NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? Example Paper Included
March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.
When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.
In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.
To Prepare:
- Review the Resources and reflect on the definition and goal of EBP.
- Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
- Explore the website to determine where and to what extent EBP is evident.
- Supported by at least three current, credible sources
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 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)
Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01
Note: You will access this article from the Walden Library databases.
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126
Note: You will access this article from the Walden Library databases.
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171
Note: You will access this article from the Walden Library databases.
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2
Note: You will access this article from the Walden Library databases.
Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021
Note: You will access this article from the Walden Library databases.
Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160
Note: You will access this article from the Walden Library databases.
Rubric Detail
| Excellent | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. | 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. | 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. | |
| Main Post: Timeliness | 10 (10%) – 10 (10%) Posts main post by day 3. |
Where in the World Is Evidence-Based Practice?
Evidence based-practice (EBP) is a procedure utilized to examine, assess, and translate the most updated scientific evidence. EBP’s goal is to thoroughly integrate ideal and current research with patient partiality and clinical experience into medical practice to ensure nurses make knowledgeable patient-care conclusions (Melnyk et al., 2014).
The adoption and application of evidence-based practice in healthcare and nursing are fundamental in certifying the best patient results and care quality (Kim et al., 2016). EBP is the foundation of medical practice, and implementing EBP advances care quality and patient upshots.
Explore the website to determine where and to what extent EBP Is evident.
PubMed is among the best websites to complete research with evidence-based and credible information. The website provides current, relevant, unbiased, and up-to-date information. PubMed is specific to health and medicine, conducts extensive medical and scientific research, and is a consistent and highly authoritative resource.
The website meets the CRAAP (currency, relevance, authority, accuracy, and purpose) test criteria used to examine empirical sources. EPB sponsors quality healthcare, improving the consistency and quality of healthcare, decreasing disparities in costs and care, and enhancing health outcomes (Melnyk et al., 2014). PubMed sponsors the search and reclamation of life and biomedical sciences literature to advance healthcare.
Why PubMed Is Grounded in EBP
PubMed is grounded in EBP, implementing the best accessible evidence, and medical professionalism. PubMed is credible and specific to health and medicine, containing over 34 million biomedical literature abstracts and citations (Williamson & Minter, 2019). A project-based EBP teaching can lead to a rise in EBP sources’ use and developments in attitudes and knowledge connected to EBP (Crabtree et al., 2016). Determining the dependability of evidence and resources is essential in evidence-based practice.
How Information Discovered on PubMed has Changed My Perception of the Healthcare Organization.
The information provided in PubMed has altered my understanding of the website. I have realized that the healthcare organization is a free global resource with systematic reviews that inform clinical verdicts. Further, the United States National Library of Medicine facilitates examining solutions to clinical inquiries with PubMed.
The adoption and distribution of EBP projects generate opportunities for healthcare experts to engage in the growth of scholarly evidence, leading to professional development and progress (Crabtree et al., 2016). PubMed promotes nursing professional development. Nurses are responsible for locating and categorizing dependable and academic resources to incorporate the optimum obtainable evidence, improving clinical reasoning and decision skills.
References
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving Patient Care Through Nursing Engagement in Evidence‐Based Practice. Worldviews on Evidence‐Based Nursing, 13(2), 172-175. DOI 10.1111/wvn.12126
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A. M., & Davidson, J. E. (2016). Predictors of evidence‐based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence‐Based Nursing, 13(5), 340-348.
Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based Nursing, 11(1), 5-15.
Williamson, P. O., & Minter, C. I. (2019). Exploring PubMed as a reliable resource for scholarly communications services. Journal of the Medical Library Association: JMLA, 107(1), 16 https://doi.org/10.5195%2Fjmla.2019.433
Evidence-based Practice and the Quadrupple Aim Assignment Instructions and Example Solution Provided
Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.
More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.
To Prepare:
- Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
- Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
- Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.
To Complete:
Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.
Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:
- Patient experience
- Population health
- Costs
- Work life of healthcare providers
Evidence-base Practice and the Quadrupple Aim Assignment Rubric
| This criterion is linked to a Learning Outcome Write a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:· Patient experience· Population health· Costs· Work life of healthcare providers | 85 to >76.0 pts Excellent The analysis clearly and accurately addresses in detail how evidence-based practice either supports or does not support the Quadruple Aim. … The analysis accurately and thoroughly explains in detail how the four measures of patient experience, population health, costs, and work-life of healthcare providers either supports or does not support the Quadruple Aim. … The analysis provides a complete, detailed, and specific synthesis of two outside resources reviewed on the four measures supporting or not supporting the Quadruple Aim. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the analysis provided with credible and detailed examples. 76 to >67.0 pts Good The analysis accurately addresses how evidence-based practice either supports or does not support the Quadruple Aim. … The analysis accurately explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim. … The analysis provides an accurate synthesis of at least one outside resource reviewed on the four measures supporting or not supporting the Quadruple Aim. The response integrates at least 1 outside resource and two or three course-specific resources that may support the analysis provided and may include some detailed examples. 67 to >59.0 pts Fair The analysis inaccurately or vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim. … The analysis inaccurately or vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim. … The analysis provides an inaccurate or vague analysis of the four measures supporting or not supporting the Quadruple Aim with a vague or inaccurate analysis of outside resources. The response minimally integrates resources that may support the analysis provided and may include vague or inaccurate examples. 59 to >0 pts Poor The analysis inaccurately and vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim or is missing. … The analysis inaccurately and vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim or is missing. … The analysis provides a vague and inaccurate analysis of the four measures supporting or not supporting the Quadruple Aim with a vague and inaccurate analysis of outside resources. The response fails to integrate any resources to support the analysis provided or is missing. | 85 pts |
| This criterion is linked to a Learning Outcome 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. | 5 to >4.0 pts Excellent 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. 4 to >3.5 pts Good 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. 3.5 to >3.0 pts Fair 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. 3 to >0 pts Poor 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. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation. | 5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 pts Good contains a few (one or two) grammar, spelling, and punctuation errors. to >3.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors. 3 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| This criterion is linked to a Learning Outcome Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. | 5 to >4.0 pts Excellent Uses correct APA format with no errors. 4 to >3.5 pts Good Contains a few (one or two) APA format errors. 3.5 to >3.0 pts Fair Contains several (three or four) APA format errors. 3 to >0 pts Poor Contains many (five or more) APA format errors. | 5 pts |
| Total Points: 100 | ||
Evidence-based Practice and the Quadrupple Aim Assignment Example Solution
The Connection between Evidence-Based Practice and the Quadruple Aim
Healthcare organizations have adopted the Quadruple Aim framework as a means to enhance healthcare delivery. The Quadruple Aim emphasizes four key measures: patient experience, population health, costs, and the work-life of healthcare providers.
Evidence-Based Practice (EBP) plays a crucial role in supporting and advancing the Quadruple Aim by promoting the use of the best available evidence in decision-making and driving improvements in these four areas. This paper explores the connection between EBP and the Quadruple Aim, discussing how EBP can facilitate progress in each measure.
Patient Experience
EBP significantly improves patient experience by promoting the delivery of high-quality, patient-centered care. Integrating research evidence, clinical expertise, and patient preferences, EBP ensures that healthcare interventions align with the best available evidence of effectiveness, safety, and patient preferences (Bowles et al., 2019).
This approach enhances patient outcomes, reduces variations in care, and fosters shared decision-making. EBP interventions, such as standardized care protocols and clinical practice guidelines, improve patient satisfaction, increase engagement, and enhance communication between patients and healthcare providers (Iglesia et al., 2020).
Population Health
EBP advances population health by enabling healthcare organizations to implement evidence-based interventions and strategies that promote the health and well-being of entire communities. Synthesizing research evidence on preventive measures, health promotion initiatives, and disease management strategies, EBP informs population-level interventions addressing social determinants of health and reducing health disparities.
According to Iglesias et al. (2020), EBP guides the development of public health programs targeting specific populations or interventions aimed at reducing the burden of chronic diseases. By incorporating EBP into population health management, healthcare systems improve health outcomes, reduce healthcare utilization, and enhance community well-being.
Costs
EBP positively impacts healthcare costs by guiding resource allocation toward interventions that demonstrate effectiveness and cost-efficiency. Adopting evidence-based interventions allows healthcare organizations to avoid unnecessary or ineffective treatments, reduce medical errors, and optimize resource utilization.
Bowles et al. (2019) reiterate that EBP informs decisions regarding the adoption of new technologies, drugs, or medical devices by considering their clinical effectiveness and cost-effectiveness. Additionally, EBP identifies strategies for optimizing care delivery processes, improving care coordination, and reducing waste. Integrating EBP into healthcare decision-making allows organizations to achieve better outcomes while managing costs more efficiently (Nundy et al., 2022).
Work-Life of Healthcare Providers
EBP enhances the work life of healthcare providers by promoting a culture of continuous learning, professional development and reducing practice variability. Basing clinical decisions on sound evidence increases healthcare providers’ confidence, leading to improved job satisfaction and reduced burnout.
EBP supports the use of standardized care protocols and clinical guidelines, which reduces the cognitive load on healthcare professionals and streamlines care processes (Bachynsky, 2020). Moreover, EBP fosters a collaborative approach to decision-making, promoting interdisciplinary teamwork and communication. These factors contribute to a positive work environment, improved provider well-being, and ultimately, better patient care.
Conclusion
Evidence-Based Practice plays a vital role in achieving the Quadruple Aim by improving patient experience, population health, cost-effectiveness, and the work life of healthcare providers. Integrating research evidence into decision-making processes allows healthcare organizations to deliver high-quality, patient-centered care, promote population health, optimize resource utilization, and enhance the well-being of healthcare professionals. Embracing EBP as a core component of healthcare delivery is essential for realizing the Quadruple Aim and driving meaningful improvements across these four measures.
References
Bachynsky, N. (2020). Implications for policy: The triple aim, quadruple aim, and interprofessional collaboration. In Nursing forum 55(1), 54-64. https://doi.org/10.1111/nuf.12382
Bowles, J. R., Batcheller, J., Adams, J. M., Zimmermann, D., & Pappas, S. (2019). Nursing’s leadership role in advancing professional practice/work environments as part of the quadruple aim. Nursing Administration Quarterly, 43(2), 157-163. https://doi.org/10.1097/NAQ.0000000000000342
Iglesia, E. G., Greenhawt, M., & Shaker, M. S. (2020). Achieving the Quadruple Aim to deliver value-based allergy care in an ever-evolving health care system. Annals of Allergy, Asthma & Immunology, 125(2), 126-136. https://doi.org/10.1016/j.anai.2020.04.007
Nundy, S., Cooper, L. A., & Mate, K. S. (2022). The quintuple aim for health care improvement: a new imperative to advance health equity. JAMA, 327(6), 521-522. https://doi.org/10.1001/jama.2021.25181
NURS 6052 Evidence-based Project, Part 1: Identifying Research Methodologies
Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared details about processes and procedures with you. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it.
Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
- Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
- Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
- Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
- Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
- Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.
Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
- The full citation of each peer-reviewed article in APA format.
- A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
- A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
- A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
- A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
Matrix Worksheet Template
Use this document to complete Part 1 of the Module 2 Assessment, Evidence-Based Project, Part 1: Identifying Research Methodologies
| Full citation of selected article | Article #1 | Article #2 | Article #3 | Article #4 |
| Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest) | ||||
| Brief description of the aims of the research of each peer-reviewed article | ||||
| Brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. | ||||
| A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. | ||||
| General Notes/Comments |
NURS 6052 Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:
- Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
- Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
- Use the keywords from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically appraised topics (evidence syntheses), and critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
- Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
The Assignment (Evidence-Based Project) – Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 5- to 6-slide PowerPoint presentation in which you do the following:
- Identify and briefly describe your chosen clinical issue of interest.
- Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
- Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
- Provide APA citations of the four relevant peer-reviewed articles at the systematic review level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
- Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research.
- Be specific and provide examples.
NURS 6052 Module03 Rubric
| NURS_6052_Module03 Rubric | ||
| Criteria | Ratings | Pts |
| Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 5- to 6-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. | 80 to >71.0 pts Excellent The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. … The presentation clearly and accurately describes in detail the developed PICO(T) question. … The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. … The presentation includes specific and relevant examples that fully support the research. … The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources support the presentation. 71 to >63.0 pts Good The presentation accurately identifies and describes the chosen clinical issue of interest. … The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest. … The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. … The presentation includes relevant examples that support the research presented. 63 to >55.0 pts Fair The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest. … The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest. … The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. … The presentation includes inaccurate or vague examples to support the research presented. 55 to >0 pts Poor The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. … The presentation inaccurately and vaguely describes the developed PICO(T) question or is missing. … The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. … The presentation includes inaccurate and vague examples to support the research presented or is missing. | 80 pts |
| This criterion is linked to a Learning Outcome Resource Synthesis | 5 to >4.0 pts Excellent Using proper in-text citations, the presentation clearly and accurately provides at least four peer-reviewed systematic review type articles selected, describes the levels of evidence in each of the four articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. 4 to >3.0 pts Good Using proper in-text citations, the presentation accurately provides at least four systematic review type peer-reviewed articles selected including adequate explanation of the levels of evidence, the strengths of using a systematic review for 3 to >2.0 pts Fair Using proper in-text citations, the presentation provides a vague or inaccurate synthesis or outside resources related to the systematic review type peer-reviewed articles selected. The response minimally explains the levels of evidence and the strengths of using a systematic review and/or minimally integrates resources that may support the presentation. 2 to >0 pts Poor The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing. | 5 pts |
| This criterion is linked to a Learning OutcomeResource Formatting Appropriate peer-reviewed articles are included and citations use APA format. | 5 to >4.0 pts Excellent Presentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. … Citations use correct APA format with no errors. 4 to >3.0 pts Good Presentation includes 3 peer-reviewed articles selected using systematic reviews for clinical research. … Citations use correct APA format with few (1-2) errors. 3 to >2.0 pts Fair Presentation includes 2 peer-reviewed articles selected using systematic reviews for clinical research. … Citations contain several (3-4) APA format errors. 2 to >0 pts Poor Presentation includes 1 or no resources. … Citations contain many >5 APA format errors. | 5 pts |
| This criterion is linked to a Learning Outcome PowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | 5 to >4.0 pts Excellent The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 4 to >3.0 pts Good Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 3 to >2.0 pts Fair Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 2 to >0 pts Poor Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | 5 pts |
| This criterion is linked to a Learning Outcome Written Expression and Formatting —English Writing StandardsCorrect grammar, mechanics, and proper punctuation. | 5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.0 pts Good Contains a few (one or two) grammar, spelling, and punctuation errors. 3 to >2.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors. 2 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| Total Points: 100 | ||
NURS 6052 Evidence-Based Project, Part 3: Critical Appraisal of Research
Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.
In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.
To Prepare:
- Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high-level evidence) you selected in Module 3.
- Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
- Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.
The Assignment (Evidence-Based Project) – Part 3A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.
Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.
Part 3B: Critical Appraisal of Research
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed.
Briefly explain the best practice, justifying your proposal with APA citations of the research.
Critical Appraisal Worksheet Table
Evaluation Table
Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 3A: Critical Appraisal of Research
| Full APA formatted citation of selected article. | Article #1 | Article #2 | Article #3 | Article #4 |
| Evidence Level *(I, II, or III) | ||||
| Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).** | ||||
| Design/Method Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria). | ||||
| Sample/Setting The number and characteristics ofpatients, attrition rate, etc. | ||||
| Major Variables Studied List and define dependent and independent variables | ||||
| Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done). | ||||
| Data Analysis Statistical orQualitative findings (You need to enter the actual numbers determined by the statistical tests or qualitative data). | ||||
| Findings and Recommendations General findings and recommendations of the research | ||||
| 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? | ||||
| Key findings | ||||
| Outcomes | ||||
| General Notes/Comments |
- Level I
Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis
- Level II
Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis
- Level III
Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis
- Level IV
Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence
- Level V
Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence
**Note on Conceptual Framework
- Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.
- As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”
- Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.
- Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.
References
The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing evidence-based practice: appendix C: evidence level and quality guide. https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your house. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.
Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. https://academicguides.waldenu.edu/library/conceptualframework
Part 3A: Critical Appraisal of Research Assignment Rubric
| Part 3A: Critical Appraisal of Research Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tool Worksheet Template. Be sure to include: · An Evaluation Table | 45 to >40.0 pts Excellent The critical appraisal accurately and clearly provides a detailed evaluation table. … The responses provide a detailed, specific, and accurate evaluation of each of the peer-reviewed articles selected. 40 to >35.0 pts Good The critical appraisal accurately provides an evaluation table. … The responses provide an accurate evaluation of each of the peer-reviewed articles selected with some specificity. 35 to >31.0 pts Fair The critical appraisal provides an evaluation table that is inaccurate or vague. … The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected. 31 to >0 pts Poor The critical appraisal provides an evaluation table that is inaccurate and vague or is missing. | 45 pts |
| Part 3B: Evidence-Based Best Practices Evidence-Based Best Practices Based on your appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with the selected resources. | 35 to >31.0 pts Excellent The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed. … The responses accurately and clearly explain in detail the best practice, with sufficient justification of why this represents a best practice in the field. … The responses provide a complete, detailed, and specific synthesis of the four peer reviewed articles. to >27.0 pts Good The responses accurately suggest a best practice that is adequately aligned to the research reviewed. … The responses accurately explain the best practice, with adequately justification of why this represents a best practice in the field. … The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. 27 to >24.0 pts Fair The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed. … The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justification for why this represents a best practice in the field. … The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. 24 to >0 pts Poor The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing. … The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justification for why this represents a best practice in the field or are missing. … A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. | 35 pts |
| Resource Synthesis | 5 to >4.0 pts Excellent The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided. 4 to >3.0 pts Good The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided. 3 to >2.0 pts Fair The response minimally integrates resources that may support the responses provided. 2 to >0 pts Poor The response fails to integrate any resources to support the responses provided. | 5 pts |
| 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. | 5 to >4.0 pts Excellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria. 4 to >3.0 pts Good Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated but are brief and not descriptive. 3 to >2.0 pts Fair 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. 2 to >0 pts Poor Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. … No purpose statement, introduction, or conclusion is provided. | 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | 5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.0 pts Good Contains a few (one or two) grammar, spelling, and punctuation errors. 3 to >2.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors. 2 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| Written Expression and Formatting:The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. | 5 to >4.0 pts Excellent Uses correct APA format with no errors. 4 to >3.0 pts Good Contains a few (one or two) APA format errors. 3 to >2.0 pts Fair Contains several (three or four) APA format errors. 2 to >0 pts Poor Contains many (five or more) APA format errors. | 5 pts |
| Total Points: 100 | ||