Recommending An Evidence-Based Practice Change

Recommending An Evidence-Based Practice Change

To Prepare:

• Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
• 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 PowerPoint presentation in which you do the following:

• Briefly describe your healthcare organization, including its culture 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 a lessons learned section that includes the following:
  • A summary of the critical appraisal of the peer-reviewed articles you previously submitted
  • An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research

    Full APA formatted citation of selected article.

    Article #1

    Article #2

    Article #3

    Article #4

    Evidence Level *

    (I, II, or III)

    Conceptual Framework

    Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**

    Design/Method

    Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).

    Sample/Setting

    The number and characteristics of

    patients, attrition rate, etc.

    Major Variables Studied

    List and define dependent and independent variables

    Measurement

    Identify primary statistics used to answer clinical questions (You need to list the actual tests done).

    Data Analysis Statistical or

    Qualitative findings

    (You need to enter the actual numbers determined by the statistical tests or qualitative data).

    Findings and Recommendations

    General findings and recommendations of the research

    Appraisal and Study Quality

    Describe the general worth of this research to practice.

    What are the strengths and limitations of study?

    What are the risks associated with implementation of the suggested practices or processes detailed in the research?

    What is the feasibility of use in your practice?

    Key findings

    Outcomes

    General Notes/Comments

    * These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide

    · Level I

    Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

    · Level II

    Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

    · Level III

    Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

    · Level IV

    Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

    · Level V

    Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

    **Note on Conceptual Framework

    · The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework

    · Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

    · As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

    · Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.

    · Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

    References

    The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf

    Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

    Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework

    Critical Appraisal Tool Worksheet Template

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