| Course | NUR 550 Evidence-Based Practice and Scholarly Inquiry |
|---|---|
| Module | Module 10 |
| Paper type | Closing reflective journal |
| Length | About 350 words, 3 pages |
| Format | Journal entry with APA 7 citations |
| School | Southern New Hampshire University |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NUR 550 Module 10
Module Ten Journal
The Easy Half and the Hard Half
I started this course thinking that evidence-based practice meant finding the best studies. By the end I think of that as the easy half. The literature on preventing delirium was clear by week five: bundled non-drug care cuts it by around two-fifths in older medical patients (Burton et al., 2021). What took the rest of the term was working out how a unit with no volunteers and tired night staff could actually deliver it, and how we would even know.
The first turning point came while planning the evaluation. Our only baseline was a chart audit, and I realized that once nurses started screening every older patient daily, we would find far more delirium than any chart had recorded. The project would have looked like it made things worse. Fixing that with a screening baseline was the most useful thing I learned about measurement all term.
The second came at a staff meeting at 7 a.m., when a night nurse said, "Nobody ever asks us." The i-PARIHS reading had described recipients and context in general terms (Harvey & Kitson, 2016); that sentence made them specific. Two of our four champions now work nights.
The third surprise was that the most powerful piece of the plan was not a behavior at all. Removing diphenhydramine and zolpidem as default sleep orders for older patients will prevent more harm than any poster, because it changes what happens when nobody is thinking about delirium. I used to assume education was the start of every change. Now I ask first whether a system default is working against us.
Two habits will stay with me. When I read a study, I now look for how the intervention was delivered and who delivered it, not only whether it worked, because that is where translation succeeds or fails. And when someone proposes fixing a problem with an in-service, I will ask what we will measure, how we will know it was delivered and what default we could change instead. RE-AIM gave me the words for that question (Glasgow et al., 1999).
References
Burton, J. K., Craig, L. E., Yong, S. Q., Siddiqi, N., Teale, E. A., Woodhouse, R., Barugh, A. J., Shepherd, A. M., Brunton, A., Freeman, S. C., Sutton, A. J., & Quinn, T. J. (2021). Non-pharmacological interventions for preventing delirium in hospitalised non-ICU patients. Cochrane Database of Systematic Reviews, 2021(7), Article CD013307. https://doi.org/10.1002/14651858.CD013307.pub2
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322-1327. https://doi.org/10.2105/AJPH.89.9.1322
Harvey, G., & Kitson, A. (2016). PARIHS revisited: From heuristic to integrated framework for the successful implementation of knowledge into practice. Implementation Science, 11, Article 33. https://doi.org/10.1186/s13012-016-0398-2
What the NUR 550 Module 10 instructions ask for
NUR 550 commonly ends with a short reflective entry about the term's project. Instructors tend to ask what surprised you about moving evidence into practice, which stage of the project was hardest, how your view of evidence-based practice has shifted and how you will use the skills in an advanced nursing role. The entry is normally private, written as I, a page or two long, with the course readings cited where they explain something you experienced. Because the course is built around one project, the richest material is usually a specific moment inside it, such as a staff meeting, a data problem or a decision about the plan that did not go the way you expected.
How this NUR 550 Module 10 journal example is built
Here a composite charge nurse looks back on a delirium prevention project. The entry frames the term as an easy half, finding evidence, and a hard half, making it work. Three turning points carry it: spotting that a chart-based baseline would have made success look like failure, a night nurse's comment that turned a framework's abstract terms into two night-shift champions, and discovering that deleting default sleep orders mattered more than any teaching. Two closing habits concern how the writer reads studies and responds to proposals for quick education sessions. Three real sources from the course anchor the reflection: the Cochrane review, the i-PARIHS article and the RE-AIM paper.
Where the NUR 550 Module 10 rubric puts the points
Markers of these journals usually look for four qualities: an honest account of how your thinking changed, clear links between that change and course material, a concrete way the change will show up in your practice and readable prose. The first quality is easiest to show with a before-and-after, naming what you assumed at the start and the moment that altered it. Links to material work best when a single idea from a reading explains a single experience. Practical application should be specific enough that a colleague could notice it. Entries that list every module tend to earn middle marks, while entries built on one or two real moments earn the most.
NUR 550 Module 10 help: the mistakes that cost points
Weak closing entries tend to recite the project's stages, describe growth in general terms or skip the citations the prompt asks for. A better route is to pick the two or three moments in the project that changed how you think, tell each briefly with what you expected and what happened, attach the reading that made sense of it and finish with habits you will keep. Honest surprises make better reflections than tidy conclusions. De-identify colleagues as well as patients, and keep the unit's name out if your instructor prefers. When the term's last week is crowded, we can turn your project notes into a first-person draft for you to rework.
Get NUR 550 Module 10 written to your instructions
Share the reflection prompt, a few notes on the moments in your project that changed your thinking and the readings you used. A first-person entry built on those moments and cited to your sources is ready in 24 to 48 hours, and the first one is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
More NUR 550 papers and related MSN samples
- NUR 550 Module 1 Discussion: Framing Delirium on a Medical Unit as a Practice Problem
- NUR 550 Module 2 PICOT Question Paper: An Answerable Question About Delirium Prevention
- NUR 550 Module 3 Milestone One: A Documented, Repeatable Literature Search on Delirium Prevention
- NUR 550 Module 4 Critical Appraisal: Appraising the Landmark Multicomponent Delirium Prevention Trial
- NUR 550 Module 5 Evidence Synthesis: What the Evidence on Multicomponent Delirium Prevention Says Together
- NUR 550 Module 6 Milestone Two: Applying the i-PARIHS Framework to a Delirium Prevention Project
- NUR 550 Module 7 Implementation Plan: An Implementation Plan for a Delirium Prevention Bundle
- NUR 550 Module 8 Evaluation Plan: Evaluating a Delirium Prevention Bundle With RE-AIM
- NUR 550 Module 9 Final Project: A Complete Evidence Translation Proposal for Delirium Prevention
- NUR 530 Module 2 Discussion: Four Leadership Frames on One Discharge Delay
- NUR 520 Module 5 Statistical Inference Paper: Confidence Intervals Around County Estimates
- NUR 508 Module 7 Interprofessional Collaboration Paper
- NUR 506 Module 5 Evidence Table Paper
NUR 550 Module 10 questions, answered
Where can I find a free NUR 550 Module 10 Journal sample?
The complete journal on this page is free to read: a charge nurse's reflection on the easy and hard halves of an evidence-based project, three turning points and two lasting habits, with three real sources.
What should the NUR 550 closing reflection cover?
What surprised you about translating evidence, which stage was hardest, how your view of evidence-based practice changed and how you will use it in your role.
Why is implementation harder than finding evidence?
Because success depends on the people who must change, the setting they work in, the support they get and whether anyone measures delivery as well as outcomes.
How do I make a reflection specific?
Build it around one or two real moments from your project, describe what you expected and what happened, and name the reading that explained the difference.
Should I cite sources in a reflective journal?
Yes, where the prompt asks, using APA 7. A citation earns its place when it explains something that happened in your project.