Introduction This module will examine the interconnectedness of evidence-based practice with nursing research. Attention to the development and evaluation of evidence is paramount for synthesizing current

Evidence

 Introduction

 This module will examine the interconnectedness of evidence-based practice with nursing research. Attention to the development and evaluation of evidence is paramount for synthesizing current practice into the professional role of nursing.

Objectives

  1. Explain the development of evidence-based nursing, quality improvement, and nursing research.
  2. Demonstrate the ability to use tools such as ranking instruments and research entities in the implementation of competent EBP nursing

Learning Activities
 

  1. Complete the Level of Evidence assignment as an individual
    • Practical rationale for Module B assignment: This assignment showcases different level of evidence tools which could be used in daily practice to improve and support the evidence being used as a foundation for the health care practices. The student is expected to use the ranking tools to grade the assigned

 

  • Individual work: Each student will select two of the ranking scales of evidence tools and complete the grid related to contrasting the 2 ranking scales of evidence tools. The faculty will provide an assigned manuscript to be used for this assignment. With the material collected through the synthesis of the grid material, the student will use the two tools to score the assigned article. A narrative (approximately ¾ page per tool) will be provided addressing the scoring of the article based on the tool along with the rationale for the different scores. A final paragraph (approximately ½ page) will be provided discussing the effectiveness of each tool – Which tool was easier to use? Why? What aspects within the tool were “on track” for providing a level of the evidence within the assigned

 

  • A grading rubric is provided for use with this

 

  1. Participate in the appropriate discussion forum per the class schedule for clarification of module
  2. Access and view a narrative PowerPoint file related to getting started with Evidence-based Practice. This file is located at: http://www.ttuhsc.edu/son/ceebp/. This file is entitled: Getting Started with EBP. Within the Center of Excellence in Evidence-Based Practice, it is located under the “Learning Resources” found on the right-hand side of the
  3. Read appropriate areas within selected research
  4. Participate in the WebEx sessions if

“All papers will be automatically scanned for evidence of plagiarism. A paper containing any plagiarism will receive a grade of zero and a complaint for academic misconduct may be submitted to the Assistant Dean of Student Affairs. Other reporting requirements may also apply.”

 Resources

Boswell and Cannon text – The student is expected to identify the information in the text necessary to facilitate his or her learning.

Amato, S., Kerber, K., Yurko, L., & Mion, L.C. (2009). Your role in hardwiring EBP strategies. Nursing Management, 13-15.

Larkin, M.E., Cierpial, C.L., Vannderboom, T., Anspach, K., Grealish, K., Ball, S., & Griffith, C.A. (2009). Research ambassadors: Bringing findings to the bedside. Nursing Management, 20-23.

Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2009). Igniting a spirit of inquiry: An essential foundation for evidence-based practice. American Journal of Nursing, 109(11), 49-52.

Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). The seven steps of evidence-based practice, American Journal of Nursing, 110(1), 51-53.

Mourfield, N.M., & Medcalfe, S. (2009). How much time do you spend reviewing research per week?

Nursing Management, 13-16.

Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Searching for the evidence, American Journal of Nursing, 110(5), 41-47.

Examples of Ranking Tools 

AACN Levels of Evidence http://ccn.aacnjournals.org/content/29/4/70/T2.expansion.html
Melnyk’s Hierarchy of Evidence http://guides.lib.umich.edu/c.php?g=282802&p=1888246
Oxford Centre for Evidence- Based Medicine – Levels of Evidence (March 2009) http://www.cebm.net/oxford-centre-evidence-based-medicine- levels-evidence-march-2009/
U.S. Prevention Services Task Force Strength of

Recommendations

http://www.uspreventiveservicestaskforce.org/Page/Name/grade-

definitions

Joanne Briggs Institute Levels of Evidence http://libguides.cedarville.edu/content.php?pid=1325&sid=127183
ONS Putting Evidence into

Practice (PEP) schema

https://www.ons.org/practice-resources/pep

 

While these links are provided for the different ranking tools, they may not all be functionally. A computer search using the titles of the ranking tools will provide up-to-date information concerning the different tools.

Level of Evidence Assignment 

  1. Each student will select two of the ranking scales of evidence tools and complete the grid related to contrasting the 2 ranking scales of evidence tools. The faculty will provide an assigned manuscript to be used for this assignment. (Approximately 2-3 pages)

 

Ranking tool with access site Scoring Format used on tool with the meaning for each level Focus of tool (where might it be used) Strengths of the tool Weaknesses of the tool

 

  1. With the material collected through the synthesis of the grid, the student will score the assigned article using each of the two tools. A narrative (approximately ¾ page per tool) will be provided addressing the scoring of the article based on the tool along with the rationale for the different scores. A final paragraph (approximately ½ page) will be provided discussing the effectiveness of each tool – Which tool was easier to use? Why? What aspects within the tool were “on track” for providing a level of the evidence within the assigned article. (Approximately 2 pages in the narrative)

Order This Solution

Ask your homework question

 

INDIVIDUAL APPROACH:
Chat with every writer who applies to your request, and view their skills and portfolio. Make the choice that’s right for you.
MANAGE YOUR ORDER:
Monitor progress and see any changes made. Have full control over every phase of the process.
COMMUNICATE:
Ask your writer questions and provide your ideas about your paper. Produce the exact result that you want.
ENJOY THE OUTCOME:
Get everything done on time with high quality. Writing papers is much simpler with us.

Ask your homework question

 

© 2017 theacademicessays. All Rights Reserved. Design & Developed by theacademicessays.
Loading...