How EBP, research

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Apply the concepts you have learned in this course to a situation you have encountered. Choose one quality or patient safety concern with which you are familiar and that you have not yet discussed in this course (CAUTI, catheter associated urinary tract infections). In a 1,250-1,500-word essay, reflect on what you have learned in this course by applying the concepts to the quality or patient safety concern you have selected. Include the following in your essay:

1. Briefly describe the issue and associated challenges.

2. Explain how EBP, research, and PI would be utilized to address the issue.

3. Explain the PI or QI process you would apply and discuss why you chose it.

4. Describe your data sources, including outcome and process data.

5. Explain how the data will be captured and disseminated.

6. Discuss which organizational culture considerations will be essential to the success of your work. This assignment uses a rubric.

 

Sample Solution

How EBP, research

Catheter-associated urinary tract infections (CAUTI) are one of the most common health care-associated infections. A catheter is a tube inserted into the bladder to drain urine. CAUTIs occurs when germs enter and infect the urinary tract through the urinary catheter. This could happen upon insertion, if the drainage bag is not emptied enough, contamination of bacteria from a bowel movement, irregular cleaning, and if urine from the catheter bag flows backward into the bladder. CAUTIs have been associated with increased morbidity, mortality, health care costs, and length of stay in a health care facility. Guidelines for the prevention of CAUTI recommend appropriate catheter use, aseptic insertion, use of closed drainage systems, proper maintenance and timely removal of indwelling urinary catheters.

rs within a social environment, and technology can be used to facilitate social interaction and communication among learners in class, within a school, between schools and around the world (Eady and Lockyer 2013). Collaboration is also deep-rooted in Vygotsky’s theory of learning. He believed that in group-based learning there is a natural social nature of learning .Vygotsky proposed the notion of the zone of proximal development, which in essence is the difference between a learner’s independent ability and what can be accomplished cognitively with guided support from others who are more knowledgeable. This means that teachers have an important role in facilitating and scaffolding collaborative learning (Eady and Lockyer 2013).

Similarly, Mayer (2008) suggested that digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. Digital learning resources include content and, sometimes, learning activities. These combine multimedia elements such as text, image, video and audio to present information. Research on multimedia learning have demonstrated more positive outcomes for students who learn from resources that effectively combine words and pictures, rather than those that include words alone (Mayer, 2008).

Challenges

However, there are a number of challenges coming from concerns about how digital technologies are used in learning. Harris et al (2009) argue that current use of technology tends to be focused on skills required by teachers to integrate these in their classrooms, rather than students’ learning needs. Also, Burden and Atkinson (2008) suggests that most digital technologies in use in the classrooms were not created as educational tools, but have been adapted by educators for pedagogical purposes.

Numerous studies have focused on the barriers faced by the institutions when they attempt to integrate digital technologies in learning, and strategies that can be employed to overcome these barriers. Hew and Bush (2007) grouped these barriers in categories such as: structure of institutions, learning environment, assessment of learning or attitudes of learners.

Therefore, an example of barrier is found in Banyard research (2006), where it was found that the relationship between the use of digital technology and academic achievement is not direct. The fi

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