Assignment: NR702A Week 7 Discussion The Value of Peer Review

Assignment: NR702A Week 7 Discussion The Value of Peer Review

Assignment: NR702A Week 7 Discussion The Value of Peer Review

The Value of Peer Review

Discussion

Purpose

The purpose of the discussion this week is to analyze the value of the peer review process as a DNP student and developing leader in healthcare.

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Instructions

Review this week’s readings and provide your response in 150 words or less:

State your practice question in PICOT format.

Analyze the value of the peer review process of offering feedback as a future DNP-prepared nurse leader.

Describe a time when you provided peer review to a colleague.

Use Grammarly and current APA format for the posts. Do not repeat the prompts in the post. Provide respectful and thought-provoking feedback to your student colleagues. Ask for clarification and elaboration if needed.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)

Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)

Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)

Appraises current information systems and technologies to improve health care. (POs 6, 7)

Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

Apply effective strategies in project design for managing practice problems in healthcare delivery at the micro, meso, and macro-system levels. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

Demonstrate project management and leadership skills in the design process for the evidence-based translational science project. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 1, 2, 5, 6, 7, 8, 9)

Create collaborative relationships with interprofessional and intraprofessional groups to champion organizational improvements through project design. (PCs 2, 4, 5, 6, 8; POs 2, 4, 6, 8)

Assignment: NR702A Week 7 Discussion The Value of Peer Review Sample

Picot Question

For adult psychiatric patients, does the implementation of a mindfulness-based stress reduction program, compared to current practice, impact anxiety levels in 8-10 weeks?

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Analysis of Peer Review in Leadership

As a future DNP-prepared nurse leader, understanding the importance of peer review in promoting evidence-based practice is essential for implementing effective mental health interventions. Peer review provides an opportunity for constructive feedback and ensures that interventions are grounded in current research, ultimately leading to better patient outcomes (Engle et al., 2019). To evaluate implementing a mindfulness-based stress reduction program, leaders must engage in collaborative peer review processes that assess the intervention’s efficacy, practicality, and suitability for psychiatric patients (Janssen et al., 2020).

Peer Review Experience

During a recent peer review, I offered feedback to a colleague who was implementing cognitive-behavioral therapy for psychiatric patients with anxiety. The feedback emphasized the significance of tailoring interventions within the program and incorporating patient input to improve engagement (Forsythe et al., 2019). This experience underscored the value of peer review in refining mental health interventions and ensuring their applicability across diverse patient populations.

References

Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2019). Evidence-based practice and patient-centered care: Doing both well. Health Care Management Review, 46(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

Forsythe, L. P., Carman, K. L., Szydlowski, V., Fayish, L., Davidson, L., Hickam, D. H., Hall, C., Bhat, G., Neu, D., Stewart, L., Jalowsky, M., Aronson, N., & Anyanwu, C. U. (2019). Patient engagement in research: Early findings from the patient-centered outcomes research institute. Health Affairs, 38(3), 359–367. https://doi.org/10.1377/hlthaff.2018.05067

Janssen, M., Heerkens, Y., Van der Heijden, B., Korzilius, H., Peters, P., & Engels, J. (2020). A study protocol for a cluster randomized controlled trial on mindfulness-based stress reduction: Studying effects of mindfulness-based stress reduction and an additional organizational health intervention on mental health and work-related perceptions of teachers in Dutch secondary vocational schools. Trials, 21(1). https://doi.org/10.1186/s13063-020-4189-3