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Evidence Based Project Part 4 Recommending an Evidence Based Practice Change

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

 

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

Heart failure (HF), especially among the elderly patients who are 65 years and above, is a complex chronic condition that contributes to increasing cost of healthcare. Patients with the condition have a high incidence of hospital readmission within 30 days after discharge than any other condition. The disease is a leading cause of hospital admissions among the elderly patients (Al-Tamimi et al., 2018). The purpose of this critical appraisal paper, part B, is to identify a best practice that emerges from the researched and reviewed literature comprising of four articles on the kind of interventions that nurses can have to reduce the prevalence of readmissions within 30 days after discharge these patients.

The reviewed literature comprises of four articles on the selected topic of heart failure among patients aged 65 years and above and the use of nurse-led educational interventions to reduce the surging prevalence. Studies consistently sh

ow that the main cause of these readmissions within 30 days after discharge is non-compliance to treatment protocols and self-management care. The provision of nurse-led multidisciplinary education can help reduce the prevalence and this emerges as the best practice based on the reviewed four articles. The first article by Awoke et al. (2019) is a quasi-experimental study that evaluates the impact of nurse-led education program to improve knowledge, and self-care management with the aim of reducing the rate of readmissions for individuals with heart failure.

The second article by Breathitt et al. (2018) is a randomized controlled trial that leverages use of tablets and nurse practitioner education to reduce the rate of readmission for patients with heart failure con

Evidence Based Project Part 4 Recommending an Evidence Based Practice Change
Evidence Based Project Part 4 Recommending an Evidence Based Practice Change

dition. These two articles provide level one and two evidence, implying that the best practice they recommend works in different settings and have proof of efficacy. The two articles are categorical that using nurse-led interventions alongside others can help patients with heart failure improve their self-care and compli

ance to treatment interventions, especially at home once discharged from hospitals.

Nurses play a critical role in management of diseases and patient care. These providers are tasked with the responsibility of ensuring that patients are free from the risk of getting readmissions upon discharge through effective compliance with treatment interventions (Melnyk & Fineout-Overholt, 2018). Nurse-led self-care management education and practices enhance information distribution to patients and their families, ensuring that patients follow the suggested or recommended treatment interventions.

The article by Clarkson et al. (2017) focuses on the impact of an inter-professional heart failure education program to mitigate heart failure readmissions. This article supports the need for a nurse-led education program through the inter-professional team to enhance adherence to treatment protocols and self-care management. The implication is that effective self-care management happens when nurses are involved since they are patient advocates, interact more with the patients than any other health professional, and are based placed to understand their needs.

The study by Rice et al. (2018) also emphasizes the role of nurse-led education to reduce hospital readmission and quality of life and lower the cost among adults with heart failure. The systematic review presents the best evidence to demonstrate the significant role that nurses play in mitigating readmissions and enhancing the quality of life for patients with heart failure condition. These articles identify a hands-on nurse-led education program through increased interactions with patients and provision of materials that allow patients to adhere to the treatment protocols and recommendations as offered by their providers.

Conclusion

Conclusively, better nurse-led interventions are a core aspect of managing heart failure and reducing readmissions. The reviewed articles show that nurse have a critical role to enhance patient education and better outcomes in heart failure condition. Their efforts improve self-care and reduce susceptibility to readmissions thus lowering the overall cost of care burden on patients, their families and the healthcare system.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Al-Tamimi, M. A. A., Gillani, S. W., Abd Alhakam, M. E., & Sam, K. G. (2021). Factors

Associated With Hospital Readmission of Heart Failure Patients. Frontiers in pharmacology, 2726. https://doi.org/10.3389/fphar.2021.732760

Awoke, M., Baptiste, D., Davidson, P., Roberts, A., & Dennison-Himmelfarb, C. (2019). A

quasi-experimental study examining a nurse-led education program to improve knowledge, self-care, and reduce readmission for individuals with heart failure. Contemporary Nurse, 55(1), 15–26. https://doi.org/10.1080/10376178.2019.1568198

Breathitt, K., Maffett, S., Foraker, R. E., Sturdivant, R., Moon, K., Hasan, A., Abraham,

  1. W. (2018).Pilot randomized controlled trial to reduce readmission for heart failure using novel tablet and nurse practitioner education. The American Journal of Medicine, 131(8) 8, 974–978. https://doi.org/10.1016/j.amjmed.2018.02.017

Clarkson, J. N., Schaffer, S., & Clarkson, J. J. (2017). The effect of an inter-professional heart

failure education program on hospital readmissions. Journal for Healthcare Quality, 39(2), 78–84. https://doi.org/10.1097/JHQ.0000000000000027

Melnyk, B. M. & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare:

            A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Rice, H., Say, R., & Betihavas, V. (2018). The effect of nurse-led education on hospitalization,

readmission, quality of life and cost in adults with heart failure: A systematic review. Patient Education and Counseling, 101(3), 363–374. https://doi.org/10.1016/j.pec.2017.10.002.

Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change

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.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

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 8- to 9-slide narrated PowerPoint presentation in which you do the following:

  • Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
  • Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
  • Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
  • Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
  • Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
  • Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
  • Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
  • Add a lessons learned section that includes the following:
    • A summary of the critical appraisal of the peer-reviewed articles you previously submitted
    • An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)

Alternate Submission Method

You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the Kaltura Media Uploader guide

Links to an external site.. This guide will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only “Screen” and “Audio” are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the “Posting Your Video in the Classroom Guide” found on the Kaltura Media Uploader page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.

By Day 7 of Week 10

Submit Part 4 of your Evidence-Based Project. Review the following submission instructions for the type of submission you choose.

submission information – Narrated PowerPOint

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

  1. To submit your completed assignment, save your Assignment as WK11Assgn_LastName_Firstinitial
  2. Then, click on Start Assignment near the top of the page.
  3. Next, click on Upload File and select Submit Assignment for review.

submission information – Kaltura Personal Capture

To submit your Kaltura media:

  1. Click on Start Assignment near the top of the page.
  2. Next, click Text Entry and then click the Embed Kaltura Media button.
  3. Select your recorded video under My Media.
  4. Check the box for the End-User License Agreement and select Submit Assignment for review.

Congratulations! After you have finished all of the assignments for this module, you have completed the course. Please submit your Course Evaluation by Day 7.

  Excellent Good 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.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or 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.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.

First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • Student paper example
  • Citing Sources
  • The Writing Center is a great resource