years old, and presentations from professional meetings.

4. Explain the clinical implications your recommended change might have on patients, based on the relevant and credible sources you listed in part A3a.
5. Explain the implications your recommended change might have on the practice setting, based on the relevant and credible sources you listed in part A3a.
6. Discuss how you would involve key stakeholders in the decision to change the process or procedure or to comply with the recommended change.

B. Write an essay (suggested length of 2–3 pages) in which you do the following:
1. Discuss the specific barriers you may encounter in applying research to processes and procedures in your practice setting.

Note: You should distinguish between difficulties you would have interpreting what the research says and synthesizing it into a practice guideline or procedure, rather than just the outside barriers to change.

2. Identify at least two strategies that you and your team could use to overcome the barriers you discussed in part B1.
3. Explain how you would implement your recommended process or procedure based on research findings.

C. When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.

PERFORMANCE ASSESSMENT TERMS
accurate—giving a correct or truthful representation; providing information that
meets the accepted standard
analyze—to examine the nature or structure of something, especially by separating
it into its parts, in order to understand or explain it; to examine carefully and
in detail so as to identify causes, key factors, possible results, etc.
annotated reference list—a list with descriptive or critical notes of works or
writings relating to a particular subject, period, or author; a list of works
(sources) including a summary and/or evaluation of each (Note: The
annotations are written in paragraph form. The length of each annotation
varies depending on the purpose.)
applicable—affecting, connected with, or relevant to a particular person, group of
people, or situation
apply—to use for or assign to a specific purpose
appropriate—fitting; suitable for the circumstances
assess—to evaluate and make a judgment about something or a situation
calculate—to determine (the amount or number of something) mathematically; to
design or adapt for a purpose
chart/graph—information presented in the form of a table, diagram, etc.
compare—to examine in order to note similarities; to examine (two or more objects,
ideas, people, etc.) in order to note similarities and differences
compile—to produce a list, report, etc. by bringing together different items, articles,
sources, etc.
complete—having all necessary parts, elements, or steps
compute—to calculate; to reckon; to determine especially by mathematical means
conduct—to organize and carry out; to direct, lead, or guide; to direct in action or
course; to manage; to carry on
construct—to create something new by putting different things together
contrast—to compare in order to show unlikeness or differences
convincing—persuasive; beyond doubt; well-supported
create—to evolve from one’s own thought; to evolve from one’s own thought or
imagination; to study or determine the nature and relationship of the parts
credible—believable; based in solid research or accepted as sound practice in the
field
critique—a detailed analysis and assessment; critical comment on a problem,
subject, etc.
define—to fix or mark the limits of; to determine or identify the essential qualities or
meaning; to state or describe exactly the nature, scope, or meaning of
demonstrate—to prove or make clear by reasoning or evidence; to show clearly; to
clearly show the existence or truth of (something) by giving proof or evidence
derive—to take, receive, or obtain especially from a specified source
describe—to tell or depict in written or spoken words; to give an account or
characteristics of
design—to form or conceive in the mind
determine—to find out or come to a decision by investigation, reasoning, or
calculation
develop—to bring out the capabilities or possibilities of; to bring to a more advanced
or effective state; to elaborate or expand in detail; to think of or produce a
new idea, product, etc. and make it successful
diagram—to represent by or put into the form of a diagram
differentiate—to state or identify the difference or differences between two or more
things
discuss—to write or talk about something in detail, showing the different ideas and
opinions about it; to consider or examine by argument, comment, etc.
distinguish—to mark as separate or different; to cognize or treat (someone or
something) as different
draft—to draw up in written form; to compose; to make a preliminary version
effective—producing the intended result
essay/report—a short piece of writing that tells a person’s thoughts or opinions
about a subject; an analytic or interpretative composition usually dealing with
its subject from a limited or personal point of view; a written or spoken
description of a situation, event, etc.
evaluate—to form an opinion of the value, significance, or quality of something,
after thinking about it carefully; to determine the significance, worth, or
condition of something, usually by careful appraisal and study
examine—to look at something closely and carefully in order to learn more about it,
to find problems, etc.
explain—to make something clear or easy to understand; to tell or show something
faulty—containing defects; having inaccurate assertions or reasoning
find—to recognize or discover (something) to be present; to come upon by
searching or effort
flawed—imperfect or defective; incomplete, vague, or inaccurate assertions or
reasoning
formulate—to create, invent, or produce something by careful thought and effort
graphic organizer (also concept map, advance organizer, cognitive organizer)—a
visual representation showing connections between ideas, subjects, etc.; a
visual way of organizing thoughts or information
how—in a manner or way; to what degree or extent; in what state or condition
identify—to recognize or establish as being a particular person or thing
illustrate—to provide with visual features intended to explain an idea or concept
include—to make someone or something part of a group; to contain someone or
something in a group or as a part of something
incorporate—to take in or include something so that it forms a part of something
indicate—to point out; to state or express briefly
instructional method—see “method”
instructional strategy—a plan, method, or series of maneuvers for obtaining a
specific objective or result
justifiable—capable of being shown as reasonable or merited according to accepted
standards
justify—to defend or uphold as warranted or well-grounded; to prove or show to be
just, right, or reasonable
label—a descriptive or identifying word or phrase
list—to make a list of
literature review—part of an academic research paper; a summary and synthesis
of sources relevant to a particular subject, issue, or idea that does not
introduce a new argument
logical—sensible and based on facts; appropriate progression of steps or events
matrix—a rectangular arrangement of elements or information into rows and
columns
method—a procedure, technique, or a particular way of doing something, especially
in accordance with a definite plan
model—a three-dimensional representation; a pattern of something to be made; a
system of postulates, data, and inferences presented as a mathematical
description of an entity or state of affairs
multimedia presentation—a presentation containing some form of animation or
media (e.g., video, animation, sound, navigation structure) (Note: Typical
presentation software includes PowerPoint, Keynote, Prezi, Adobe Flash, etc.
Presentation slides should include succinct, bulleted information, while detailed
descriptions, explanations, etc. are included in the presenter notes.)
note—to observe carefully; to give attention or heed to
observe—to regard with attention, especially so as to see or learn something; to
watch, view, or note for a scientific, official, or other special purpose, usually
with objective intent
outline—a condensed treatment of a particular subject; a preliminary account of a
project; a plan (Note: Unless stated otherwise, an outline does not need to be
in complete sentences or paragraph form.)
paraphrase—to state something that another person has said or written in a
different way
pedagogical strategy—see “instructional strategy”
pedagogy—the art or science of teaching
perform—to carry out an action or pattern of behavior; to adhere to the terms of; to
carry out, accomplish, or fulfill
personal teaching methods—see “teaching methods”
plausible—believable and appearing to be true; acceptable strategy or plan for the
given situation
precise—exact or detailed; well-supported
predict—to declare, based on prior knowledge and experiences
prepare—to put into written form; to work out the details of and plan in advance
present—to bring or introduce into the presence of someone
prioritize—to list or rate (as projects or goals) in order of priority
propose—to offer or suggest for consideration, acceptance, or action; to put forward
(an idea or plan) for consideration or discussion by others
prove—to establish the existence, truth, or validity of; to demonstrate the truth or
existence of (something) by evidence or argument
provide—to make available; to furnish
purposeful—used for an intended outcome
reasonable—sensible; acceptable according to common sense; likely to be
considered appropriate for the given situation
recommend—to put forward (someone or something) with approval as being
suitable for a particular purpose or role; to advise, as an alternative; to
suggest (a choice, course of action, etc.) as appropriate, beneficial, or the like
reference list—the works or a list of the works (sources) referred to in a text or
consulted by the author in its production (Note: WGU requires the use of APA
formatting guidelines.)
reflect—to think, ponder, or meditate; to think carefully or deeply about
relevant—having some sensible or logical connection with something else; currently
acceptable practice; related to real life
research—studious inquiry or examination; investigation or experimentation aimed
at the discovery and interpretation of facts
research-based model—standard or example, grounded in research; found in
academic and/or peer reviewed journals
revise—to look over again in order to correct or improve
rotate—to move or cause to move in a circle around an axis or center
run—to mark out; to turn; to rotate
sketch—a brief description; a rough drawing representing the chief features of an
object or scene and often made as a preliminary study
solve—to find a solution, explanation, or answer for
state—to express something definitely or clearly in speech or writing
submit—to present or propose to another for review, consideration, or decision
summarize—to state or express in a concise form; to provide a summary of the
main points
synthesize—to make something by combining different things; to combine things in
order to make something new
teaching approach—the method used or steps taken when addressing a problem,
task, etc. in a particular way, as related to teaching
teaching methods—see “method”
teaching model—standard or example, as related to teaching
teaching techniques—the specialized procedures, steps, and methods, as related
to teaching
use—to put into action or service; a method or manner of employing or applying
something
verify—to establish the truth, accuracy, or reality of
well-founded—supported by reliable reasons, facts, or data
well-supported—supported by reliable reasons, facts, or data
what—used as an interrogative expressing inquiry about the identity, nature, or
value of an object or matter
write—to compose; to produce; to set down for record
References
Merriam-Webster’s collegiate dictionary (11th ed.). (2005). Springfield, MA:
Merriam-Webster.

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