4/30/2019 Topic: Week 1: Identification of Area of Interest
This is a graded discussion: 50 points possible due Nov 4, 2018
Week 1: Identification of Area of Interest
35 95
For this discussion the focus is on presenting the area of interest for the evidence-based practice proposal that is required for this
course.
1. State your area of research or evidence-based practice (EBP) interest from NR 500; remember that the topic must be
consistent with your specialty track.
2. State your MSN program specialty track and defend how your selected area of research or EBP interest from NR 500 is
consistent with your selected MSN program track.
3. Would you like to change your area of research or EBP interest from NR 500? Why or why not?
4. If you changed or modified your area of research or EBP interest, please identify the revised area of research.
5. Defend how your area of research/EBP interest is of importance to the MSN program specialty track you have selected—
scholarly references are required.
6. Identify an initial PICOT/PICo question that reflects you area of interest for the evidence-based practice proposal that is
required for this course.
MSN Core Discussion Guidelines and Rubric V2
(https://lms.courselearn.net/lms/content/1510/51027/NR504/MSN%20Core_%20Discussion_Guidelines%20and%20Rubric_V2.docx)
This topic is closed for comments.
Search entries or author Unread ✓ Subscribed
(https:/
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 1/82
,4/30/2019 Topic: Week 1: Identification of Area of Interest
Marguerite Mullan
(https: /chamberlain.instructure.com/courses/36067/users/62390)
Oct 27, 2018
Dear Dr. Turner and Class,
My area of evidence-based practice (EBP) interest from NR 500 was the concept of critical thinking skills in nursing education.
Evidence-based practice is a problem-solving approach to clinical decision making that facilitates nurses to translate evidence to
nursing practice (Stevens, 2013). Evidence-based practice starts with a spirit of inquiry, incorporates the patient’s values and
preferences into the decision making process, and integrates the best available evidence from research into the direct care of
the patient. The Nurse Educator can facilitate learning, function as a change agent, and participate in curriculum design and
evaluation of program outcomes. Nurse Educators have the opportunity to collaborate with healthcare professionals, access to
the most up to date research, serve as role models, and provide leadership needed to implement evidence-based practice.
Experience within academics, research evidence, and the learner preferences and values is evidence based practice related to
nursing education (Chamberlain College of Nursing, 2018).
Critical thinking is the core of safe practice and leads to safe quality care and as a future nurse educator I would like to continue
to research this concept. In a rapid changing healthcare environment professional nurses need critical thinking skills to problem-
solve, improve decision-making, and effectively communicate (Kong, Qin, Zhou, Mou, & Gao, 2014). The science of nursing is
based on a critical thinking framework. Critical thinking can improve patients’ outcomes through enabling nurses to perform more
evidence-based practice (Chan, 2013). Nurse Educators are in an ideal role to adopt attitudes that promote critical thinking skills
in nursing students. Components of critical thinking include gathering and seeking information, questioning and investigating,
analysis, evaluation, and inference, and problem-solving and application of theory (Chan, 2013).
Evidence-Based Practice involves asking a question that is related to clinical practice in the form of a PICOT/PICO question.
PICOT stands for population intervention, comparison, outcome, and time. The following PICO question reflects my area of
interest. In nursing students, what is the effect of problem-based learning, in comparison to standard care of lecture
learning on improving critical thinking skills?
P=Population
I=Intervention
C=Comparison
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 2/82
,4/30/2019 Topic: Week 1: Identification of Area of Interest
O=Outcome
References
Chamberlain College of Nursing. (2018). NR-505 Week 1: Evidence-Based Practice + Research= Extraordinary Person-
Centered Care [Online lesson]. Downers Grove, IL: DeVry Education Group.
Chan, Z. C. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236-240.
Retrieved from: https://doi.org/10.1016/j.nedt.2013.01.007 (https://doi.org/10.1016/j.nedt.2013.01.007)
Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., & Gao, H. M. (2014). The effectiveness of problem-based learning on development
of nursing students’ critical thinking: A systematic review and meta-analysis. International journal of nursing studies, 51(3), 458-
469. Retrieved from: http://dx.doi.org/10.1016./j.ijnurstu.2013.06.009 (http://dx.doi.org/10.1016./j.ijnurstu.2013.06.009)
Stevens, K. R. (2013). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. Online Journal of Issues in
Nursing, 18(2), 1. Retrieved from: https://doi-org.chamberlainuniversity.idm.oclc.org/10.3912/OJIN.Vol18No02Man04
(http Douglas Turner
(https: /chamberlain.instructure.com/courses/36067/users/228)
Oct 29, 2018
Hi Marguerite,
This is an interesting topic! And one that is timely because of the movement toward active learning (even though many
students do not voice a preference for active learning). The body of knowledge (evidence) related to education isn't huge.
So my advice to you and everyone in the course is that you look carefully to be sure that there is adequate evidence to
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 3/82
, 4/30/2019 Topic: Week 1: Identification of Area of Interest
support answering your question before you settle on your final PICOT question. The evidence should be quality evidence
also. There are many great questions that can't be answered with an evidence-based approach because there isn't
adequate quality evidence to respond to the question.
If there is available evidence to answer your question I would encourage everyone to also include a time element. Why?
Because it's difficult to leave an academic project open ended in relation to time. You are bound by the amount of time
available within the course(s) in which you complete your project so you will want to be sure to include that in your PICOT as
well.
Great start!
Dr. T
(http Marguerite Mullan
(https: /chamberlain.instructure.com/courses/36067/users/62390)
Oct 30, 2018
Dear Dr. Turner and Class,
Another topic that is very important to me as a Nurse Educator is applying the communication techniques of
Motivational Interviewing on engaging clients in their treatment. Teaching motivational interviewing to students will help
them communicate effectively with their clients. Motivational Interviewing is a person-centered form of communication
to elicit and strengthen motivation for change that is based on the core principles of collaboration, evocation, and
autonomy (Draper & Jarvi, 2013). Motivational interviewing principles can be applied to healthcare professionals in the
area of tobacco cessation counseling to elicit behavior changes. Approximately 6 million people die from smoking
related illness each year and more than 1.1 billion people smoke tobacco world-wide (Klemperer, Hughes, Solomon,
Callas, & Fingar, 2017). My PICOT question is as follows:
In patients 18-25 years old with substance use disorder (SUD) and tobacco use what is the effect of
motivational interviewing counseling in comparison to standard counseling on increase in quit rates 30 days
post discharge?
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 4/82
This is a graded discussion: 50 points possible due Nov 4, 2018
Week 1: Identification of Area of Interest
35 95
For this discussion the focus is on presenting the area of interest for the evidence-based practice proposal that is required for this
course.
1. State your area of research or evidence-based practice (EBP) interest from NR 500; remember that the topic must be
consistent with your specialty track.
2. State your MSN program specialty track and defend how your selected area of research or EBP interest from NR 500 is
consistent with your selected MSN program track.
3. Would you like to change your area of research or EBP interest from NR 500? Why or why not?
4. If you changed or modified your area of research or EBP interest, please identify the revised area of research.
5. Defend how your area of research/EBP interest is of importance to the MSN program specialty track you have selected—
scholarly references are required.
6. Identify an initial PICOT/PICo question that reflects you area of interest for the evidence-based practice proposal that is
required for this course.
MSN Core Discussion Guidelines and Rubric V2
(https://lms.courselearn.net/lms/content/1510/51027/NR504/MSN%20Core_%20Discussion_Guidelines%20and%20Rubric_V2.docx)
This topic is closed for comments.
Search entries or author Unread ✓ Subscribed
(https:/
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 1/82
,4/30/2019 Topic: Week 1: Identification of Area of Interest
Marguerite Mullan
(https: /chamberlain.instructure.com/courses/36067/users/62390)
Oct 27, 2018
Dear Dr. Turner and Class,
My area of evidence-based practice (EBP) interest from NR 500 was the concept of critical thinking skills in nursing education.
Evidence-based practice is a problem-solving approach to clinical decision making that facilitates nurses to translate evidence to
nursing practice (Stevens, 2013). Evidence-based practice starts with a spirit of inquiry, incorporates the patient’s values and
preferences into the decision making process, and integrates the best available evidence from research into the direct care of
the patient. The Nurse Educator can facilitate learning, function as a change agent, and participate in curriculum design and
evaluation of program outcomes. Nurse Educators have the opportunity to collaborate with healthcare professionals, access to
the most up to date research, serve as role models, and provide leadership needed to implement evidence-based practice.
Experience within academics, research evidence, and the learner preferences and values is evidence based practice related to
nursing education (Chamberlain College of Nursing, 2018).
Critical thinking is the core of safe practice and leads to safe quality care and as a future nurse educator I would like to continue
to research this concept. In a rapid changing healthcare environment professional nurses need critical thinking skills to problem-
solve, improve decision-making, and effectively communicate (Kong, Qin, Zhou, Mou, & Gao, 2014). The science of nursing is
based on a critical thinking framework. Critical thinking can improve patients’ outcomes through enabling nurses to perform more
evidence-based practice (Chan, 2013). Nurse Educators are in an ideal role to adopt attitudes that promote critical thinking skills
in nursing students. Components of critical thinking include gathering and seeking information, questioning and investigating,
analysis, evaluation, and inference, and problem-solving and application of theory (Chan, 2013).
Evidence-Based Practice involves asking a question that is related to clinical practice in the form of a PICOT/PICO question.
PICOT stands for population intervention, comparison, outcome, and time. The following PICO question reflects my area of
interest. In nursing students, what is the effect of problem-based learning, in comparison to standard care of lecture
learning on improving critical thinking skills?
P=Population
I=Intervention
C=Comparison
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 2/82
,4/30/2019 Topic: Week 1: Identification of Area of Interest
O=Outcome
References
Chamberlain College of Nursing. (2018). NR-505 Week 1: Evidence-Based Practice + Research= Extraordinary Person-
Centered Care [Online lesson]. Downers Grove, IL: DeVry Education Group.
Chan, Z. C. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236-240.
Retrieved from: https://doi.org/10.1016/j.nedt.2013.01.007 (https://doi.org/10.1016/j.nedt.2013.01.007)
Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., & Gao, H. M. (2014). The effectiveness of problem-based learning on development
of nursing students’ critical thinking: A systematic review and meta-analysis. International journal of nursing studies, 51(3), 458-
469. Retrieved from: http://dx.doi.org/10.1016./j.ijnurstu.2013.06.009 (http://dx.doi.org/10.1016./j.ijnurstu.2013.06.009)
Stevens, K. R. (2013). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. Online Journal of Issues in
Nursing, 18(2), 1. Retrieved from: https://doi-org.chamberlainuniversity.idm.oclc.org/10.3912/OJIN.Vol18No02Man04
(http Douglas Turner
(https: /chamberlain.instructure.com/courses/36067/users/228)
Oct 29, 2018
Hi Marguerite,
This is an interesting topic! And one that is timely because of the movement toward active learning (even though many
students do not voice a preference for active learning). The body of knowledge (evidence) related to education isn't huge.
So my advice to you and everyone in the course is that you look carefully to be sure that there is adequate evidence to
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 3/82
, 4/30/2019 Topic: Week 1: Identification of Area of Interest
support answering your question before you settle on your final PICOT question. The evidence should be quality evidence
also. There are many great questions that can't be answered with an evidence-based approach because there isn't
adequate quality evidence to respond to the question.
If there is available evidence to answer your question I would encourage everyone to also include a time element. Why?
Because it's difficult to leave an academic project open ended in relation to time. You are bound by the amount of time
available within the course(s) in which you complete your project so you will want to be sure to include that in your PICOT as
well.
Great start!
Dr. T
(http Marguerite Mullan
(https: /chamberlain.instructure.com/courses/36067/users/62390)
Oct 30, 2018
Dear Dr. Turner and Class,
Another topic that is very important to me as a Nurse Educator is applying the communication techniques of
Motivational Interviewing on engaging clients in their treatment. Teaching motivational interviewing to students will help
them communicate effectively with their clients. Motivational Interviewing is a person-centered form of communication
to elicit and strengthen motivation for change that is based on the core principles of collaboration, evocation, and
autonomy (Draper & Jarvi, 2013). Motivational interviewing principles can be applied to healthcare professionals in the
area of tobacco cessation counseling to elicit behavior changes. Approximately 6 million people die from smoking
related illness each year and more than 1.1 billion people smoke tobacco world-wide (Klemperer, Hughes, Solomon,
Callas, & Fingar, 2017). My PICOT question is as follows:
In patients 18-25 years old with substance use disorder (SUD) and tobacco use what is the effect of
motivational interviewing counseling in comparison to standard counseling on increase in quit rates 30 days
post discharge?
https://chamberlain.instructure.com/courses/36067/discussion_topics/841267?module_item_id=4316876 4/82
