Write a short response to the 2 given students’ post Directions Respond to 2 of your colleagues/classmates’ posts RUBRIC: Criteria 1: First Peer Reply Ratings: 30 to >0.0 pts Satisfactory.

write a short response to the 2 given students’ post Directions Respond to 2 of your colleagues/classmates’ posts RUBRIC: Criteria 1: First Peer Reply Ratings: 30 to >0.0 pts Satisfactory •Reply provides substantive and pertinent feedback to peer •Citation included (as appropriate) Criteria 2: Second Peer Reply Ratings: 30 to >0.0 pts Satisfactory •Reply provides substantive and pertinent feedback to peer •Citation included (as appropriate) Criteria3: APA APA format is used correctly. Ratings: 10 to >0.0 pts Full Marks 1 point off for each APA error. First student’s post Evidence-Based Practice Project Implementing evidence-based practice (EBP) throughout an organization can be challenging. Still, it is necessary to maintain patient safety and standards of care that increase patient quality of care (Ost et al., 2020). Data has shown a need for more education tools and consistency when providing discharge home teaching instructions to newly diagnosed pediatric oncology patients (Landier et al., 2023). The creation of standardized teaching for newly diagnosed oncology pediatric patients has many educational points that can help support this patient population in improving diagnosis and home care understanding, further improving the quality of care for this patient group. EBP implementation practice within an organization often begins with problem recognition and creating visions and goals that will help an organization improve clinical care practices. However, EBP integration can be challenging and requires organization leaders to dedicate time, support, and staff resources to the EBP projects (Melnyk et al., 2015), along with identifying differences and aligning EBP with organization preferences. For this EBP implementation, it is important to provide how standardizing the discharge process can serve other units within the organization. With this project, education tools such as medication calendars and central line teaching on mannequin dolls could also serve other units in their discharge process while also encouraging other units to reach out to their specialty care organizations (such as general pediatrics, cardiac and neurology) in utilizing teaching tools or family handbook resources that would improve diagnosis and home care understanding. When looking at the resource aspect of this project, the need for family handbooks, tools such as home thermometers, central line mannequins, and staff training on materials and tools would need to be factored in. To obtain the resources, the unit will need to discuss this with leaders and upper management while contacting oncology organizations such as the Children’s Oncology Group and the Association of Pediatric Hematology Oncology Nurses to seek guidance or obtain education tools. Allowing time for staff to become familiar with new resource tools will need to be allotted and factored in when looking at time and money spent on training. Defining the patient goal of improving diagnosis and home care understanding, further improving the quality of care while empowering parent/patient care for this population represents how creating this intervention will improve patient safety and care within this organization, which is essential to creating EBP moments. This goal aligns with the organization’s preferences of being an organization that recognizes and strives for quality patient care. Being a magnet-recognized facility, it is required to develop, disseminate, and enculturate evidence-based criteria to improve this organization’s patient wellness and care outcomes (Texas Children’s Hospital, n.d.). Meeting with magnet and EBP councils will help guide expectations in implementing this project. Organizations that develop EBP projects provide guidelines for evidence-based care practices that promote quality of care. While there can be challenges with EBP implementation, understanding the differences and recognizing the need for resources, patient goals, and organization preferences can help guide the EBP implementation process. References Landier, W., York, J. M., Adams, K., Madan-Swain, A.-S., Slater, V., Miller, J., & Richman, J. S. (2023). A structured discharge education intervention for parents of newly diagnosed pediatric oncology patients. Journal of Pediatric Hematology/Oncology Nursing, 40(3), 145–157. https://journals-sagepub-com.ezproxy.uta.edu/doi/full/10.1177/27527530221140058?utm_source=summon&utm_medium=discovery-provider Links to an external site. Melnyk, B. M., Fineout-Overholt, E., Hockeneberry, M. J., Brown, T. L., & Rodgers, C. C. (2015). Chapter 9: Implementing Evidence in Clinical Settings. In Evidence Based Practice in Nursing and Healthcare (3rd ed., pp. 202–223). Wolters Kluwer. Ost, K., Blalock, C., Fagan, M., Sweeney, K. M., & Miller-Hoover, S. R. (2020). Aligning organizational culture and infrastructure to support evidence-based practice. Critical Care Nurse, 40(3), 59–63. https://doi.org/10.4037/ccn2020963 Links to an external site. Texas Children’s Hospital. (n.d.). Why Texas Children’s Hospital? Retrieved November 27, 2023, from https://www.texaschildrens.org/about-us/why-texas-childrens-hospita Second student’s post: Proposed EB practice change Pediatric population in the Emergency Department setting is scary and it is increasingly more so when intravenous access is needed for a medical intervention. Emergency Department staff continuously try their best to keep patients and their families from adhering to more stressful factors. An Ultrasound guided intravenous access study has been implemented in many facilities including our Children’s hospital. The study is to collect data to determine if an ultrasound guided intravenous access decreases the number of attempts, decreases length to access, success rate, and patient and family satisfaction. 1) Understanding the differences Intravenous access in the Pediatric Emergency Department population is challenging. Nursing staff have to consider the patient’s presentation, medical history, comorbidities, age, cognition, vein characteristics, and parents trauma from prior IV access. An IV successful access is not always a guarantee and is oftentimes attempted more than two times. Utilization of the guided intravenous access allows a visual view of the vein, decreases the multiple IV access attempts, decreases induced fear from having to repeat the process, decreases the length of time to access the vein, and decreases the delay in treatment. 2) Considering your resources Resources were from previous studies and some resources included the Adult population and compared it to the Pediatric population. This study has also been implemented in my current facility and was voted favorable. There are studies for quality improvement with Ultrasound guided intravenous access that provides data of its success These studies describe the use of the ultrasound guided venous access and reports its success and failures with supportive evidence from EHR and survey. 3) Establish your patient-centered goals The patient centered goals is to be successful with one attempt of an intravenous access through a guided ultrasound more specifically with one attempt, decrease length of medical interventions, and increase patient safety and satisfaction. 4) Identify institutional preferences and how you will address this issue. Institutional preferences required a buy in from leadership to present this innovative idea, collect data of successful and unsuccessful IV access, provide length of time required form a ultrasound guided IV access versus a standard IV access, guideline based on population that would benefit, and survey to the parents/guardians to provide feedback of their experience with utilization of the ultrasound guided intravenous access. References Otani, T., Morikawa, Y., Hayakawa, I., Atsumi, Y., Tomari, K., Tomobe, Y., Uda, K., Funakoshi, Y., Sakaguchi, C., Nishimoto, S., & Hataya, H. (2018). Ultrasound-guided peripheral intravenous access placement for children in the emergency department. European Journal of Pediatrics, 177(10), 1443–1449. https://doi.org/10.1007/s00431-018-3201-3 Links to an external site. Rainey, S. C., Deshpande, G., Boehm, H., Camp, K., Fehr, A., Horack, K., & Hanson, K. (2019). Development of a pediatric picc team under an existing sedation service: A 5-year experience. Clinical Medicine Insights: Pediatrics, 13, 117955651988404. https://doi.org/10.1177/1179556519884040 Links to an external site. Tran, Q. K., Fairchild, M., Yardi, I., Mirda, D., Markin, K., & Pourmand, A. (2021). Efficacy of ultrasound-guided peripheral intravenous cannulation versus standard of care: A systematic review and meta-analysis. Ultrasound in Medicine & Biology, 47(11), 3068–3078. https://doi.org/10.1016/j.ultrasmedbio.2021.07.002