NRP 730, Week 4 Assignment Discussion Essay

NRP 730, Week 4 Assignment Discussion Essay



The Connection Between Practice Problems, Evidence, and Interventions

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The evidence-based Intervention Resolving the practice Problem at the Practicum Site

The evidence-backed approach chosen incorporates an interactive therapeutic game, EndeavorRx, in conjunction with traditional treatment at a pediatric outpatient mental health facility. This intervention strives to enhance attention and cognitive capabilities among children diagnosed with ADHD (Kollins et al., 2020). The digital game targets and improves attention functionality, encouraging results in similar environments. By offering an extra dimension of care that directly addresses these individuals’ cognitive obstacles, this solution is anticipated to effectively tackle the identified issue while simultaneously elevating their overall quality of life.

Availability of Evidence-based Intervention in the Public Domain

The EndeavorRx game is freely accessible to the public and has obtained approval from the FDA (Pandian et al., 2021). Nonetheless, it requires a prescription from a licensed healthcare professional, a form of official authorization. Parents or guardians will be given instructions on downloading, installing, and playing this game. The utilization of EndeavorRx exemplifies the evaluation and integration of modern technologies to enhance healthcare.

Authorization to use Evaluation Tool

The assessment instruments utilized for this DNP project to evaluate changes in practice include the ADHD Rating Scale IV, electroencephalogram, and Kingston Cognition Assessment. The ADHD-RS-IV and KCA are widely used assessment tools accessible to the general public (Arildskov et al., 2021). On the other hand, the EEG is a medical test that must be conducted under healthcare professionals’ supervision, necessitating explicit authorization within a clinical setting. Therefore, the project highlights advocacy for equitable healthcare for children with ADHD and leads in implementing and evaluating innovative clinical care.



Arildskov, T. W., Sonuga‐Barke, E. J. S., Thomsen, P. H., Virring, A., & Østergaard, S. D. (2021). How much impairment is required for ADHD? No evidence of a discrete threshold. Journal of Child Psychology and Psychiatry, 63(2), 229–237.

Kollins, S. H., DeLoss, D. J., Cañadas, E., Lutz, J., Findling, R. L., Keefe, R. S. E., Epstein, J. N., Cutler, A. J., & Faraone, S. V. (2020). A novel digital intervention for actively reducing severity of paediatric ADHD (STARS-ADHD): A randomized controlled trial. The Lancet Digital Health, 2(4), e168–e178.

Pandian, G. S. B., Jain, A., Raza, Q., & Sahu, K. K. (2021). Digital health interventions (DHI) for the treatment of attention deficit hyperactivity disorder (ADHD) in children – a comparative review of literature among various treatment and DHI. Psychiatry Research, 297, 113742.


The Connection Between Practice Problems, Evidence, and Interventions




The purpose of this assignment is to examine an evidence-based intervention that will serve as the possible solution for improved outcomes at your practicum site.


Reflect on your readings this week and provide your proposed DNP practice change project evidence-based intervention. Respond to the following:

Examine how the evidence-based intervention you have identified will resolve the practice problem at your specific practicum site.

Identify your evidence-based intervention and explain if it is in the public domain or if authorization is required to use the intervention.

Identify if the evaluation tool you plan to use for your DNP practice change project is in the public domain or if authorization is required to use the evaluation tool.


Please click on the following link to review the DNP Discussion Guidelines on the Student.

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


Program Competencies

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

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)

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:

Prioritize and apply ethical considerations and theories relevant to translation science. (PCs 1, 3, 8; POs 3, 4, 5)

Apply clinical scholarship methodologies for designing, developing, implementing, and evaluating quality improvements and the translation of evidence-based practice, to improve healthcare outcomes at the micro, meso, or macrosystem level. (PCs 1, 3, 5; POs 3, 5, 9)

Appraise and synthesize the highest level of evidence available to improve the quality, cost-effectiveness, and healthcare outcomes of diverse populations. (PCs 1, 2, 3, 4, 6, 8; POs 4, 5, 6, 8)

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