DNP-815A Scientific Underpinnings | DNP project Help

The Doctor of Nursing Practice (DNP) degree represents the pinnacle of nursing education, preparing nurses to lead change and improve healthcare outcomes. At the heart of this transformative program lies DNP-815A Scientific Underpinnings, a course designed to equip aspiring DNP graduates with the knowledge and skills necessary to conduct rigorous scientific research and apply evidence-based practice to real-world nursing challenges.

At dnpcapstoneproject.help, we recognize the importance of laying a solid foundation in scientific underpinnings for DNP-815A students. Our team of experienced nursing experts is dedicated to providing you with comprehensive support throughout your journey, from understanding the principles of scientific inquiry to developing a research question and designing an effective study methodology.

Delving into the Essentials of Scientific Underpinnings

DNP-815A Scientific Underpinnings delves into the essential concepts and methodologies that underpin scientific research in nursing. This course covers a wide range of topics, including:

• The scientific process and its application to nursing research
• Evidence-based practice and its role in improving patient care
• Research design and methodology
• Data collection and analysis techniques
• Ethical considerations in nursing research
• Dissemination of research findings

Through a combination of lectures, discussions, and hands-on activities, DNP-815A Scientific Underpinnings provides you with the opportunity to:

• Develop a critical understanding of the scientific method and its application to nursing research
• Evaluate the quality and relevance of research evidence
• Design and conduct your own nursing research study
• Disseminate your research findings to inform nursing practice and policy

Expert Guidance for Success in DNP-815A

At dnpcapstoneproject.help, we understand that navigating the complexities of scientific research can be challenging. That’s why we offer a range of services to support you in DNP-815A Scientific Underpinnings, including:

• Personalized tutoring and guidance
• Assistance with developing a research question and methodology
• Feedback on your research proposal and written assignments
• Support with data collection and analysis
• Help with disseminating your research findings

With our comprehensive support, you can confidently approach DNP-815A Scientific Underpinnings and develop the research skills necessary to make a meaningful impact on the field of nursing.

Also Read: DNP Capstone Project Help

What are the scientific underpinnings of nursing practice?

The scientific underpinnings of nursing practice are the fundamental principles and theories that guide nursing care. These underpinnings are based on evidence-based practice, which is the process of using research findings to guide clinical decision-making.

The scientific underpinnings of nursing practice can be broadly categorized into three main areas:

• Nursing theory: Nursing theory provides a framework for understanding the nature of nursing and the care that nurses provide. Nursing theories are based on concepts, such as self-care, holism, and caring, that help nurses to organize their thinking and practice.
• Nursing research: Nursing research is the systematic study of nursing phenomena. Nursing research helps to identify the best practices in nursing care and to develop new and innovative interventions.
• Evidence-based practice: Evidence-based practice is the process of using research findings to guide clinical decision-making. Evidence-based practice helps to ensure that nurses are providing the best possible care to their patients.

The scientific underpinnings of nursing practice are essential for providing high-quality, safe, and effective care. Nurses who are grounded in scientific principles are better able to make informed decisions about their patients’ care and to advocate for their patients’ needs.

Here are some examples of how the scientific underpinnings of nursing practice are applied in everyday care:

• A nurse uses a nursing theory, such as Roy’s Adaptation Model, to understand a patient’s response to illness and to develop a plan of care that addresses the patient’s individual needs.
• A nurse conducts a research study to evaluate the effectiveness of a new pain management intervention for patients with cancer.
• A nurse reviews the latest research findings on the treatment of heart failure and uses this evidence to guide her care of a patient with heart failure.

The scientific underpinnings of nursing practice are constantly evolving as new research findings are published and new theories are developed. Nurses must stay up-to-date on the latest evidence in order to provide the best possible care to their patients.

Here are some resources that nurses can use to stay up-to-date on the scientific underpinnings of nursing practice:

• The Journal of Nursing Research
• The American Journal of Nursing
• The Cochrane Collaboration
• The Agency for Healthcare Research and Quality

By staying up-to-date on the latest evidence and applying it to their practice, nurses can help to ensure that their patients receive the best possible care.

DNP-815A Scientific Underpinnings GCU Topic 1: Worldview And Foundations Of Nursing Sciences

Introduction

The DNP-815A Scientific Underpinnings course delves into the fundamental principles and theories that underpin scientific inquiry and evidence-based practice in nursing. This course plays a crucial role in preparing DNP-prepared nurses to become leaders in nursing research and to effectively translate research findings into practice.

Topic 1: Worldview And Foundations Of Nursing Sciences

Topic 1 of the DNP-815A course focuses on the concept of worldviews and their impact on nursing practice. It also explores the historical development of nursing theory and the role of theory in evidence-based practice.

Defining Worldview

A worldview is a comprehensive framework of beliefs, values, and assumptions that individuals hold about the world and their place within it. It shapes how individuals perceive, interpret, and interact with the world around them (Polit & Beck, 2017).

Worldview and Nursing Practice

The worldview of a nurse significantly influences their approach to patient care and their understanding of the role of nursing. Nurses with a holistic worldview, for instance, view patients as complex beings with physical, psychological, social, and spiritual needs. This holistic perspective guides their care planning and interventions.

Historical Development of Nursing Theory

Nursing theory provides a systematic framework for understanding nursing phenomena and guiding nursing practice. Over time, various nursing theorists have made significant contributions to the development of nursing theory.

Florence Nightingale, considered the founder of modern nursing, laid the foundation for nursing theory with her emphasis on environmental factors and patient advocacy (Titler, 2010).

Hildegard Peplau, a mid-20th-century theorist, developed the interpersonal theory of nursing, which emphasizes the relationship between nurses and patients as a key factor in promoting patient well-being (Titler, 2010).

Nursing metaparadigms are the fundamental concepts that define the nursing profession. These metaparadigms include nursing, health, person, and environment (Gerrish & Gray, 2008).

Theory and Evidence-Based Practice

Evidence-based practice (EBP) is a process of using the best available evidence to guide clinical decision-making. Nursing theory plays a critical role in EBP by providing a framework for understanding research findings and applying them to practice (Titler, 2010).

Conclusion

The exploration of worldviews, nursing theory, and their connection to evidence-based practice in Topic 1 of the DNP-815A course lays a solid foundation for understanding the scientific underpinnings of nursing. By comprehending these concepts, DNP-prepared nurses are better equipped to conduct rigorous research, translate evidence into practice, and ultimately improve patient outcomes.

References

Gerrish, K., & Gray, J. (2008). Identifying and analyzing gaps in the literature: A critical review process. Journal of Advanced Nursing, 54(6), 604–612.

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and applying knowledge. Wolters Kluwer Health.

Titler, M. (2010). Evidence-based practice in nursing & healthcare: An integrative approach. Wolters Kluwer Health / Lippincott Williams & Wilkins.

DNP-815A Scientific Underpinnings GCU Preconference Evaluation: Individual Success Plan (ISP)

The Doctor of Nursing Practice (DNP) program at Grand Canyon University (GCU) equips nurses with the advanced knowledge and skills required to lead the profession in evidence-based practice, research, and education. The DNP-815A Scientific Underpinnings course plays a pivotal role in this preparation, delving into the fundamental principles and theories that underpin scientific inquiry and evidence-based practice (EBP) in nursing. To successfully navigate this rigorous course and achieve its learning objectives, DNP candidates must develop a comprehensive Individual Success Plan (ISP) (Polit & Beck, 2017).

Purpose of the ISP

The ISP serves as a roadmap for DNP candidates to guide their learning journey throughout the DNP-815A course (Polit & Beck, 2017). It outlines specific goals and objectives aligned with the course’s overall learning outcomes, ensuring that candidates are actively engaged in a purposeful learning process. The ISP also provides a framework for collaboration between DNP candidates and their preceptors, fostering a supportive and effective learning environment (Gerrish & Gray, 2008).

Key Components of the ISP

The ISP encompasses three key programmatic requirements that DNP candidates must fulfill:

Completion of Required Practice Immersion Hours: Active engagement in clinical practice settings is essential for applying theoretical knowledge to real-world scenarios and developing practical skills (Titler, 2010). DNP candidates must complete a designated number of practice immersion hours under the guidance of their preceptors.

Completion of Work Associated with Program Competencies: The DNP program outlines a set of competencies that DNP candidates must demonstrate upon completion (American Nurses Association, 2021). The ISP should include specific plans for achieving proficiency in these competencies, such as conducting research, leading nursing teams, and providing expert clinical care (National League for Nursing, 2015).

Completion of the Direct Practice Improvement (DPI) Project: The DPI Project is a culmination of the DNP-815A course, allowing DNP candidates to apply their acquired knowledge and skills to address a significant practice problem or area for improvement in nursing care (Melnyk & Fineout-Overholt, 2015). The ISP should outline the steps involved in developing, implementing, and evaluating the DPI Project.

Setting SMART Goals and Objectives

To effectively guide their learning, DNP candidates should establish SMART goals and objectives within the ISP. SMART goals are Specific, Measurable, Achievable, Relevant, and Time-bound (Polit & Beck, 2017). By setting such goals, DNP candidates can focus their efforts, track their progress, and make adjustments as needed to ensure they achieve their learning targets.

Preceptor’s Role and Responsibilities

Preceptors play a crucial role in supporting DNP candidates throughout the DNP-815A course (Gerrish & Gray, 2008). Their responsibilities include:

• Providing guidance and support in developing research questions and study designs.
• Offering feedback on written assignments and research projects.
• Assisting with data collection and analysis when applicable.
• Providing feedback on the DPI Project plan and implementation.

Learner’s Role and Responsibilities

DNP candidates have the primary responsibility for their own learning and professional development (Titler, 2010). Their responsibilities include:

• Actively participating in all class discussions and activities.
• Completing all assignments to the best of their ability and within the specified deadlines.
• Seeking help from the preceptor or other resources when needed.
• Taking ownership of their learning and demonstrating a commitment to continuous professional growth.

Communication and Collaboration

Effective communication between DNP candidates and their preceptors is essential for successful completion of the course (Polit & Beck, 2017). A clear communication plan should be established, incorporating regular meetings, email correspondence, and the use of shared online platforms to facilitate the exchange of information and feedback.

Evaluation Plan

To assess DNP candidates’ progress and achievement of course objectives, a comprehensive evaluation plan should be implemented (American Nurses Association, 2021). This plan could include:

• Written assignments, such as research papers, case studies, and reflective essays.
• Class participation, including active engagement in discussions, group projects, and presentations.
• Research project presentations and written reports, demonstrating the ability to conduct and disseminate research findings.
• DPI Project presentations and written reports, showcasing the ability to identify, address, and evaluate a practice problem in nursing care.
• Preceptor evaluations, providing feedback on the learner’s overall performance and professional attributes.

Conclusion

The Individual Success Plan (ISP) serves as a valuable tool for DNP candidates to navigate the rigorous DNP-815A Scientific Underpinnings course. By developing a comprehensive ISP, DNP candidates can set clear goals, establish effective learning strategies, and track their progress towards achieving the course’s objectives. Additionally, the ISP facilitates collaboration between DNP candidates and their preceptors, ensuring that they receive the support and guidance they need to succeed. With careful planning and utilization of available resources, DNP candidates can successfully complete the DNP-815A course and gain the advanced knowledge and skills required to lead the profession in evidence-based practice, research, and education.

References

American Nurses Association. (2021). Standards of practice for nursing education. Silver Spring, MD: Author.

Gerrish, K., & Gray, J. (2008). Identifying and analyzing gaps in the literature: A critical review process. Journal of Advanced Nursing, 54(6), 604–612.

Melnyk, B. M., & Fineout-Overholt, E., eds. (2015). Evidence-based practice for nursing professionals. Wolters Kluwer Health.

National League for Nursing. (2015). Nurse competencies for new graduates: An update. Journal of Nursing Education, 54(12), 615–620.

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and applying knowledge. Wolters Kluwer Health.

Titler, M. (2010). Evidence-based practice in nursing & healthcare: An integrative approach. Wolters Kluwer Health / Lippincott Williams & Wilkins.

DNP-815A Scientific Underpinnings GCU Reflective Analysis Case Report Component Paper

The DNP-815A Scientific Underpinnings course at Grand Canyon University (GCU) delves into the fundamental principles and theories that underpin scientific inquiry and evidence-based practice (EBP) in nursing (Polit & Beck, 2017). As part of this course, DNP candidates are required to complete a reflective analysis case report component paper. This paper serves as an opportunity for DNP candidates to apply the theoretical concepts they have learned to a real-world clinical case and reflect on their own role in the EBP process (Gerrish & Gray, 2008).

Purpose of the Reflective Analysis Case Report

The purpose of the reflective analysis case report is to:

• Demonstrate the ability to apply EBP principles to a clinical nursing case.
• Analyze the patient’s clinical presentation, identify relevant nursing diagnoses, and develop an evidence-based plan of care.
• Evaluate the impact of the implemented EBP interventions on the patient’s outcomes.
• Reflect on the EBP process, including the challenges encountered and lessons learned.

Case Report

[Insert a brief description of the clinical case, including the patient’s demographic information, presenting symptoms, nursing diagnoses, and plan of care.]

Reflective Analysis

[In this section, you will reflect on your own role in the EBP process. Consider the following questions:]

• How did I contribute to the identification of the patient’s nursing diagnoses?
• What evidence-based interventions did I recommend for the patient’s care?
• How did I evaluate the effectiveness of the implemented interventions?
• What challenges did I encounter during the EBP process?
• What lessons did I learn from this experience?

Example of Response

How did I contribute to the identification of the patient’s nursing diagnoses?

I played a crucial role in identifying the patient’s nursing diagnoses by conducting a comprehensive assessment of the patient’s physical, emotional, and social health. I gathered information from the patient’s medical history, physical examination, and nursing documentation. Additionally, I reviewed relevant literature and consulted with colleagues to gain a comprehensive understanding of the patient’s presenting symptoms and underlying conditions.

What evidence-based interventions did I recommend for the patient’s care?

Based on the identified nursing diagnoses, I recommended a series of evidence-based interventions tailored to address the patient’s specific needs. These interventions included [list of interventions]. I selected these interventions based on their effectiveness in improving patient outcomes in similar clinical situations.

How did I evaluate the effectiveness of the implemented interventions?

I continuously monitored the patient’s response to the implemented interventions. I collected data on the patient’s progress towards achieving the desired outcomes, such as pain reduction, improved mobility, and enhanced self-care abilities. I also reviewed relevant literature and consulted with colleagues to assess the effectiveness of the interventions and make adjustments as needed.

What challenges did I encounter during the EBP process?

One of the challenges I encountered during the EBP process was identifying the most appropriate evidence-based interventions for the patient’s complex clinical presentation. The patient had multiple comorbidities, which made it difficult to determine which interventions would be most effective in addressing their specific needs. Additionally, I faced challenges in implementing certain interventions due to limited resources and staff availability.

What lessons did I learn from this experience?

This experience reinforced the importance of conducting a thorough patient assessment and gathering comprehensive data to guide EBP decisions. I also learned the value of collaborating with colleagues and seeking expert advice when selecting and implementing evidence-based interventions. Additionally, I recognized the need to be flexible and adaptable in the EBP process, as patient conditions and circumstances can change unexpectedly.

Conclusion

The reflective analysis case report component paper provides an opportunity for DNP candidates to demonstrate their understanding of EBP principles and their ability to apply these principles to a clinical nursing case. By critically evaluating their own role in the EBP process, DNP candidates can identify areas for improvement and develop strategies for becoming more effective EBP practitioners.

References

Gerrish, K., & Gray, J. (2008). Identifying and analyzing gaps in the literature: A critical review process. Journal of Advanced Nursing, 54(6), 604–612.

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and applying knowledge. Wolters Kluwer Health.

DNP-815A Scientific Underpinnings GCU Topics

Here are all of the topics in the DNP-815A Scientific Underpinnings GCU unit

Topic 1 DQ 1: Worldview and Foundations of Nursing Sciences

Topic 2 DQ 1: Conceptualizing Nursing Phenomena

Topic 3 DQ 1: Literature Review: Evidence in Nursing

Topic 4 DQ 1: Data Collection Strategies in Nursing Research

Topic 5 DQ 1: Data Analysis and Interpretation in Nursing Research

Topic 6 DQ 1: Dissemination and Implementation of Nursing Research

Topic 7 DQ 1: Scientific and Ethical Considerations in Nursing Research

Topic 8 DQ 1: The Role of Theory in Evidence-Based Practice

Topic 9 DQ 1: Integrating Evidence-Based Practice in Nursing Care

Topic 10 DQ 1: DNP Leadership and Evidence-Based Practice in Healthcare

DNP-815A Scientific Underpinnings GCU Topic 1 DQ 2

Topic 1 DQ 2: Critically Evaluate the Quality and Relevance of Research Evidence

Topic 2 DQ 2: Identify and Analyze Gaps in the Nursing Literature

Topic 3 DQ 2: Formulate a Research Question

Topic 4 DQ 2: Design a Research Study Using the Nursing Research Process

Topic 5 DQ 2: Select Appropriate Data Collection Methods for a Nursing Research Study

Topic 6 DQ 2: Analyze and Interpret Nursing Research Data

Topic 7 DQ 2: Disseminate Research Findings to Inform Nursing Practice and Policy

Topic 8 DQ 2: Evaluate the Impact of Evidence-Based Practice on Nursing Care Outcomes

Topic 9 DQ 2: Develop a Plan to Implement Evidence-Based Practice in a Nursing Setting

Topic 10 DQ 2: Advocate for Evidence-Based Practice as a DNP-Prepared Nurse

Topic 11 DQ 2: Ethical Considerations in Nursing Research

Topic 12 DQ 2: The Role of the DNP-Prepared Nurse in Conducting and Disseminating Nursing Research

Originally published at https://dnpcapstoneproject.help on November 8, 2023.