Community Of Practice Study

One cannot simply state a theory or intervention method works without providing supporting evidence. Competency 4: Engage in Practice-Informed Research and Research Informed Practice affirms that social workers utilize interventions and apply theories based on what has been reinforced through research. Yet, social workers also recognize that practice can lead to the discovery of topics that have not been or contain little research surrounding an issue, resource, idea, or case. Moreover, we will never know everything about any topic, because practice derives from multi-disciplinary sources and multiple ways of knowing. To demonstrate my proficiency in the area of research and research informed practice, I have provided three artifacts: a literature review, research proposal, and a social and behavioral sciences training - responsible conduct of research certificate obtained upon the

Itroduction: Evidence-based practice is an approach to medicine that uses scientific evidence to determine the best practice (Beyea & Slattery, 2006). As nurses perform their daily tasks they must continually ask themselves, “What is the evidence for this intervention?”. Nurses are well positioned to question current nursing practices and use evidence to make care more effective. In order to improve patients’ outcomes it is the responsibility of the nurse to transition evidence-based practice into the norm, through application of daily practice (Flynn Makic, Rauen, Watson & Will Poteet, 2014). Continual evaluation of current practice must be performed to ensure the use of evidence-based practice opposed to practice based upon tradition. The implementation of evidence-based practice standardizes healthcare practices and diminishes groundless variations within care. These variations lead to the production of uncertain health outcomes (Stevens, 2013).

Sue, I agree. Michigan has a vaguely worded and restrictive scope of practice. On one hand, Michigan State allows NPs to practice independently. On the other hand, requires physician involvement for prescriptive privileges and reimbursement from payers. These two requirements impede NPs to work independently. Thus, for full practice authority, law makers need to eliminate the collaborative agreement between NPs and MDs, negotiate equitable direct reimbursement for same services provided, and remove obstacles that identify NPs as primary care

Evidenced-based practice (EBP) originated in Canada from a new form of medical school which was launched during the 1970s at an institution called McMaster University (Hoffmann, Bennett, & Del Mar, 2010). This new medical program was uncommon in a variety of its methods. The primary variation was the abbreviated three year medical program which is very brief in comparison to other medical school framework (Hoffmann, Bennett, & Del Mar, 2010). Instructors conceded that the ideal concept of teaching medical students everything they would possibly need to know in regards to practicing medicine with in this program was an unattainable undertaking (Hoffmann, Bennett, & Del Mar, 2010). In response to this epiphany, instructors at this institution transformed their educational approach and focused on instruction that would provide students with the skills and tools they would need to effectively locate health information while practicing as healthcare professionals (Hoffmann, Bennett, & Del Mar, 2010). This scientific approach to healthcare is now known as evidence-based practice (Hoffmann, Bennett, & Del Mar, 2010). In the past, healthcare practitioners made decisions for patients based on personal and professional experience, hearsay, and lack of scientific evidence (White, 2004). An evidence-based practice links the

In order to be a culturally competent practitioner, educators and families could start with critical reflection on attitudes and values and or the ways in which children respond to diversity within their community.

Evidence Based Practice is beyond the Advanced Nurse Practitioners and the patients, it is more and part of an organizational culture. Advanced Nurse Practitioners have to understand how literature findings can be reviewed in order to determine if they are relevant and clinically significant to the population they serve as your focus on lesbian, gay, bisexual, and transgender (LGBT) community. It is a good idea to use the evidence-based policy to implement and provide education and training. In addition to education and training, the clinical environments need to be change which can change some behaviors towards this

ARMSTRONG, M. (2011) How to be an even better manager. 8th ed. London: Kognan Page.

The West Virginia Department of Health and Human Resources is a government organization. The West Virginia Department of Health and Human Resources has different bureau’s which addresses needs of the public. The Bureau of Children and Families serves populations from children, youth, and adults. The Bureau of Children and Families also ensure facilities are licensed, and the children in those facilities are safe.

This essay aims to explore the importance of utilising evidence based care while working with clients and other health care providers to form a professional and reliable nursing team. This essay also aims to focus and evaluate a qualitative article entitled “Patient experiences of bladder problems following stroke” selected from the Nursing Standard. The assignment will adopt a systematic approach to expose the strengths and weaknesses of the chosen qualitative research article. I found this topic quite intriguing after undertaking a clinical placement in a stroke unit and learnt that many people suffered in silence as they found urinary incontinence embarrassing to live with as

Hospitals are a stage for multi-professional collaboration. When the system works, a patient can receive fantastic care throughout their treatment: surrounded by staff members from various different disciplines, all working together to increase the likelihood of the best possible outcome. When staff members fail to synchronize effectively, the result can be fatal (Full Fact, 2013). The NHS (National Health Service) constitution states that the service operates on ‘Seven Key Principals’, the third of which promises: 'the NHS aspires to the highest standards of excellence and professionalism in the provision of high-quality care that is safe, effective and focused on patient experience’

This theory is appropriate because upon resolution of the identified problem, a specific population’s overall health will be improved which aligns with the goal of the model. Another reason the concept is suitable is all five assumptions of the model are highlighted when the model is applied to the identified problem in practice. An interdisciplinary approach will have to be utilized when assisting the non-service connected veterans suffering from mental health illness in obtaining services in the community. Next all 17 principles of population-based practice will be considered during the process. Fourthly, an assessment will be completed of the identified problem resulting in policy development and a pledge of resolution. Finally, the action

The CCG will work to build quality in the neighborhood wellbeing administration. We will guarantee that neighborhood individuals are completely educated of our triumphs with the goal that we can fabricate and maintain trust in the CCG and the nearby NHS. This will incorporate building up a Patient Prospectus as a feature of a more extensive Communications Plan.

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

In this chapter, I will describe the three groups who took part in this study, their everyday lives and backgrounds. In describing these different groups, I approached them as communities of practice. I am drawing on Eckert and McConnell-Ginet (1992) where they argue communities of practice are identified as social groupings that do not only share abstract characteristics or simple co-presence but have a shared practice with regular joint activities. “A community of practice develops ways of doing things, power relations and ways of talking” (Eckert 2006:1). It is a process where participants collaborate to make sense of the world around them, (Eckert 2006). She acknowledges earlier work on speech communities (Labov 1966: Trudgill 1974: Wolfram

The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as