Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”
Grand Canyon University Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University Topic 5 “Evidence-Based Practice Project: Evaluation of Literature” assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”
Whether one passes or fails an academic assignment such as the Grand Canyon University Topic 5 “Evidence-Based Practice Project: Evaluation of Literature” depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”
The introduction for the Grand Canyon University Topic 5 “Evidence-Based Practice Project: Evaluation of Literature” is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”
After the introduction, move into the main part of the Topic 5 “Evidence-Based Practice Project: Evaluation of Literature” assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Topic 5 “Evidence-Based Practice Project: Evaluation of Literature”
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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The Coronavirus disease of 2019 (Covid-19) pandemic remains one of the most dreaded infectious diseases that the world ever witnessed. The condition led to diverse measures to control and stop its spread and adverse effects like mortality and severe disease. One of the initiative that the World Health Organization (WHO) in collaboration and cooperation with different stakeholders used was the development of a vaccine and offering shots to people to protect them against the condition. However, effective uptake of vaccines was hampered due to several reasons, key among them lack of awareness and information about these inoculations (Kaim et al., 2021). Health education about Covid-19 for the general population is essential in raising awareness and information on the up take of the vaccines to deal with the health issue.
Evidence-based practice (EBP) requires one to develop a PICOT question to tackle the identified health issue, in this case increased public health education to improve vaccinations against Covid-19. The PICOT question for the project is: Among the general population and individuals at risk of Covid-19 (P) will the use of health education about covid-19 vaccination plans (I) as compared to no intervention (C) lead to a 50% increased willingness to take covid-19 vaccine (O) within six months (T)? The purpose of this paper is to review articles selected for the EBP project on health education to increase up take of Covid-19 vaccines in the general population.
Search methods
The search of existing literature focused on getting peer-reviewed articles that support the PICOT question through known or relevant databases, use of related key terms like Covid-19 pandemic, use of health education for vaccine up take, and role of nurses. The literature review search focused on different databases that included PubMed, Cochrane Database of Systematic Reviews and MEDLINE as well as Google Scholar. The paper also employed the key terms and words from the PICOT question to improve the search and limit the possible articles that addressed the issue of public health education related to increasing up take of Covid-19 jabs in the general population. The strategy also entailed a keen focus on using systematic reviews and meta-analyses as highest levels of evidence. The search also narrowed down to articles produced in English without any translation. The key words aligned the search to the PICOT question. The other aspects of the search were to filter the articles using the CRAAP approach where articles were evaluated based on the currency, accuracy, authority, and purpose to the selected issue.
Synthesis of Literature Based on the Articles
The first article by Motta et al. (2020) discusses the need for effective health communication to encourage the public to take the Covid-19 vaccine. The aim of the study was to determine the effectiveness of educational messages in increasing the willingness to have Covid-19 vaccine. The study integrated 7064 individuals to determine if effective messaging from public health entities improved vaccine up take. The article supports the PICOT question as it shows the effectiveness of the proposed intervention, health education, to encourage and increase public’s up take of the Covid-19 jab.
The second article by James (2021) focuses on the effects of persuasive messaging in increasing up take of Covid-19 vaccines. The authors contend that low up take of vaccines will prolong the pandemic. However, a core aspect of convincing the public to take vaccines is through health education. The quantitative study used educational messages that it sent to individuals to improve their uptake vaccines. The authors are categorical that using persuasive messaging allows more people to focus on their responsibility to stop the spread of the condition. The article supports the PICOT question as it shows the efficacy of persuasive messages to the public as an intervention to improve vaccine taking by individuals.
The third article by Jensen et al. (2022) aims at evaluating the effectiveness of video-based messages to reduce vaccine hesitancy and use for the general population to prevent and reduce the rise in Covid-19 and associated severe effects. The authors use online experiment to demonstrate that willingness to get vaccinated is influenced by the kind of messaging that stakeholders. These messages increase confidence in Covod-19 vaccines and perceived behavioral approaches for vaccination. These messages altered the perception of the skeptical people who had no confidence in Covid-19 vaccines. Imperatively, the article supports the PICOT question by showing the effectiveness of messages to improve uptake of the developed vaccines to reduce the spread and severity of Covid-19 pandemic.
The fourth article by Piltch-Loeb et al. (2021) examines the effects of different communication and messaging channels in information dissemination to increase acceptance of the Covid-19 jab. The quantitative study used education as an intervention to improve confidence in the Covid-19 vaccines. The article supports the PICOT question as it shows that educational interventions are essential in improving acceptance and uptake of Covid-19 vaccines in the general population.
The fourth article by Li et al. (2022) discusses the effect of an education intervention on Covid-19 vaccine hesitancy in a military base population. Using an education intervention that comprised a PowerPoint presentation, the study shows that having sufficient information through education is essential to dealing altering perception and improving uptake of vaccines in different populations like the American military. The article supports the PICOT question as it shows that health education is an integral part of improving acceptance of any intervention to tackle public health problems like infectious diseases.
The fifth article is by Miller et al. (2022) discusses the impact pf education, partisanship and biological literacy on understanding the Covid-19 disease. At the core of the study was the use of different approaches, including education to improve understanding of Covid-19 among the general population. The study supports the PICOT question based on the data that it provides to justify the role of health education for people to accept these vaccines and be willing to get shots to reduce its overall effects.
The sixth article by Piltch-Loeb et al. (2022) tests that effectiveness of attitudinal inoculation videos in improving acceptance of Covid-19 vaccine. Using different intervention groups, the article observes that vaccinated individuals do not accept misinformation. These findings support the PICOT question as they show the need to have effective education that expands and helps people make better choices, like taking vaccines.
The seventh article by Davis et al. (2019) explores the importance of accessing the right information to influence one’s taking of the vaccine. The quantitative study used 481 participants to assess the efficacy of education and information on Covid-19 to improve uptake of vaccines. The article supports the PICOT question for the EBP project as it shows that education and information are essential components of an effective public health system.
The eighth article addresses the role of vaccine campaign through an educational approach in shifting the willingness of persons to get vaccinated against the Covid-19 pandemic. Using a sample population of 2000 adults from Latin America, the authors show that the proposed intervention is essential in relaying messages to improve uptake of Covid-19 vaccine. Imperatively, the article supports the PICOT question as it illustrates that the use of education is important in having effective awareness and demystifying any negative perception on the role of vaccines.
Comparison of the Articles
The articles show differences and similarities in their themes and conclusions. They all demonstrate that use of education and information as ways of improving uptake of Covid-19 vaccines among the general population. The consistency of themes in these articles demonstrate that educational interventions through effective messaging can reduce the adverse effects of Covid-19 by allowing those affected or not to have vaccination. All the articles show limitations based on their settings and researchers’ overall aim of their research work. However, their conclusions are emphatic that using educational approaches improve confidence in the Covid-19 leading to the willingness for individuals to have their shots or jabs to prevent the spread of the disease. None of the articles discusses any controversy but explore the effects of Covid-19 information and awareness among different demographics in the country and the world at large.
Suggestions for Future Research
These articles provide existing evidence on the efficacy of having health education to improve uptake of Covid-19 vaccines in the general population. However, there is need for future research as intimated by a majority of the researchers. The identified gaps include demonstrating beyond doubt that the use of health education and how it can enhance uptake of Covid-19 vaccines among individuals in society. Future research needs to focus on interventions that can be implemented through technologies to improve confidence in the vaccines and overall efforts to deal with the pandemic. Education is essential in improving uptake of Covid-19 jabs since inoculated people do not depend on misinformation to accept or decline the vaccines.
Conclusion
The review of literature demonstrates the efficacy of the proposed intervention by the PICOT question. As such, this synthesis paper illustrates that the intervention is effective and should be embraced by all interested in getting vaccines. These articles emphasize the need for information and awareness to improve uptake and acceptance of the vaccines as developed by the World Health Organization.
References
Davis, C. J., Golding, M., & McKay, R. (2022). Efficacy information influences the intention to
take the COVID‐19 vaccine. British Journal of Health Psychology, 27(2), 300-319. https://doi.org/10.1111/bjhp.12546
Piltch-Loeb, R., Su, M., Hughes, B., Testa, M., Goldberg, B., Braddock, K., … & Savoia, E.
(2022). Testing the Efficacy of attitudinal inoculation videos to enhance COVID-19 vaccine acceptance: quasi-experimental intervention trial. JMIR Public Health and Surveillance, 8(6), e34615. https://doi.org/10.2196/34615
James, E. K., Bokemper, S. E., Gerber, A. S., Omer, S. B., & Huber, G. A. (2021). Persuasive
messaging to increase COVID-19 vaccine uptake intentions. Vaccine, 39(49), 7158-7165. https://doi.org/10.1016/j.vaccine.2021.10.039
Jensen, U. T., Ayers, S., & Koskan, A. M. (2022). Video-based messages to reduce COVID-19
vaccine hesitancy and nudge vaccination intentions. PloS One, 17(4), e0265736. https://doi.org/10.1371/journal.pone.0265
Kaim, A., Siman-Tov, M., Jaffe, E., & Adini, B. (2021). Effect of a concise educational program
on COVID-19 vaccination attitudes. Frontiers in Public Health, 9, 767447. https://doi.org/10.3389/fpubh.2021.767447
Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K.
(2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363
Miller, J. D., Ackerman, M. S., Laspra, B., Polino, C., & Huffaker, J. S. (2022). Public attitude
toward Covid‐19 vaccination: The influence of education, partisanship, biological literacy, and coronavirus understanding. The FASEB Journal, 36(7). https://doi.org/10.1096%2Ffj.202200730
Motta, M., Sylvester, S., Callaghan, T., & Lunz-Trujillo, K. (2021). Encouraging COVID-19
vaccine uptake through effective health communication. Frontiers in Political Science, 3, 630133. https://doi.org/10.3389/fpos.2021.630133
Piltch-Loeb, R., Savoia, E., Goldberg, B., Hughes, B., Verhey, T., Kayyem, J., … & Testa, M.
(2021). Examining the effect of information channels on COVID-19 vaccine acceptance. Plos One, 16(5), e0251095. https://doi.org/10.1371/journal.pone.0251095
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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
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☒ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☒ The title page is present. APA format is applied correctly. There are no errors.
☒ The introduction is present. APA format is applied correctly. There are no errors.
☒ Topic is well defined.
☒ Strong thesis statement is included in the introduction of the paper.
☒ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☒ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☒ All sources are cited. APA style and format are correctly applied and are free from error.
☒ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☒ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.