Description
RESOURCES
Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions” (pp. 37–60)
Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 62–104)
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworksLinks to an external site. for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80.
Library of Congress. (n.d.). Search/browse help – Boolean operators and nestingLinks to an external site.. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help…
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice.Links to an external site. American Journal of Nursing, 110(3), 58–61.
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009).Evidence-based practice: Step by step: Igniting a spirit of inquiryLinks to an external site..Links to an external site. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
Stillwell, S.B., Fineout-Overhold, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Searching for evidence.Links to an external site. American Journal of Nursing, 110(5), 41-47.
Walden University Library. (n.d.-a). Databases A-Z: NursingLinks to an external site.. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-c).Evidence-based practice research: CINAHL search helpLinks to an external site.. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthe…
Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search helpLinks to an external site.. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthe…
Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search helpLinks to an external site.. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthe…
Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean termsLinks to an external site.. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/…
Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searchingLinks to an external site.. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/…
Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing?Links to an external site. Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670
Walden University Library. (n.d.-i). Systematic review.Links to an external site. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthe…
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
The Assignment (Evidence-Based Project)
Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
Identify and briefly describe your chosen clinical issue of interest.
Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
NURS_6052_Module03_Week05_Assignment_Rubric
NURS_6052_Module03_Week05_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomePart 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
80 to >71.0 ptsExcellentThe presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. …The presentation clearly and accurately describes in detail the developed PICO(T) question. …The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes specific and relevant examples that fully support the research. …The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. 71 to >63.0 ptsGoodThe presentation accurately identifies and describes the chosen clinical issue of interest. …The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest. …The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes relevant examples that support the research presented. 63 to >55.0 ptsFairThe presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest. …The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest. …The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes inaccurate or vague examples to support the research presented. 55 to >0 ptsPoorThe presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. …The presentation inaccurately and vaguely describes the developed PICO(T) question or is missing. …The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. …The presentation includes inaccurate and vague examples to support the research presented or is missing.
80 pts
This criterion is linked to a Learning OutcomeResource Synthesis
5 to >4.0 ptsExcellentUsing proper in-text citations, the presentation clearly and accurately provides at least four peer-reviewed systematic review type articles selected, describes the levels of evidence in each of the four articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. 4 to >3.0 ptsGoodUsing proper in-text citations, the presentation accurately provides at least four systematic review type peer-reviewed articles selected including adequate explanation of the levels of evidence, the strengths of using a systematic review for 3 to >2.0 ptsFairUsing proper in-text citations, the presentation provides a vague or inaccurate synthesis or outside resources related to the systematic review type peer-reviewed articles selected. The response minimally explains the levels of evidence and the strengths of using a systematic review and/or minimally integrates resources that may support the presentation. 2 to >0 ptsPoorThe presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing.
5 pts
This criterion is linked to a Learning OutcomeResource FormattingAppropriate peer-reviewed articles are included and citations use APA format.
5 to >4.0 ptsExcellentPresentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. …Citations use correct APA format with no errors. 4 to >3.0 ptsGoodPresentation includes 3 peer-reviewed articles selected using systematic reviews for clinical research. …Citations use correct APA format with few (1-2) errors. 3 to >2.0 ptsFairPresentation includes 2 peer-reviewed articles selected using systematic reviews for clinical research. …Citations contain several (3-4) APA format errors. 2 to >0 ptsPoorPresentation includes 1 or no resources. … Citations contain many >5 APA format errors.
5 pts
This criterion is linked to a Learning OutcomePowerPoint Presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 to >4.0 ptsExcellentThe presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 4 to >3.0 ptsGoodEighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 3 to >2.0 ptsFairSixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 2 to >0 ptsPoorLess than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.
5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors. 4 to >3.0 ptsGoodContains a few (one or two) grammar, spelling, and punctuation errors. 3 to >2.0 ptsFairContains several (three or four) grammar, spelling, and punctuation errors. 2 to >0 ptsPoorContains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts
Total Points: 100
Unformatted Attachment Preview
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Evidence-Based Practice and the Quadruple Aim
Aram Megrabian
Walden University
Mary Bemker-Page
December 3, 2023
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Evidence-Based Practice and the Quadruple Aim
Introduction
Evidence-based practice (EBP) encourages using evidence to inform all clinical
decisions, reducing the stress and uncertainty associated with unproven or outdated methods.
Moreover, EBP emphasizes patient-centered care and heavily incorporates individual patient
values and preferences. This recognition leads to a satisfactory and highly personalized patient
experience. (EBP) has the massive potential to impact the Quadruple Aim in healthcare, which
primarily focuses on supporting the well-being of healthcare providers, enhancing patient
experience, and improving overall patient outcomes.
How EBP Might Impact the Quadruple Aim in Healthcare.
Healthcare Providers and Costs
EBP has the potential to influence healthcare providers’ work life and costs associated
with supporting positive healthcare outcomes. The general well-being of healthcare providers is
an essential aspect of the Quadruple Aim that EBP can significantly shape. Healthcare providers
are equipped to offer high-quality care and experience a notable reduction in uncertainty by
basing clinical decisions on evidence (Sikka et al. 2015). EBP promotes a continuous
improvement and learning culture within the healthcare setting, contributing to a positive and
desirable work environment. Similarly, mitigating errors can also reduce the burnout and stress
associated with adverse events, enhancing healthcare providers’ long-term well-being (Kim et al.
2016). EBP further plays a central role in managing costs without affecting healthcare quality by
reducing preventable medical errors and streamlining care processes, which supports the
fundamental objective of cost containment (Sikka et al. 2015). In sum, EBP represents a
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transformative model that aligns to reduce costs and support the work life of healthcare
providers.
Population Health
EBP also holds a huge promise in advancing the Quadruple Aim by influencing
population health. Well-informed implementation and application of EBP can significantly affect
population health outcomes. Healthcare providers can effectively promote healthy lifestyles and
address the core causes of health challenges by adopting prevention strategies and evidencebased interventions. The described proactive approach to healthcare aligns with preventing the
onset of chronic conditions and improving overall population health, which contributes to an
efficient and sustainable healthcare system (Crabtree et al. 2016). EBP in this context may also
involve considering the global context of health, advocating for supportive policies, fostering
collaboration, utilizing data and analytics, addressing health disparities, implementing preventive
interventions, and addressing the determinants of health (Kim et al. 2016). EBP contributes to
healthy communities and helps achieve equitable or proportionate health outcomes.
Patient Experience
EBP’s heavy focus on patient-centered care contributes to a positive patient experience.
The effective integration of evidence in making important clinical decisions ensures that all
interventions are tailored to individual patient values, preferences, and needs. Consequently,
patients receive care that aligns with their core expectations, which leads to improved
engagement and satisfaction (Kim et al. 2016). Moreover, EBP is indispensable in fostering
effective communication between patients and healthcare providers, promoting trust in the
healthcare system, and reducing preventable medical errors (Crabtree et al. 2016). However, it
should be noted that some challenges also exist, although the potential benefits of EBP are
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evident. With this in mind, the evolving evidence base and the dynamic nature of the healthcare
system demand a commitment to continuous adaptation and ongoing learning.
Conclusion
Healthcare providers can improve the quality of care by consistently integrating the best
available evidence with patient values and clinical expertise, which increases patient satisfaction,
reduces complications, and improves health outcomes. However, EBP is also associated with
potential considerations and challenges, which include patient variability, implementation
barriers, and the dynamic nature of evidence. Notwithstanding, EBP has the robust potential to
influence and shape the Quadruple Aim positively.
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References
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing
engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2),
172-175. http://dx.doi.org/10.1111/wvn.12126
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A., & Davidson, J. E. (2016, Oct).
Predictors of evidence-based practice implementation, job satisfaction, and group
cohesion among regional fellowship program participants. Worldviews on EvidenceBased Nursing, 13(5), 340-348. http://dx.doi.org/10.1111/wvn.12171
Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and
meaning in work. BMJ Quality & Safety, 24(10), 608610. http://dx.doi.org/10.1136/bmjqs-2015-004
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