Graduate Project in Nursing course

Course Overview

Welcome to the Graduate Project in Nursing course. In the MSN program you learned that research and evidence-based practice are essential to improving the quality and safety in healthcare. As a master’s prepared nurse in the health care setting, you are expected to synthesize information from many sources, practice with advanced nursing knowledge, appraise research findings for application to practice, and collaborate in Quality Improvement (QI) initiatives.
In this course you will complete an evidence-based capstone project proposal. You will not actually implement the project for this course, but instead write a proposal that could be implemented. To accomplish this requires identifying an area of practice within your specialization that can be improved. You will then go through the seven steps of evidence-based practice that include searching for evidence, critically appraising that evidence in light of patient preferences and clinical expertise, developing a plan for implementation, assessing outcomes, and disseminating the results.
This course will provide the knowledge, tools, and feedback required to produce a scholarly project proposal that, if implemented, will add to the body of nursing knowledge and contribute to your professional development. In this course, you will apply your theoretical knowledge from previous courses, the readings and discussions from this course, and independent research to create a project to improve care. Students from all MSN specialization areas at South University will come together in the discussions in this course to share their visions and contributions to improved healthcare outcomes.

Week 1 Overview

As a graduating master’s student you will demonstrate your spirit of inquiry as you develop an evidence-based project proposal specific to your role specialty that will contribute to the body of nursing knowledge.
This week you will identify a topic for your project proposal. The issue or problem should be specific to your area of specialization (nurse educator, nurse administrator, or informaticist) and involve an area of practice that you would like to change. In upcoming weeks, you will develop a clinical question in PICOT format to help you find evidence when searching the literature.
As nurses, you want the best outcomes for your patients. To ensure this, you will want to incorporate the best evidence into all aspects of your practice. Translating research findings into practice, testing the fit to your particular patient population by putting together a quality improvement (QI) or practice change project, and evaluating the outcomes completes the research-practice-research cycle. What this entails is applying research findings (an intervention) to a practice setting, evaluating how the intervention worked in a real-life setting (the outcomes), and providing feedback to researchers and clinicians alike.
Both processes of research and QI start with a burning question. However, the desired outcomes are quite different. Research generates new knowledge, while QI takes that new knowledge, or evidence, and tests it out in practice, evaluating the results or change in the quality of health care. The end result determines evidence-based practice.
Understanding the difference between research (or generating external evidence or nursing science) and internal evidence generated when a practice improvement project is evaluated is often challenging for students. This week, you will explore ideas for a quality improvement or change project. Often, students at this juncture seem to navigate towards generating new evidence through research. Students find it challenging to shift their focus to implementing best research evidence, or the findings of research studies, on a particular population and setting and evaluating the results. This is a new way of thinking about research for most students. By the end of the week, you will have enough feedback from classmates and faculty to firm up your ideas.

Week 1 discussion completed
As healthcare reform progresses, researchers state that Nurse Practitioners (NP) will have a major role to play in improving health outcomes for various populations (Graham & Graham, 2011). Conversely, existing challenges in the healthcare setting constrict the NP’s in practice (Hain & Fleck, 2014), one such as limited prescriptive privileges. Denying the Nurse Practitioner (NP) privileges to prescribe certain drugs can be blamed for the decreased accessibility, poor quality and increase in costs of healthcare services (Hein & Fleck, 2014). Thus, the reason why I picked interest it’s because this is a major issue considering that the NPs play a vital role in achieving the goals of actual healthcare reforms for patients and community members in general (Graham & Graham, 2011).
According to Buppert (2015), healthcare reform generally refers to the transformation of the health system which enables people to access key health services by improving the quality of health care while minimizing the cost. Based on evidenced research, the important role of Advance Nurse in Practice has been demonstrated; although, they are challenged by prescriptive limitations they are part of healthcare reform (Kaplan & Brown, 2007). Buppert (2015) noted that limiting the extent of prescriptive privileges accorded to Advance Nurse in practice has an impact on how changes in the healthcare sector are adopted. Thus, I plan on acquiring a post master in Family Nurse Practitioner and believe that States (Florida, Georgia) with Nurse Practitioners with limited prescriptive privileges should be revised (Buppert, 2015).
References
Buppert, C. (2015). What has the affordable care act meant, so far, for nurse practitioners? The Journal for Nurse Practitioners, 11(3), 367. doi:10.1016/j.nurpra.2014.12.006
Graham, M. C., & Graham, T. S. (2011). Healthcare reform: What does it mean for NPs? The Nurse Practitioner, 36(5), 41-47. doi:10.1097/01.NPR.0000396477.06862.02
Hain, D., & Fleck, L. (2014). Barriers to Nurse Practitioner Practice that Impact Healthcare Redesign. OJIN: The Online Journal of Issues in Nursing, 19(2), Manuscript 2.
Kaplan, L., & Brown, M. (2007). The transition of nurse practitioners to changes in prescriptive authority. Journal Of Nursing Scholarship, 39(2), 184-190. doi:10.1111/j.1547-5069.2007.00165
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