EBP in the Workplace Discussion

EBP in the Workplace Discussion

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Question Description
Step 1 Review an article.

Using the Cochrane Collaboration website, browse a topic of interest related to your nursing practice. Find a peer-review research article in your area of interest and read the article.

Step 2 Post a summary of the article.

Post a brief summary of the article and results.

Step 3 Answer additional questions.

After providing the article summary, answer the following questions:

Describe how this EBP research supports your practice.
If your practice is different than the recommendations in the evidence-based article, how could you use this article to support your practice?
Step 4 Read other students’ posts and respond to at least two of them by Friday at 11:59pm Mountain Time.

Use your personal experience, if it’s relevant, to support or debate other students’ posts. In your responses, offer your peers one description of an EBP that you use at your workplace. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.

Peer Discussion (Kristen)

The article I chose discusses how accurate rapid test are for diagnosing COVID-19. There are two types of rapid test, antigen and molecular tests. “Antigen tests identify proteins on the virus, often using disposable devices while molecular tests detect the virus’s genetic material, using small portable or table-top devices” (Dinnes, Adriano, Davenport, & Cunningham, 2020). The goal of this study was to see if these two rapid tests could replace the PCR for diagnosing infection. The study included assessing any rapid antigen compared to the standard test. Participants were classified as known to have and not to have COVID-19. The studies then identified false negative and positives. “Antigen tests identify proteins on the virus, often using disposable devices. Molecular tests detect the virus’s genetic material, using small portable or table-top devices” (Dinnes, Adriano, Davenport, & Cunningham, 2020). The results were that five studies reported eight evaluations of five different antigen tests. These antigen test gave false positive results in less than one percent of the samples.

This article was interesting to read considering that working in the emergency room, we do both types of test. If a patient is in need of emergency surgery, we do a rapid test and for other patients we do the PCR test. Typically, the PCR test takes about 2 or 3 days to come back while the rapid is back within an hour. It was interesting to read about a study that was done on both types of test.

Reference:

Dinnes, J., Adriano, A., Davenport, C., & Cunningham, J. (2020, August 26). How accurate are rapid tests, performed during a health-care visit (point-of-care), for diagnosing COVID-19? Retrieved August 31, 2020, from https://www.cochrane.org/CD013705/INFECTN_how-accurate-are-rapid-tests-performed-during-health-care-visit-point-care-diagnosing-covid-19

Peer Discussion (Leslie)

EBP in the Workplace Discussion

EBP in the Workplace Discussion

Post a brief summary of the article and results.

The article I chose to research from the Cochrane website is related to Labor and Delivery where I am currently employed. In summary the article discusses about utilizing a vaginal antiseptic solution such as chlorhexidine and or povidone-iodine solutions prior to a cesarean section and how such utilization of antiseptic solutions reduce the risk of causing a uterine infection or complications with the surgical incision (Haas et al, 2020). Authors Haas et al (2020) state even if women receive antibiotics prior to their cesarean section, antibiotics alone may not be sufficient in preventing such infections due to the possibly of not being able to completely eliminate the bacteria with the antibiotics or there may be bacteria that is resistant to the antibiotic thus causing women to still suffer from these complications. Authors Haas et al (2020) conducted an updated search and reviewed 21 randomized controlled studies of women who received cesarean sections. The studies were conducted in 10 different countries, and the studies included different types of groups (Haas et al, 2020). The groups were the control group that did not use a vaginal antiseptic solution, a group that used a saline vaginal preparation, the group that used povidone-iodine, the chlorhexidine antiseptic solution group and the group that used benzalkonium chloride (Haas et al., 2020). In the study, the authors found that utilizing an antiseptic solution such as the povidone-iodine or chlorehexidine solution in comparison to a saline solution or no solution at all found that such antiseptic solution used does reduce the risk of a uterine infection, postoperative fever and surgical wound infection (Haas et al, 2020).

•Describe how this EBP research supports your practice.

This EBP research supports my practice because as a labor and delivery nurse, cesarean sections are a common procedure and my current labor and delivery unit does utilize a povidone-iodine sponge sticks that are a part of the cesarean section process. In combination with the povidone-iodine if a woman develops a uterine infection, a postoperative fever or a surgical wound infection antibiotics are then utilized to further treat the infection happening. Regardless of whether the woman has been laboring, whose membranes are ruptured or not, our protocol for the preparation of a cesarean section always includes utilizing the povidone-iodine sponge sticks before the cesarean section is performed. Authors Haas et al (2020) state that the use of a vaginal antiseptic solution reduced the incidence rate of endometritis post-cesarean from 7.1% to 3.1%. The studies further support the EBP utilized in my practice.

•If your practice is different than the recommendations in the evidence-based article, how could you use this article to support your practice?

The recommendations in this article do not differ from my practice and further supports the utilization of vaginal antiseptic solution preparation in cesarean sections.

Reference

Contreras, K., Haas, D. M., Kimball, S., Morgan, S. (2020). Vaginal preparation with antiseptic solution before cesarean section for preventing postoperative infections. Cochrane Database of Systematic Reviews. Retrieved from https://www.cochranelibrary.com/cdsr/doi/10.1002/1…

EBP in the Workplace Discussion

EBP in the Workplace Discussion

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.