post a brief 1–2 page description of what you understand by holisitic nursing and a holistic nursing experience you have had to this Discussion Area.

Your description should also include the following:

• How do you see this course enhancing your professional practice?
• At least two things that you would like to get from this course.

Week 11: Evidence-Based Practice
 
Throughout this course you have been investigated theoretical frameworks for addressing research questions in the clinical setting and the application of theory to practice. This week continues the exploration of evidence-based practice (EBP) and introduces EBP models which can also provide a framework for applying theory to practice. You will also consider the difference between EBP and clinical research.
Learning Objectives
Students will:
Compare evidence-based practice models
Differentiate between evidence-based practice and clinical research Learning Resources
 
Required Readings
McEwin, M., & Wills, E. M. (2019). Theoretical basis for nursing. (5th ed.) Philadelphia, PA: Wolters Kluwer Health.
Chapter 19, “Application of Theory in Nursing Research”
 
Chapter 19 delves into the application of theory to nursing research and provides examples of its importance and use.
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
Review Chapter 1, “Discovering the World of Nursing Research” Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
Review Chapter 1, “Discovering the World of Nursing Research”
 
Review Chapter 1 focusing on how theory is applied to nursing through evidence-based practice.
Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”
 
This section of Chapter 19 presents strategies for transitioning the nursing profession toward EBP.
Brown, C. G. (2014). The Iowa ​model of evidence-based ​practice to promote ​quality ​care: An illustrated example in oncology nursing. Clinical Journal of Oncology Nursing, 18(2), 157-159. DOI: 10.1188/14.CJON.157-159
Fitzpatrick, J. (2010). Connecting or disconnecting the dots between research and evidence-based practice. Applied Nursing Research, 23(1), 1. doi:10.1016/j.apnr.2009.10.001
This brief editorial calls for practitioners to be aware of the difference between research and evidence-based practicThis article discusses the efforts of a clinical nurse specialist, a health science librarian, and a staff nurse to heighten staff nurse awareness of the evidence-based practice process.
University of Iowa Hospitals and Clinics (2010). The Iowa model of evidence-based practice. Retrieved from http://www.uihealthcare.org/otherservices.aspx?id=1617
 
This website provides numerous resources that explain and support the Iowa Model of EBP.
Required Media
Laureate Education (Producer). (2011). Theoretical and scientific foundations for nursing practice: An evidence-based practice model [Video]. Baltimore, MD: Author.
 
 
 
 
Discussion: Evidence-Based Practice in a busy health care environment, it can be difficult to recognize the influence of theory; yet theory plays a critical role in nursing practice as well as nursing research. The ultimate purpose of learning about theory in this course, and throughout the DNP program, is to strengthen your ability to promote evidence-based practice. Consider what you have learned in this course about the relationships among philosophy, science, theory, and practice; how could the insights you have gained help you to facilitate the application of evidence-based practice in a health care setting? How can an EBP model support this application?
 
For this Discussion, you will consider the various EBP models as well as the difference between EBP and clinical research.
 
To prepare:
 
Reflect on the EBP models presented in the Learning Resources and their application in clinical practice.
 
 
Recall the clinical practice problem you identified for Application #5, and consider which EBP model would best support investigating that problem.
 
 
Also, contemplate the difference between the application of research in evidence-based practice and clinical research and the role of the DNP-prepared nurse in both.
 

By Day 3 post a cohesive response that addresses the following:
 
 
Which EBP model would best support the exploration of the practice problem you utilized for Application #5? Include a brief summary of your practice problem and the rationale for your EBP model selection.
 
 
Provide a summary of how evidence-based practice differs from clinical research, and include your perception of the role of DNP-prepared nurses in both.
Read a selection of your colleagues’ postings.
 
 
 
Post your responses to the Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Initial postings must be 250–350 words (not including references).

LG324DLF2A2020 Contract Management & Law
 
 
 
 
 
AC
2) What is adequate consideration? Who determines adequate consideration?
Adequate consideration is when one party offers something of equal value of either action or money and in return the other party receives an item or action. One good example of this would be someone signing a contract to pay one party a sum of money and in return getting a car. The person that determines adequate consideration from my understanding is that it should be mutual between the parties otherwise a deal would not be made if one side does not thing that one item is worth as much as it is being asked for.
 
8) Do minors have the capacity to contract? If so, how?
Normally minors do not have the capacity to enter a contract. If they do want to enter a contract, they normally need to have a co-signer, parent, or guardian, that does have capacity. A minor however does have the ability to sign into a contract if and only if it is for essential items.
References:
Brown, G. W., & Sukys, P. A. (2013). Business Law with UCC Applications (13th ed.). New York, NY: McGraw-Hill Education, pg.193, 212-214
 
 
 
 
 
 
JC
Class,
1. What is consideration?
Consideration is the exchange of anything of value and is a necessary element to have a binding contract. (Brown & Sukys, 2013, p. 191)  Offering a service for free does not supply either party with consideration and therefore can not be used to create a legally binding contract.  The nature of consideration is that of mutual gains and losses between both parties of an agreement.  If I were an offeror making a proposal on a contract opportunity, every cost savings I give the offeree in my proposal to become the lowest offeror and receive the contract is also profit that I am giving up to be competitive.
8. Do minors have the capacity to contract? If so, how?
Contracting with minors is somewhat of a grey area, but it can happen.  There are special rules to know about when contracting with a minor and these special rules typically work in favor of the minor.  Contracts that are entered into by a minor are voidable at any time by the minor. (Brown & Sukys, 2013, p. 211)  This is also applicable when a minor contracts with another minor.  When the minor invokes their right to voiding the contract, that minor is entitled to give back everything given to them by the other party, even if what is given back is now in a destroyed or damaged state.
-John Cone
References Brown, G., & Sukys, P. (2013). Business Law with UCC Applications, 13th Edition. New York: McGraw-Hill Irwin.