Evidence-based Project Part 4: Recommending an Evidence based practice change
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.
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Evidence based project Part 4: Recommending an Evidence based practice change
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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.
To Prepare:
- Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT. (Do you still have access to these articles, you did the assignment)
- 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 (?? Does this mean I have to record my voice?) PowerPoint presentation in which you do the following:
- Briefly describe your healthcare organization, including its culture (culture very diverse in terms of staff, inner city hospital, level 1 trauma center, a lot of drug addicts, homeless patients, gunshot victims) 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 lessons learned section that includes the following:
- A summary of the critical appraisal of the peer-reviewed articles you previously submitted (from project part 1)
- An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides) (You did this assignment, do you need this template or can you still access it?)
RUBRIC
| Excellent | Good | Fair | Poor | ||
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Part 4: Disseminating ResultsCreate a, 8-9-slide narrated PowerPoint presentation of your Evidence-Based Project: Briefly describe the following: your healthcare organization and culture, current opportunity for change, scope of issue, and EBP best practice recommendation. Explain how you would plan knowledge transfer and dissemination. Describe measurable outcomes with the implementation of EBP best practice. Summarize lessons learned. |
81 (81%) – 90 (90%)The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project. The narrated presentation accurately and clearly describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation. The narrated presentation accurately and clearly describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples. The narrated presentation clearly and accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. |
72 (72%) – 80 (80%)The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project. The narrated presentation accurately describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation. The narrated presentation accurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples. The narrated presentation accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned. The narrated presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation. |
63 (63%) – 71 (71%)The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project. The narrated presentation inaccurately or vaguely describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation. The narrated presentation inaccurately or vaguely describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples. The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned. The narrated presentation minimally integrates resources that may support the presentation. |
0 (0%) – 62 (62%)The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence-based project or is missing. The narrated presentation vaguely and inaccurately describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation, no examples are provided, or it is missing. The narrated presentation vaguely and inaccurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing no specific and relevant examples. The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned. The narrated presentation fails to integrate any or presents minimal resources to support the presentation. |
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| 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. |
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. |
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. |
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. |
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. |
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| Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation. | 5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors. | 4 (4%) – 4 (4%)Contains a few (one or two) grammar, spelling, and punctuation errors. | 3.5 (3.5%) – 3.5 (3.5%)Contains several (three or four) grammar, spelling, and punctuation errors. | 0 (0%) – 3 (3%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | |
| Total Points: 100 | |||||
Completed Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research
Critical Appraisal of Research
This paper systematically and carefully examines four studies to determine their relevance, value, and trustworthiness in addressing the issue of HAIs to influence good health outcomes in clinical settings. For nurses to safeguard public health and provide high-quality services, valid and reliable information is needed on what is likely or not likely to harm patients and the approaches to care that represent good value.
Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research
The study by Ford & Park (2018) was a clinical guideline based on the review of literature on hand hygiene and handwashing by NICE, WHO and other studies. It outlined the step-by-step guide on how to wash hands using liquid soap and water as the most effective decontamination method to prevent the spread of pathogens in the clinical setting. In the randomized controlled trial by Hovi, Ollgren & Savolainen-Kopra (2017), participants were randomized to two interventions (using alcohol hand-rubs or using water and soap) alongside a control group. All participants later provided weekly self-reported data on RTI and GTI symptoms. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research. Handwashing with soap and water (intervention group) was considered the most effective approach that safeguarded the participants from GTI and RTI. However, the self-reported design of the study negatively impacts the reliability, validity and applicability of the findings.
In the observational cross-sectional study by Kingston & Dunne (2018), questionnaires were electronically administered to medical and nursing students whose responses revealed that gaps in knowledge on hand hygiene and handwashing are a potential barrier to deficits in hand hygiene practices and use of ABHRs which has a direct impact on the rates of HAIs. Halm & Sandau (2018) conducted a systematic review which revealed that the perceptions of health workers have an influence on hand hygiene practices. The study recommended that ABHRs reduce bacterial count and causes less irritation to the skin. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research.
The above studies efficiently address the clinical practice issue of this EBP project and suggest that routine hand hygiene with soap and water is the most effective decontamination method to reduce the spread of pathogens and rates of HAIs in the clinical setting.
References
Ford, C., & Park, L. J. (2018). Hand hygiene and handwashing: key to preventing the transfer of pathogens. British Journal of Nursing, 27(20), 1164–1166.
Hovi, T., Ollgren, J., & Savolainen-Kopra, C. (2017). Intensified hand-hygiene campaign including soap-and-water wash may prevent acute infections in office workers, as shown by a recognized-exposure -adjusted analysis of a randomized trial. BMC Infectious Diseases, 17, 1–9. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research
Kingston, L. M., O, C. N. H., & Dunne, C. P. (2018). A comparative study of hand hygiene and alcohol-based hand rub use among Irish nursing and medical students. Nurse Education Today, 63, 112–118.
Halm, M., & Sandau, K. (2018). Skin Impact of Alcohol-Based Hand Rubs Vs Handwashing. American Journal of Critical Care, 27(4), 334–337.
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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
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