The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
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Assignment: Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change
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To Prepare:
- Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
- Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
- Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 9-slide narrated PowerPoint presentation in which you do the following:
By Day 7 of Week 10
Submit Part 4 of your Evidence-Based Project.
Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
· Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232)
Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186
Note: You will access this article from the Walden Library databases.
Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396
Note: You will access this article from the Walden Library databases.
Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483
Note: You will access this article from the Walden Library databases.
Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x
Note: You will access this article from the Walden Library databases.
The Ottawa Hospital Research Institute. (2019). Patient decision aids. Retrieved from https://decisionaid.ohri.ca/
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6052_Module06_Week10_Assignment_Rubric
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Grid View
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List View
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Excellent
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Good
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Fair
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Poor
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Part 4: Disseminating Results
Create a, 9-slide narrated PowerPoint presentation of your Evidence-Based Project:
Briefly describe the following: your healthcare organization and culture, current opportunity for change, scope of issue, and EBP best practice recommendation.
Explain how you would plan knowledge transfer and dissemination.
Describe measurable outcomes with the implementation of EBP best practice.
Summarize lessons learned.
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81 (81%) – 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.
The narrated presentation accurately and clearly describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation clearly and accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
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72 (72%) – 80 (80%)
The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project.
The narrated presentation accurately describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.
The narrated presentation accurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
The narrated presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation.
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63 (63%) – 71 (71%)
The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project.
The narrated presentation inaccurately or vaguely describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.
The narrated presentation inaccurately or vaguely describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
The narrated presentation minimally integrates resources that may support the presentation.
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0 (0%) – 62 (62%)
The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence-based project or is missing.
The narrated presentation vaguely and inaccurately describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation, no examples are provided, or it is missing.
The narrated presentation vaguely and inaccurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing no specific and relevant examples.
The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
The narrated presentation fails to integrate any or presents minimal resources to support the presentation.
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Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
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5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
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4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
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3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
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0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
No purpose statement, introduction, or conclusion was provided.
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Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
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5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
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4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
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3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
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0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
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Total Points: 100
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Name: NURS_6052_Module06_Week10_Assignment_Rubric
Evaluation Table
Use this document to complete the
evaluation table
requirement of the Module 4 Assessment,
Evidence-Based Project, Part 4A: Critical Appraisal of Research
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Full APA formatted citation of selected article.
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Article #1
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Article #2
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Article #3
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Article #4
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Griffiths, P., Ball, J., Bloor, K., Böhning, D., Briggs, J., Dall’Ora, C., … & Meredith, P. (2018). Nurse staffing levels missed vital signs and mortality in hospitals: retrospective longitudinal observational study. Health Services and Delivery Research, 6(38).
Fathi, A., Hajizadeh, M., Moradi, K., Zandian, H., Dezhkameh, M., Kazemzadeh, S., & Rezaei, S. (2017). Medication errors among nurses in teaching hospitals in the west of Iran: what we need to know about prevalence, types, and barriers to reporting. Epidemiology and health, 39.
Lewis, S. M., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Harding, M. (2014). Medical-surgical Nursing: Assessment and Management of clinical problems (9th ed.). St. Louis, MO, MO:
Elsevier/Mosby, 712-713.
Kim, H., & Andrade, F. C. D. (2016). Diagnostic status of hypertension on the adherence to the dietary Approaches to stop Hypertension (DASH) diet. Preventive Medicine Reports, 4, 525-531.
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Appraisal and Study Quality
Describe the general worth of this research to practice.
What are the strengths and limitations of study?
What are the risks associated with implementation of the suggested practices or processes detailed in the research?
What is the feasibility of use in your practice?
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Here the researchers theoretically leverages on the evidence as the best approach for coming up with decisions regarding individual care of patients.
The study focused on empirical approach to data collection. It applied quantitative research method in determining and proving the validity and reliability of the research. However, with regards to nurse patient ratio, there could be a false focus on numbers making it limited to pursue concrete, statistical relationships which can lead to researchers overlooking some vital areas of the study.
The workload parameters are one major risk factor influencing the results of patients and by extension, the satisfaction of nurses.
It is very feasible in areas of my research like medical errors in nursing. It also explains the relationship that is exhibited between low staffing and extreme patient conditions.
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The study has precisely elaborated the medical errors on the basis of statistical analysis and justified such errors founded in that clinical setting on that basis.
This research was also pegged on quantitative research method with the utilization of convenience sampling and application of other complementary methods of data collection. On the flip side, the wide used sampling method might have increased bias with regards to selection and thereby drawing an erroneous conclusion.
In this case, the risk factor revolves around the management of time with regards to the collection and management of data.
Looks at the prevalence and various types of medical errors and the limitations that have always occurred in reporting such errors.
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The content is modeled to trigger an exploration of the patient care in various clinical setting based on key topics like patient safety, evidence based practice, teamwork, and
The selection of the study sample was done efficiently and conveniently from various hospitals. However, on the flip side, some of the baseline variables could not predict the complications of the study.
Risk factor her is primary the complication post percutaneous coronary interventions which have become more threatening to the treatment processes of the very condition.
Feasible in the identification of risk factors, procedures and sheath removal of complications which are predicted.
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The general worth of this research is hinged on fact that despite the diagnostic status, patients suffering from hypertension often do not follow the even the very simple guidelines of the Dietary Approaches to Stop Hypertension.
The adherence to the dietary approaches to stop hypertension was found to be somewhat largely accurate for controlling the variables. But also, it was unclear whether a diagnosis to hypertension has an impact on adherence to the diet and the intake of nutrients.
The risk factor herein was found to be the fact that various people who have hypertension might likely to develop other diseases like heart diseases and stoke in the long run.
In prevention and management of high blood pressure.
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References
Fathi, A., Hajizadeh, M., Moradi, K., Zandian, H., Dezhkameh, M., Kazemzadeh, S., & Rezaei, S. (2017). Medication errors among nurses in teaching hospitals in the west of Iran: what we need to know about prevalence, types, and barriers to reporting. Epidemiology and health, 39.
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Griffiths, P., Ball, J., Bloor, K., Böhning, D., Briggs, J., Dall’Ora, C., … & Meredith, P. (2018). Nurse staffing levels missed vital signs and mortality in hospitals: retrospective longitudinal observational study. Health Services and Delivery Research, 6(38).
Lewis, S. M., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Harding, M. (2014). Medical-surgical Nursing: Assessment and Management of clinical problems (9th ed.). St. Louis, MO, MO:
Elsevier/Mosby, 712-713.
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Kim, H., & Andrade, F. C. D. (2016). Diagnostic status of hypertension on the adherence to the dietary Approaches to stop Hypertension (DASH) diet. Preventive Medicine Reports, 4, 525-531.
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Critical Appraisal Tool Worksheet Template
© 2018 Laureate Education Inc.
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Part 3B: Critical Appraisal of Research
Student Name
Institutional Affiliation
Course Details
Date
Part 3B: Critical Appraisal of Research
The best practice that emerges from Clinical Inquiry & Systematic Reviews is the relentless need for the question definition and the type of systematic review to carry on with. This helps in guiding and facilitating the rest of the research process and carries with it an advantage of impacting on diverse aspects of the evidence-based healthcare cycle (Facchiano & Snyder, 2012). This evidence generation is extremely relevant for the transfer of various aspects of the research and their implementation. With regards to the critical appraisals conducted on the four articles, this is actually an aspect that novice researchers not familiar with the range of research types available and those that ned to consider various accounts that have been frequently overlooked.
In the articles, the topology facilitated various systematic review methodologies. As such, a review type is primarily described and arranged with regards to the establishment of corresponding questions, strengths, validity, feasibility and even limitation and inclusion criteria. This only arrives at providing us with a clarified guidance for either the novice or the experienced researchers under a unified typology with respect to the research type (Facchiano & Snyder, 2012).
These research processes that call for systematic reviews are today being applied increasingly and are preferred as research methods for the education of post-graduate nursing students. The appraisals of the articles herein exposes various instances about which the researchers provide mechanisms for identification of the most robust evidence-based research from among the diverse range of studies being produced and published regularly (Buchholz et al., 2016). Because of these, a systematic review is of a critical role in the formulation of evidence-based nursing practice by incorporating only the highest quality evidence for the establishment and development of best practice guidelines. This ultimately leads to the betterment of the direct nursing practice.
References
Buchholz, S. W., Linton, D. M., Courtney, M. R., & Schoeny, M. E. (2016). Systematic reviews. Practice-based clinical inquiry in nursing: Looking beyond traditional methods for PhD and DNP research, 45-66.
Facchiano, L., & Snyder, C. H. (2012). Evidence‐based practice for the busy nurse practitioner: Part one: Relevance to clinical practice and clinical inquiry process. Journal of the American Academy of Nurse Practitioners, 24(10), 579-586.
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Part 3B: Critical Appraisal of Research
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