HS2235 Statistics and Evidence-based practice
HS2235 Statistics and Evidence-based practice
HS2235 Statistics and Evidence-based practice
Topic: High rate of fall during night shift in the ward for patient with dementia (700words)
For each article that you will be using need to have a checklist from https://casp-uk.net/casp-tools-checklists/ (I’ve downloaded and attached the file below PLEASE USE IT)
Formulate a PICO(T) question
| Example | |
| Patient problem / population | Nurses in the geriatric ward |
| Intervention | An education workshop |
| Comparison | Displaying posters |
| Outcome | Increase adherence to the current hand hygiene protocol |
The final PICO is:
Make sure you develop a specific PICO question
What is the effectiveness of a mandatory training session or displaying posters throughout the ward on improving adherence to the hospital’s hand hygiene protocol among nurses in the geriatric ward?
Steps of finding evidence-based information
Formulate your PICO(T) question
Plan your search
Decide where to search
Evaluate
Decide which terms / keywords you should use to search.
Avoid long descriptive phrases
Focus on the Intervention, what and who as the searchable concepts:
Nurses
Hand hygiene
Education workshop
You may consider any synonyms or alternative terms
E.g. “handwashing”, “hand washing” “hand sanitation”, “seminar”, “orientation session”, “online workshop” and etc.
You can use dictionaries, thesaurus, simple internet search and list out the search terms.
| Advice on how to find qualitative research articles, University of Washington | http://healthlinks.washington.edu/howto/qualitative/ |
| Aries Knowledge Finder | http://www.kfinder.com/newweb/ |
| CINAHL | www.cinahl.com |
| EBSCO host | http://www.ebscohost.com/ |
| ISI Web of Knowledge | http://www.thomsonisi.com/ |
| Ovid | http://www.ovid.com/site/index.jsp |
| ProQuest | http://www.proquest.com/ |
| PubMed | http://www.ncbi.nlm.nih.gov/PubMed |
Assessment Guideline
HS2235 Statistics and Evidence-based practice
Possible headings
• Introduction
• Problem and answerable question
• Locating the evidence
• Conclusion
• References
HS2235 Statistics and Evidence-based practice
Introduction
• Introduce topic – EBP
• Context/significance to nursing (definition/context will likely
be referenced)
• Purpose ‐ the purpose of this assignment
• Structure – briefly outline the steps of the process
HS2235 Statistics and Evidence-based practice
Problem and answerable question
• Justify the problem/topic that you had chosen and explained why is it important
to address.
• Give some background on why you choose this topic and include your
answerable question in a question format.
Example:
Pressure ulcers pose significant pain, discomfort to the patients. They can increase healthcare costs for patients as well as the health care system. Nurses spend additional time to treat PU in addition to their load of care (Cite reference, Year the research was done).
The above is only an example. There are many phrases/transition words you can use.
HS2235 Statistics and Evidence-based practice
Locating the evidence
• Explain/document your search strategy/your process to find the evidence/best
practice for your question
• Thread the process through your essay and reference where needed
• What is the strategy/plan for your search?
• Key concepts/word combinations etc.
• Do no use Google Scholar to get an overview and help key words but you
must use the nursing databases – at least 2 or 3 databases (e.g. CINAHL, Medline,
Joanna Briggs, Cochrane library)
HS2235 Statistics and Evidence-based practice
Locating the evidence
• Indicate how you have refined your search limits (peer reviewed, guidelines, date
range, language, etc)
• Skim/scan search results for key word. At this stage you will not read in depth
every article.
• Explain how you have chosen what to keep/discard.
• Refine search results to eventually get a small pool of articles or guidelines
(no set number but around 2-5 will give you enough to appraise without going
too big.)
HS2235 Statistics and Evidence-based practice
Conclusion
• Restate the topic
• Summarise the key points/process covered.
• Introductions are general, conclusions are more specific
• Finish with a broader statement – where to from here?
HS2235 Statistics and Evidence-based practice
References
• Only use scholarly, credible sources from library databases
• Majority should be peer reviewed journal articles, systematic reviews or clinical
guidelines.
• Cite contemporary sources not older than 7 years
• Reference any ideas that are not your own
5 REFERENCES
HS2235 Statistics and Evidence-based practice
Academic writing style
Write in third person – no “we”, “you”, “I”, “our”.
Example of third persons: “The writer”, “The author”, “The researcher”
This essay will discuss……………..
Academic writing is formal, objective, accurate
Your idea should be linking narrative, “academic voice” and the evidence.
Write in paragraphs with clear ideas sentences.
Reference any ideas that are not your own.
Paraphrase not direct quotes.
Duke University (2018), Medical Center Library & Archives. Retrieved from: http://guides.mclibrary.duke.edu/nursing/guidelines
Edith Coven University (2017), Finding evidence-based information. Retrieved from: http://ecu.au.libguides.com/ld.php?content_id=31394853
Lisa, H. & Rittenmeyer, L. (2012). Introduction to evidence-based practice: A practical guide for nursing. Philadelphia: F.A. Davis Company.
Polit, D.F., & Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice (8th ed.). Wolters Kluwer: Lippincott Williams & Wilkins.
Rubrics
| Assessment rubric | Written assignment |
| Assignment types | Case study; Literature review; Project report; Research report; Project proposal; Research proposal; Research critique; Reflection |
| Criteria |
A (>=80%) Very Good |
B (70 to <80%) Good |
C (60 to <70%) Satisfactory |
D (50 to <60%) Acceptable |
F (0 to <50%) Yet to meet expectation |
|
Content knowledge · Main purpose of assignment · Development of arguments · Examples/ evidences · Limitations and impacts · Clarity of ideas in introduction, content paragraphs and conclusion |
Demonstrates strong content knowledge that serves the purpose of the assignment. Ideas are relevant, accurate, thorough, in-depth and free from biases and systematically developed. Substantiates with meaningful examples / well referenced evidences. Identifies possible and probable limitations and significant impact clearly. Presents ideas in introduction; content paragraphs and conclusion clearly and precisely. |
Demonstrates understanding of content knowledge to serve the purpose of the assignment. Ideas are accurate, well-developed with depth and scope. Supports with relevant examples / up-to-date referenced evidences. Identifies possible limitations and impact. Presents ideas in introduction, content paragraphs and conclusion clearly but not precisely. HS2235 Statistics and Evidence-based practice |
Demonstrates content knowledge to partially meet the purpose of the assignment. Ideas show scope but lack depth and are not developed well. Uses some relevant examples / referenced evidences. Identifies possible limitations and impact. Presents ideas in introduction, content paragraphs and conclusion but some are not clear and precise. |
Demonstrates vague content knowledge and limited awareness of the purpose of the assignment. Ideas shows narrow scope and little depth and are not developed adequately. Few relevant examples / referenced evidences. Identifies few possible limitations or impact. Presents ideas in introduction, content paragraphs and conclusion but most are not clear and precise. |
Demonstrates no awareness to the required content knowledge for the purpose of the assignment. Ideas are often not sound, showing lack of scope and depth. Does not attempt to illustrate with examples / referenced evidences. Does not identify possible limitations and impact. Presents ideas in introduction, content paragraphs and conclusion but all are not clear and precise. |
| 60 marks | 48-60 | 42-47 | 36-41 | 30-35 | 0-29 |
|
Planning and organisation · Use of appropriate model / framework · Coherence and connectedness of ideas · SHS guide to assignment and APA referencing format |
Demonstrates adoption and strong understanding of a model to frame one’s approach to the assignment. Shows smooth and transition of ideas. Adheres to SHS guide to assignment and APA referencing format in general. |
Demonstrates adoption and decent understanding of a model to frame one’s approach to the assignment. Bridges and connects related ideas in many parts of the assignment. Adheres to SHS guide to assignment and APA referencing format in general. |
Demonstrates adoption but partial understanding of a model to frame one’s approach to the assignment. Connects ideas though they may not appear coherent. Does not adhere to SHS guide to assignment and APA referencing format in general. |
Demonstrates adoption but little understanding of a model to frame one’s approach to the assignment. Broadly connects related ideas but generally were not coherent. Does not adhere to SHS guide to assignment and APA referencing format in general. |
Inappropriate use or lack of model to frame one’s approach to the assignment. No attempt made to connect ideas or ideas were randomly presented. Does not appear to refer to SHS guide to assignment and APA referencing format. |
| 20 marks | 16-20 | 14-15 | 12-13 | 10-11 | 0-9 |
|
Writing ability · Sentence construction and grammar · Choice of words and tone |
Demonstrates a personal and appropriate style with succinct sentence and strong command of English. Deliberate use of appropriate words and tone. |
Demonstrates a decent command of English though may not be succinct. Word choice or tone are appropriate in general. |
Demonstrates reasonable command of English. Sentences lack variations and peppered with some errors. |
Demonstrates poor command of English with many grammatical and spelling errors. A number of inappropriate choice and tone of words. |
Demonstrates unacceptable command of English with widespread grammatical and spelling errors. |
| 20 marks | 16-20 | 14-15 | 12-13 | 10-11 | 0-9 |
|
Important notes: Word limit (+/-10% is permitted): Deduct 10% of assignment total marks for every 10% of additional word count or part thereof of the permitted range. Late submission: Deduct 5% of assignment total marks for every 24 hours or part thereof (from time stated in deadline) delay in submission as according to submission to BlackBoard. Assignment will not be marked after 120 hours after deadline. |
School of Health Sciences Diploma in Nursing
| Assessment rubric | Group presentation |
| Assignment types | Case study; Literature review; Project report; Research report; Project proposal; Research proposal; Research critique; Reflection |
| Criteria |
A (>=80%) Very Good |
B (70 to <80%) Good |
C (60 to <70%) Satisfactory |
D (50 to <60%) Acceptable |
F (0 to <50%) Yet to meet expectation |
|
Content knowledge · Main purpose of assignment · Development of arguments · Examples/ evidences · Limitations and impacts · Clarity of ideas in introduction, content paragraphs and conclusion |
Demonstrates strong content knowledge that serves the purpose of the assignment. Ideas are relevant, accurate, thorough, in-depth and free from biases and systematically developed. Substantiates with meaningful examples / well referenced evidences. Identifies possible and probable limitations and significant impact clearly. Presents ideas in introduction, content paragraphs and conclusion clearly and precisely. |
Demonstrates understanding of content knowledge to serve the purpose of the assignment. Ideas are accurate, well-developed with depth and scope. Supports with relevant examples / up-to-date referenced evidences. Identifies possible limitations and impact. Presents ideas in introduction, content paragraphs and conclusion clearly but not precisely. HS2235 Statistics and Evidence-based practice |
Demonstrates content knowledge to partially meet the purpose of the assignment. Ideas show scope but lack depth and are not developed well. Uses some relevant examples / referenced evidences. Identifies possible limitations and impact. Presents ideas in introduction, content paragraphs and conclusion but some are not clear and precise. |
Demonstrates vague content knowledge and limited awareness of the purpose of the assignment. Ideas shows narrow scope and little depth and are not developed adequately. Few relevant examples / referenced evidences. Identifies few possible limitations or impact. Presents ideas in introduction, content paragraphs and conclusion but most are not clear and precise. |
Demonstrates no awareness to the required content knowledge for the purpose of the assignment. Ideas are often not sound, showing lack of scope and depth. Does not attempt to illustrate with examples / referenced evidences. Does not identify possible limitations and impact. Presents ideas in introduction, content paragraphs and conclusion but all are not clear and precise. |
| 60 marks | 48-60 | 42-47 | 36-41 | 30-35 | 0-29 |
|
Planning and organisation · Use of appropriate model / framework · Coherence and connectedness of ideas · SHS guide to assignment and APA referencing format |
Demonstrates adoption and strong understanding of a model to frame one’s approach to the assignment. Shows smooth and transition of ideas. Adheres to SHS guide to assignment and APA referencing format in general. HS2235 Statistics and Evidence-based practice |
Demonstrates adoption and decent understanding of a model to frame one’s approach to the assignment. Bridges and connects related ideas in many parts of the assignment. Adheres to SHS guide to assignment and APA referencing format in general. HS2235 Statistics and Evidence-based practice |
Demonstrates adoption but partial understanding of a model to frame one’s approach to the assignment. Connects ideas though they may not appear coherent. Does not adhere to SHS guide to assignment and APA referencing format in general. |
Demonstrates adoption but little understanding of a model to frame one’s approach to the assignment. Broadly connects related ideas but generally were not coherent. Does not adhere to SHS guide to assignment and APA referencing format in general. |
Inappropriate use or lack of model to frame one’s approach to the assignment. No attempt made to connect ideas or ideas were randomly presented. Does not appear to refer to SHS guide to assignment and APA referencing format. |
| 20 marks | 16-20 | 14-15 | 12-13 | 10-11 | 0-9 |
|
Individual presentation ability · Sentence construction and grammar · Choice of words and tone · Ability to engage audience · Familiarity with content |
Demonstrates a personal and appropriate style with succinct sentence and strong command of English. Engages audience with appropriate strategies to trigger and sustain interest in topic. Is evidently confident and familiar with content when presenting and when responding to questions. |
Demonstrates a decent command of English though may not be succinct. Generally, clear sentence construction and grammar with appropriate choice of words and tone. Use strategies to interest audience. Shows familiarity with content when presenting and when responding to questions. |
Demonstrates reasonable command of English. Sentences lack variations and peppered with some errors. Able to interest audience with content. Appears to know content but provides incomplete response to questions. |
Demonstrates poor command of English with many grammatical and interruptive pronounciation errors. Demonstrates little interest and shows little attempt to engage audience. Appears not to know content when responding to questions. |
Demonstrates unacceptable command of English with widespread grammatical and interruptive pronounciation errors. Demonstrates disinterest with no attempt to engage audience. Could not respond to questions. |
| 20 marks | 16-20 | 14-15 | 12-13 | 10-11 | 0-9 |
|
Important notes: Absence or late attendance: Zero marks awarded unless with valid medical leave. |
ADDITIONAL INSTRUCTIONS FOR THE CLASS – HS2235 Statistics and Evidence-based practice
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- Discussion Questions (DQ)
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. HS2235 Statistics and Evidence-based practice
- Weekly Participation
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. HS2235 Statistics and Evidence-based practice
- APA Format and Writing Quality
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.
- LopesWrite 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 Loud-cloud for tips on improving your paper and SI score. HS2235 Statistics and Evidence-based practice
- Late Policy
The university’s policy on late assignments is a 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. HS2235 Statistics and Evidence-based practice
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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. HS2235 Statistics and Evidence-based practice
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