| Course | NUR 391 Professional Nursing Theory |
|---|---|
| Module | Module 7 |
| Paper type | Discussion post with peer reply |
| Length | About 468 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | RN to BSN |
| Updated | October 2026 |
Free sample paper for NUR 391 Module 7
Discussion: EBP in the Workplace and Group Communication
Five Minutes Before the First Chair: Using a Pre-Shift Huddle to Bring Evidence Into a Dialysis Clinic
Initial Post
Evidence-based practice sounds like something that happens in hospitals with research councils, not in a clinic of 24 chairs. Yet every day our nurses and technicians make decisions about catheter care, fluid removal and patient teaching that have an evidence base. In a national survey of more than a thousand registered nurses, most believed in evidence-based care, but they reported barriers that included resistance from colleagues and from nurse leaders and managers (Melnyk et al., 2012). Those match what I see. Our staff are busy, our policies come from the company's head office, and suggestions from the floor have no obvious path to adoption.
In my last post I proposed weekly audits of catheter connections, based on a collaborative that reduced access infections in dialysis centers. The idea is sound, but it will fail if it arrives as another memo. This is where group communication matters. We already hold a five-minute huddle at 4:30 a.m. before the first patients arrive, but it covers only staffing and supply problems.
A qualitative study of layered daily huddles at a large pediatric hospital found that huddles improved how efficiently and accurately information was shared and increased staff members' sense of accountability, empowerment and community, which together built a culture of collaboration (Goldenhar et al., 2013). I would use our huddle the same way: on Mondays, spend one minute on the prior week's audit results, ask one technician to describe a connection that went well, and invite questions. That gives the change a regular voice and makes it a team practice, not a charge nurse's project.
Group development also matters. Tuckman (1965) described small groups moving through stages, from first coming together, through conflict over roles and methods, to agreement on norms and finally productive work. Our morning team is stable, but a new practice can reopen conflict, especially if technicians feel audits are a judgment of them. Expecting some pushback, and allowing it to be voiced at the huddle, should help the team reach shared norms faster than if objections stay in the break room.
This course helped me see that evidence and communication are connected. Evidence tells us what to change, but the way a group talks determines whether it changes.
Reply to a Classmate
Kayla, your idea of a journal club on night shift is a good way to build interest in evidence. One thing I learned from reading about huddles is that brief, regular contact may work better than occasional longer meetings for busy staff. Could you combine the two, with a one-minute "article of the week" at your night huddle and a longer discussion once a month? That might reach staff who cannot stay after a twelve-hour shift.
References
Goldenhar, L. M., Brady, P. W., Sutcliffe, K. M., & Muething, S. E. (2013). Huddling for high reliability and situation awareness. BMJ Quality & Safety, 22(11), 899-906. https://doi.org/10.1136/bmjqs-2012-001467
Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Kaplan, L. (2012). The state of evidence-based practice in US nurses: Critical implications for nurse leaders and educators. Journal of Nursing Administration, 42(9), 410-417. https://doi.org/10.1097/NNA.0b013e3182664e0a
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399. https://doi.org/10.1037/h0022100
Reading the NUR 391 Module 7 assignment instructions
In the syllabus, Module 7 is titled EBP and Group Communication, and its graded work is a 5-point discussion covering both topics, with readings listed on the course site. The prompt generally asks you to describe evidence-based practice in your workplace, including barriers and supports, and to discuss how group communication affects whether teams adopt new practices, then to respond to peers. Some versions split it into two short posts. Because this is the final graded activity, instructors often expect you to draw on ideas from earlier modules. Check Canvas for the number of required sources and replies, and whether the prompt asks you to name a communication model or a specific EBP barrier.
Inside the NUR 391 Module 7 example
This example starts by questioning a common assumption, that evidence-based practice belongs only in large hospitals, and grounds the point in daily decisions at a dialysis clinic. A national survey supports the barriers the writer names. The post then connects to the writer's earlier safety proposal and shows how an existing pre-shift huddle could carry it, citing a qualitative study of huddles. A paragraph applies a classic model of group development to predict and plan for resistance. A one-sentence reflection links the course's themes. The reply offers a specific, practical adjustment to a classmate's idea, supported by the same huddle research. Every claim drawn from a study carries an in-text citation, and the three sources are listed in APA style below the post.
NUR 391 Module 7 rubric: what earns full marks
As with the earlier boards, points are usually given for answering each part of the prompt, applying the readings correctly, citing scholarly sources in APA style, and replying with substance on time. For this final discussion, graders often look for a connection between the two topics rather than two separate answers, and for realistic ideas that a staff nurse or charge nurse could carry out. A brief, specific note on how your view shifted over the seven modules can also lift a post. Replies that suggest a concrete change to a classmate's plan tend to earn full credit. Keep the post within the word range the prompt sets, since long posts are not rewarded for length.
NUR 391 Module 7 help with common mistakes
Students sometimes answer the EBP half and the communication half as unrelated paragraphs; show how one affects the other. Another weakness is naming barriers without a source or a remedy. When you use a group development model, describe the stages in your own words and apply them, rather than listing the stage names. Keep the scope small enough to be believable for your role. Proofread names and years in citations, especially for older classics. If you want a draft that connects your own unit's practice change to group communication, send the prompt and a short description. A sentence on what you would do if the team resisted the change shows realism. Remember the reference list under the post.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 391 Module 7 questions, answered
Where can I find a free NUR 391 Module 7 sample paper?
This page contains the complete final discussion: a post on evidence-based practice barriers and a pre-shift huddle in a dialysis clinic, a reply to a classmate, and references.
What barriers to EBP can I discuss in NUR 391?
Common barriers include lack of time, limited access to research, resistance from colleagues or leaders, and policies set far from the bedside. Support the ones you choose with a source.
Which group communication model fits the NUR 391 discussion?
Tuckman's stages of group development are widely used, and team tools such as huddles, SBAR or TeamSTEPPS also work. Use the model your readings cover if one is named.
Should the NUR 391 Module 7 post connect to earlier modules?
It helps. Linking the post to an earlier safety or quality idea shows how evidence moves into practice, which is the purpose of the final module.
How many replies does the NUR 391 final discussion need?
The syllabus describes discussions with posts to peers during the week. Check Canvas for the exact number; many instructors require at least one or two replies.