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Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

A critical appraisal assists in reducing the research burden by enabling a researcher to identify and focus more on relevant articles to their research question. The research can either provide support or disapprove the claims made by the researcher through the utilization of quality, and evidence-based practice interventions. The selected topic for the research study is use of resilience training to redice the problem of nurse burnout among nurses in different care settings. Nurse burnout remains a critical problem that impacts the quality of care and patient outcomes in different care setting. Resilience training allows nurses to develop and use evidence-based interventions to reduce burnout and enhance their overall performance and improve the quality of care.

There will always be barriers when implementing change. A study written by Mathieson, et al, in 2019 explored the barriers to implementing EBP in nursing. It was found that organizational changes – restructuring and the decentralization of services – had a negative impact upon implementation. I think the biggest barrier to change is timing. If the unit or hospital is not fully invested or there are other priorities then the EBP changes will suffer. The timing of implementation is crucial to the success of a project. For example, for my EBP proposal I think there will be obstacles because of our staffing issues. The lack of proper staff takes priority and it can be difficult to train and implement a new process when there is constant turnover of nurses. I am hopeful with a recent change in leadership, there will be better staffing models and my unit can return to focusing on improving nursing practice instead of staffing shortages.

Evidence-based practice (EBP) incorporates best practices from studies and patient care information with clinician experience and patient preferences leading to the delivery of highest quality of care, and improving patient outcomes. The use of EBP requires care providers to formulate a clinical question of interest. In this case, the PICOT question is: Among nurses with burnout (P), does resilience training (I) compared to no intervention (C) reduce burnout(O) in six months (T)? The purpose of this assignment is to appraises critically peer-reviewed article for evidence to support resilience training among nurses with burnout to reduce its prevalence.

The prevalence of CLABSI is high, compromising the quality of care provided to patients admitted to hospitals. As a result, there is a need to investigate evidence-based practices that can be used to reduce health issues, particularly in the ICU. The goal of this study is to evaluate the evidence on the various measures of responding to CLABSI in inpatient units.

Evaluation Table

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Full APA formatted citation of selected article. Article #1 Article #2 Article #3 Article #4
Afonso, E., Blot, K., & Blot, S. (2016). Prevention of hospital-acquired bloodstream infections through chlorhexidine gluconate-impregnated washcloth bathing in intensive care units: A systematic review and meta-analysis of randomised crossover trials. Eurosurveillance21(46). https://doi.org/10.2807/1560-7917.es.2016.21.46.30400 Scheier, T., Saleschus, D., Dunic, M., Fröhlich, M., Schüpbach, R., Falk, C., Sax, H., Kuster, S., & Schreiber, P. (2021). Implementation of daily chlorhexidine bathing in intensive care units for reduction of central line-associated bloodstream infections. Journal of Hospital Infection110, 26-32. https://doi.org/10.1016/j.jhin.2021.01.007 Reynolds, S. S., Woltz, P., Keating, E., Neff, J., Elliott, J., Hatch, D., Yang, Q., & Granger, B. B. (2021). Results of the chlorhexidine gluconate bathing implementation intervention to improve evidence-based nursing practices for prevention of central line associated bloodstream infections study (Changing baths): A stepped wedge cluster randomized trial. Implementation Science16(1). https://doi.org/10.1186/s13012-021-01112-4 Esposito, M. R., Guillari, A., & Angelillo, I. F. (2017). Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: A cross-sectional study in an area of southern Italy. PLOS ONE12(6), e0180473. https://doi.org/10.1371/journal.pone.0180473
Evidence Level *

(I, II, or III)

 

III I I II
Conceptual Framework

Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**

The classic RCT methodology is best suited for medical interventions in which the therapy has a significant micro-effect.
Moreover, treatment
No conceptual or theoretical framework indicated. No theoretical framework defined No theoretical framework defined.
Design/Method

Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).

The study involved a systematic review and meta-analysis conducted in conformity to the PRISMA and MOOSE guidelines. Sources from the various databases including MEDLINE, CINAHL, EMBASE, Scopus and Cochrane were involved. Only studies that involved randomized trials, and quasi experiment on the effect of CHG bathing versus non-CHG bathing in preventing CLABSI among the adult populations were included. The study involved a non-randomized clinical trial. The study focused on the patients admitted in the ICU in the University Hospital Zurich. The study involved a wedged cluster-randomized design conducted in four sequences. The study involved cross-sectional survey.
Sample/Setting

 

The number and characteristics of

patients, attrition rate, etc.

Data were obtained from reputable journal sources and covered studies conducted in clinical setting. The study was conducted in an ICU setting. The study was conducted in the university hospital setting. The study was conducted in healthcare setting
Major Variables Studied

 

List and define dependent and independent variables

The dependent variable was CHG baths while the independent variable was the risk of CLABSI. The predictor variable included the daily chlorhexidine bathing in ICU and while the outcome variable was risk of CLABSI. The dependent variable was CHG bathing while the independent variable was CLABSI rates. The dependent variable was knowledge, attitude and practice among nurses while the outcome variable was CLABSI rates.
Measurement

 

Identify primary statistics used to answer clinical questions (You need to list the actual tests done).

The DerSimonian average intervention was used in estimating the average intervention effect. The logistic regression model was used in estimating the relationship between the dependent (predictor) and the outcome variable. The statistics conducted included multivariable regression analysis, odd ratio, and descriptive statistics. The primary statistics used included descriptive statistics and linear regression model. Chis-square and t-test were used.
Data Analysis Statistical or

Qualitative findings

(You need to enter the actual numbers determined by the statistical tests or qualitative data).

The data analysis was quantitative based. The risk for CLABSI infections reduced the incidence of CLABSI by about 40%. The effect of the CHG bath was significant (0.67, 95% CI: 0.53–0.85). The study was quantitative based. Multivariate analysis indicated that the intervention was significant (OR 0.47, 95% CI 0.26e0.84, P¼0.011). The study findings indicated that the number of healthcare providers correctly identifying facts about CHG bathing increased, from 31.11 to 50.0% (χ2 = 9.32, p = .002). Majority of nurses, with frequencies ranging from 70.7% to 90.1% were aware of the CLABSI prevention guidelines. Nursing workshops and courses (67.3%) was the main source of information CLABSIs prevention, followed by guidelines (42.7%), and internet (30.7%).
Findings and Recommendations

 

General findings and recommendations of the research

CHG bathing can help in reducing the risks of CLABSI among the patients admitted in hospitals. CHG bathing can help reduce the risk of CLABSI in the ICU unit. Educating the healthcare providers on the CHG bathing improves its implementation and reduce the risk for CLABSI. Improved knowledge on CLABSI prevention helps in enhancing adherence to infection prevention protocols.
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?

The study involved a large sample population and the data covered were appropriate. On the other hand, the main weakness is that the study was based on adult populations alone and so cannot be inferred to children.

However, the findings from the study can be used in reducing CLABSI among the adults.

The study’s setting was appropriate and could provide reliable answers to the research question. On the other hand, the weakness of the study was monocentric and did not monitor the intervention and this could bias the findings. However, the results from the study are feasible. The study recruited adequate sample population. On the other hand, the weakness was that the CHG bathing processes were not standardized and this could affect the outcome recorded.

The findings from the study are feasible for clinical practice.

The study covered various aspects influencing CLABSI prevention measures. The statistical tests were appropriate. On the other hand, the main weakness was lack of standard method for measuring attitude and level of knowledge.

The findings from the study are feasible and can be used for clinical practice.

 

 

Key findings

 

 

 

CHG bathing reduces the risk for CLABI. CHG bathing reduces the CLABSI. There is a need to educate ICU nursing on CHG bathing protocols. There is need to increase education programs on reducing CLABSI.
 

 

Outcomes

 

 

 

Reduced CLABSI Reduced cases of CLABSI among the ICU patients. Increased awareness on CHG bathing Increased knowledge on CLABSI prevention.
General Notes/Comments Healthcare institution should implement the CHG baths among other interventions to reduce CLABSI. The use of CHG bath can be used to reduce the risks for CLABSI among patients in ICU. Healthcare institutions should have standard guidelines for CHG bathing. Educating the nurses on CLABSI prevention measures allows them to implement to protocols accordingly.

Critical Appraisal of Research

The studies looked into the best practices for reducing CLABSI in ICU patients. Nosocomial infections are common in patients with catheters and central lines. Furthermore, studies show that the risk of CLABSI increases with the length of hospital stay (Afonso et al., 2016). Healthcare providers must make certain that appropriate interventions are used and that patients are only discharged when they are ready. As a result, it is necessary to monitor and ensure safe practices in order to reduce the risk of CLABSI in patients. Bathing in CHG has been shown to reduce the risk of CLABSI (Reynolds et al., 2021). Variations in CHG bathing protocols among healthcare institutions, on the other hand, continue to be a major source of concern. As a result, procedure standardization and increased awareness are required so that all nurses understand what they should do when interacting with patients.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

The study by Esposito et al. (2017) indicated a gap in the knowledge and practice of the CHG prevention measures by the nurses in the ICU units. Also, the study

Assignment Evidence-Based Project Part 3 Critical Appraisal of Research NURS 6052
Assignment Evidence-Based Project Part 3 Critical Appraisal of Research NURS 6052

indicates variations in the attitudes of the nurses towards the clinical practice and this affects the level of its implementation in the healthcare settings. Therefore, there is a need to create awareness and let the nurses understand the importance and the procedures involved in the CHG bathing as part of preventing the CLABSI. Besides, there should be guidelines published and that are readily available to ensure standardized safety protocols in the ICU units. The burden of CLABSI is high and this needs that adequate and prompt interventions must be developed to curb the health menace. The guidelines should be made available to all inpatient units. Thirdly, there is a need to conduct regular trainings on the CLABSI prevention measures to ensure that all the nurses have updated information on how to respond to the CLABSI.

Finally, there is enough evidence from the analysis that CHG bathing can reduce CLABSI. Though, future studies should be conducted to explore other alternative methods that can be used alongside the intervention especially among children. In addition, having a standard protocol for CHG bathing will means that all people will be aware of what they should do to prevent CLABSI.

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

References

Afonso, E., Blot, K., & Blot, S. (2016). Prevention of hospital-acquired bloodstream infections through chlorhexidine gluconate-impregnated washcloth bathing in intensive care units: A systematic review and meta-analysis of randomised crossover trials. Eurosurveillance21(46). https://doi.org/10.2807/1560-7917.es.2016.21.46.30400

Esposito, M. R., Guillari, A., & Angelillo, I. F. (2017). Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: A cross-sectional study in an area of southern Italy. PLOS ONE12(6), e0180473. https://doi.org/10.1371/journal.pone.0180473

Reynolds, S. S., Woltz, P., Keating, E., Neff, J., Elliott, J., Hatch, D., Yang, Q., & Granger, B. B. (2021). Results of the chlorhexidine gluconate bathing implementation intervention to improve evidence-based nursing practices for prevention of central line associated bloodstream infections study (Changing baths): A stepped wedge cluster randomized trial. Implementation Science16(1). https://doi.org/10.1186/s13012-021-01112-4

Scheier, T., Saleschus, D., Dunic, M., Fröhlich, M., Schüpbach, R., Falk, C., Sax, H., Kuster, S., & Schreiber, P. (2021). Implementation of daily chlorhexidine bathing in intensive care units for reduction of central line-associated bloodstream infections. Journal of Hospital Infection110, 26-32. https://doi.org/10.1016/j.jhin.2021.01.007

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research

The burden of CLABSI is high and this compromises the quality of care delivered to the patients admitted in the hospitals. Therefore, there is need to explore the evidence-based practices that can be used to reduce the health issue especially in the ICU. The purpose of this study is to appraise the evidences provided on the various measures of responding to the CLABSI in the inpatient units.

Evaluation Table

 

Full APA formatted citation of selected article. Article #1 Article #2 Article #3 Article #4
Afonso, E., Blot, K., & Blot, S. (2016). Prevention of hospital-acquired bloodstream infections through chlorhexidine gluconate-impregnated washcloth bathing in intensive care units: A systematic review and meta-analysis of randomised crossover trials. Eurosurveillance21(46). https://doi.org/10.2807/1560-7917.es.2016.21.46.30400 Scheier, T., Saleschus, D., Dunic, M., Fröhlich, M., Schüpbach, R., Falk, C., Sax, H., Kuster, S., & Schreiber, P. (2021). Implementation of daily chlorhexidine bathing in intensive care units for reduction of central line-associated bloodstream infections. Journal of Hospital Infection110, 26-32. https://doi.org/10.1016/j.jhin.2021.01.007 Reynolds, S. S., Woltz, P., Keating, E., Neff, J., Elliott, J., Hatch, D., Yang, Q., & Granger, B. B. (2021). Results of the chlorhexidine gluconate bathing implementation intervention to improve evidence-based nursing practices for prevention of central line associated bloodstream infections study (Changing baths): A stepped wedge cluster randomized trial. Implementation Science16(1). https://doi.org/10.1186/s13012-021-01112-4 Esposito, M. R., Guillari, A., & Angelillo, I. F. (2017). Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: A cross-sectional study in an area of southern Italy. PLOS ONE12(6), e0180473. https://doi.org/10.1371/journal.pone.0180473
Evidence Level *

(I, II, or III)

 

III I I II
Conceptual Framework

Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**

The conceptual framework not indicated No conceptual or theoretical framework indicated. No theoretical framework defined No theoretical framework defined.
Design/Method

Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).

The study involved a systematic review and meta-analysis conducted in conformity to the PRISMA and MOOSE guidelines. Sources from the various databases including MEDLINE, CINAHL, EMBASE, Scopus and Cochrane were involved. Only studies that involved randomized trials, and quasi experiment on the effect of CHG bathing versus non-CHG bathing in preventing CLABSI among the adult populations were included. The study involved a non-randomized clinical trial. The study focused on the patients admitted in the ICU in the University Hospital Zurich with the cases of CLABSI analyzed after the implementation of CHG bathe. The study involved a wedged cluster-randomized design conducted in four sequences. The indices of CLABSI among the patients undergoing the CHG bathing were analyzed before and after the implementation of bath protocol in the hospital. The study involved cross-sectional survey where the target population were given questions to indicate their level of knowledge and awareness on CHG bathing.
Sample/Setting

 

The number and characteristics of

patients, attrition rate, etc.

Data were obtained from reputable journal sources and covered studies conducted in clinical setting. The sample population was 22,850 patients with 8% attrition rate. The study was conducted in an ICU setting. The sample population was 5008 patients.  All participants were included. The attrition rate was 0%. The study was conducted in the university hospital setting. The total sample population was 1640. All the participants were included in the study. Attrition rate was 0%. The study was conducted in healthcare setting. A total of 335 nurses were included in the study. The attrition rate was 0%.
Major Variables Studied

 

List and define dependent and independent variables

The major variables were CHG bath and risk for CLABSI.

The dependent variable was CHG baths while the independent variable was the risk of CLABSI.

The major variables were daily CHG bathe and CLABSI incidences.

The predictor variable included the daily chlorhexidine bathing in ICU and while the outcome variable was risk of CLABSI.

The variables were CHG bath and CLABSI rates.

The dependent variable was CHG bathing while the independent variable was CLABSI rates.

The variables were knowledge and attitude towards CHG bath and the CLABSI rates. The dependent variable was knowledge, attitude and practice among nurses while the outcome variable was CLABSI rates.
Measurement

 

Identify primary statistics used to answer clinical questions (You need to list the actual tests done).

The DerSimonian average intervention was used in estimating the average intervention effect. The logistic regression model was used in estimating the relationship between the dependent (predictor) and the outcome variable. The statistics conducted included multivariable regression analysis, odd ratio, and descriptive statistics. The primary statistics used included descriptive statistics and linear regression model. Chis-square and t-test were used.
Data Analysis Statistical or

Qualitative findings

(You need to enter the actual numbers determined by the statistical tests or qualitative data).

The data analysis was quantitative based. The risk for CLABSI infections reduced the incidence of CLABSI by about 40%. The effect of the CHG bath was significant (0.67, 95% CI: 0.53–0.85). The study was quantitative based. Multivariate analysis indicated that the intervention was significant (OR 0.47, 95% CI 0.26e0.84, P¼0.011). The study findings indicated that the number of healthcare providers correctly identifying facts about CHG bathing increased, from 31.11 to 50.0% (χ2 = 9.32, p = .002). Majority of nurses, with frequencies ranging from 70.7% to 90.1% were aware of the CLABSI prevention guidelines. Nursing workshops and courses (67.3%) was the main source of information CLABSIs prevention, followed by guidelines (42.7%), and internet (30.7%).
Findings and Recommendations

 

General findings and recommendations of the research

CHG bathing can help in reducing the risks of CLABSI among the patients admitted in hospitals. Therefore, healthcare institutions should adopt CHG bathing. CHG bathing can help reduce the risk of CLABSI in the ICU unit. Therefore, healthcare institutions should adopt CHG bathing. Educating the healthcare providers on the CHG bathing improves its implementation and reduce the risk for CLABSI. Therefore, healthcare institutions should adopt CHG bathing. Improved knowledge on CLABSI prevention helps in enhancing adherence to infection prevention protocols. Therefore, healthcare institutions should adopt CHG bathing.
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?

The study involved a large sample population and the data covered were appropriate. On the other hand, the main weakness is that the study was based on adult populations alone and so cannot be inferred to children.

However, the findings from the study can be used in reducing CLABSI among the adults.

The study’s setting was appropriate and could provide reliable answers to the research question. On the other hand, the weakness of the study was monocentric and did not monitor the intervention and this could bias the findings. However, the results from the study are feasible. The study recruited adequate sample population. On the other hand, the weakness was that the CHG bathing processes were not standardized and this could affect the outcome recorded.

The findings from the study are feasible for clinical practice.

The study covered various aspects influencing CLABSI prevention measures. The statistical tests were appropriate. On the other hand, the main weakness was lack of standard method for measuring attitude and level of knowledge.

The findings from the study are feasible and can be used for clinical practice.

 

 

Key findings

 

 

 

CHG bathing reduces the risk for CLABI. CHG bathing reduces the CLABSI. There is a need to educate ICU nursing on CHG bathing protocols. There is need to increase education programs on reducing CLABSI.
 

 

Outcomes

 

 

 

Reduced CLABSI Reduced cases of CLABSI among the ICU patients. Increased awareness on CHG bathing Increased knowledge on CLABSI prevention.
General Notes/Comments Healthcare institution should implement the CHG baths among other interventions to reduce CLABSI. The use of CHG bath can be used to reduce the risks for CLABSI among patients in ICU. Healthcare institutions should have standard guidelines for CHG bathing. Educating the nurses on CLABSI prevention measures allows them to implement to protocols accordingly.

Critical Appraisal of Research

The studies reviewed explored the best practices that can be used to reduce the incidences of CLABSI among the patients in ICU.  Nosocomial infections are common among the patients on catheters and those on central lines. Furthermore, the studies indicate that the risk of CLABSI increases with the prolonged hospital stay (Afonso et al., 2016). The healthcare providers have the responsibility to ensure that they engage the right interventions and only discharge the patients when they are ready. As a result, there is need to monitor and ensure safe practices and reduce the risk of the patients contracting CLABSI. The use of CHG bathing has been proven effective in reducing the risks for CLABSI (Reynolds et al., 2021). However, variations in the protocols for the CHG bathing procedure among the healthcare institutions remain a major concern. Therefore, there is need for standardizing the procedures and creating awareness so that all the nurses are aware of what they should do as they interact with the patients.

The study by Esposito et al. (2017) indicated a gap in the knowledge and practice of the CHG prevention measures by the nurses in the ICU units. Also, the study indicates variations in the attitudes of the nurses towards the clinical practice and this affects the level of its implementation in the healthcare settings. Therefore, there is a need to create awareness and let the nurses understand the importance and the procedures involved in the CHG bathing as part of preventing the CLABSI. Besides, there should be guidelines published and that are readily available to ensure standardized safety protocols in the ICU units. The burden of CLABSI is high and this needs that adequate and prompt interventions must be developed to curb the health menace. The guidelines should be made available to all inpatient units. Thirdly, there is a need to conduct regular trainings on the CLABSI prevention measures to ensure that all the nurses have updated information on how to respond to the CLABSI.

Finally, there is enough evidence from the analysis that CHG bathing can reduce CLABSI. Though, future studies should be conducted to explore other alternative methods that can be used alongside the intervention especially among children. In addition, having a standard protocol for CHG bathing will means that all people will be aware of what they should do to prevent CLABSI.

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052

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.

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.

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.

By Day 7 of Week 7

Submit Part 3A and 3B of your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment Draft for Authenticity

Submit your Week 7 Assignment Draft and review the originality report

Submit Your Assignment by Day 7 of Week 7

To participate in this Assignment:

Week 7 Assignment

Next Module

Module 5

Module 4: Critical Appraisal, Evaluation/Summary, and Synthesis of Evidence (Weeks 6-7)

Laureate Education (Producer). (2018). Critical Appraisal [Video file]. Baltimore, MD: Author.

Due By Assignment
Week 6, Days 1-4 Read the Learning Resources.
Begin to compose Part A of your Assignment..
Week 6, Days 5-7 Continue to compose Part B of your Assignment.
Begin to compose Part B of your Assignment.
Week 7, Days 1-6 Continue to compose Part A and B of your Assignment.
Week 7, Day 7 Deadline to submit Part A and B of your Assignment.

Learning Objectives

Students will:

  • Evaluate peer-reviewed articles using critical appraisal tools
  • Analyze best practices based on critical appraisal of evidence-based research

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 5, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 124–188)
  • Chapter 6, “Critically Appraising Qualitative Evidence for Clinical Decision Making” (pp. 189–218)

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010a). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c

Note: You will access this article from the Walden Library databases.

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Critical appraisal of the evidence: Part II: Digging deeper—examining the “keeper” studies. American Journal of Nursing, 110(9), 41–48. doi:10.1097/01.NAJ.0000388264.49427.f9

Note: You will access this article from the Walden Library databases.

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010c). Evidence-based practice, step by step: Critical appraisal of the evidence: Part III: The process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5

Note: You will access this article from the Walden Library databases.

Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207. doi:10.1177/1078390309338733

Note: You will access this article from the Walden Library databases.

Document: Critical Appraisal Tool Worksheet Template (Word document)

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research NURS 6052 Required Media

Laureate Education (Producer). (2018). Appraising the Research [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Interpreting Statistics [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Review of research: Hierarchy of evidence pyramid [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Name: NURS_6052_Module04_Week07_Assignment_Rubric

Excellent Good Fair Poor
Part 3A: 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
Points Range: 45 (45%) – 50 (50%)
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.
Points Range: 40 (40%) – 44 (44%)
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.
Points Range: 35 (35%) – 39 (39%)
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.
Points Range: 0 (0%) – 34 (34%)
The critical appraisal provides an evaluation table that is inaccurate and vague or is missing.
Part 3B: 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 APA citations of the research.
Points Range: 32 (32%) – 35 (35%)

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 two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided.

Accurate, complete, and full APA citations are provided for the research reviewed.

Points Range: 28 (28%) – 31 (31%)

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. The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided.

Accurate and complete APA citations are provided for the research reviewed.

Points Range: 25 (25%) – 27 (27%)

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. The response minimally integrates resources that may support the responses provided.

Inaccurate and incomplete APA citations are provided for the research reviewed.

Points Range: 0 (0%) – 24 (24%)

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. The response fails to integrate any resources to support the responses provided.

Inaccurate and incomplete APA citations are provided for the research reviewed or is missing.

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.

Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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.

Written Expression and Formatting—English Writing Standards:

Correct grammar, mechanics, and proper punctuation.

Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
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.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (one or two) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (five or more) APA format errors.
Total Points: 100