Unit 2: Assignment  – Introduction to Evidence Practice Problem Paper

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Unit 2: Discussion – Research Design

Instructions:

After reviewing the Unit 2 Introduction and Required Resources on Primary Sources: qualitative and quantitative research design, consider your selected evidence-based practice problem/topic from Unit 1 and Unit 2.  Then respond to the following questions:

  1. Compare and contrast qualitative and quantitative research designs. Think about this in terms of methodology and outcome.
  2. If you were to actually conduct your own research study, would your selected evidence-based practice problem/topic lend itself to a qualitative or quantitative design? (Describe specifics around the topic to support your findings.)

Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

 

Unit 2: Discussion – Sampling

How do the sampling methods and sample sizes vary for the different types of quantitative and qualitative research?

  • Hypothetically, what sampling method would you use to conduct a study of your selected evidence-based practice problem/topic? Why?
  • How would you determine the sample type and size?

Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review the rubric to ensure that your response meets the criteria.

Unit 2: Assignment  – Introduction to Evidence Practice Problem Paper

In this assignment, you will select an evidence-based practice problem from an identified list of topics provided by your course faculty (this is the topic you selected and identified in your unit 1 discussion).  After selecting a topic from the provided list, you will develop a PICOT question around your topic. Then, you will discuss the selected topic problem and significance of the problem, as well as your search strategy in locating three research articles that align to your selected topic. The full-text link for each of these research articles must be included.

For this assignment, be sure to include the following assignment criteria in your paper:

  1. Discuss your selected evidence-based practice problem/topic.
  2. Discuss the significance of the selected evidence-based practice problem.
    • Support your discussion in terms of statistics and evidence-based outcomes.
  1. Describe your PICOT question created around the selected evidence-based practice problem.
    • Included the individual PICOT components, as well as a combine PICOT question, in sentence format.
  1. Identify the three articles you selected that address the problem which is the focus of your PICOT question.
  2. Describe the search strategy you used to locate these three articles, including terms used when search, the research databases, and how you refined your search to select the three articles.
  3. Provide a conclusion to summarize your findings.

Remember to support your ideas with the articles you found. These articles should be less than five (5) years old. They should not be from the Web, but from the library databases, and be sure to use a narrative format.

In addition, you must follow APA guidelines, providing a title page, reference page, and in-text citations, as well as use level headings to match the assignment criteria listed above.

Please use, at minimum three scholarly references, and your paper should be 300-400 words, excluding title and reference pages.

Please review the rubric to ensure that your assignment meets criteria.

Supporting Materials:

  • Gray, J. R., Grove, S. K. & Sutherland, S.  (2017). Burns and Grove are the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Elsevier Saunders. ISBN 978-0-323-37758-4
    • Chapters: 5 & 6

The Seven Steps of Evidence-Based Practice

Following this progressive, sequential approach will lead to improved health care and patient outcomes.

This is the second article in a new series from the Arizona State University College of Nursing and Health Innovation’s Center for the Advancement of Evidence-Based Practice. Evidence-based practice (EBP) is a problem-solving approach to the delivery of health care that integrates the best evidence from studies and patient care data with clinician expertise and patient preferences and values. When delivered in a context of caring and in a supportive organizational culture, the highest quality of care and best patient outcomes can be achieved. The purpose of this series is to give nurses the knowledge and skills they need to implement EBP consistently, one step at a time.

Research studies show that evidence-based practice (EBP) leads to higher quality care, improved patient outcomes, reduced costs, and greater nurse satisfaction than traditional approaches to care.1–5 Despite these favorable findings, many nurses remain inconsistent in their implementation of evidence-based care. Moreover, some nurses, whose education predates the inclusion of EBP in the nursing cur­riculum, still lack the computer and Internet search skills necessary to implement these practices. As a result, misconceptions about EBP—that it’s too difficult or too time-consuming—continue to flourish.

In the first article in this series (“Igniting a Spirit of Inquiry: An Essential Foundation for Evidence-Based Practice,” November 2009), we described EBP as a problem-solving approach to the delivery of health care that integrates the best evidence from well-designed stud­ies and patient care data, and com­bines it with patient preferences and values and nurse exper­tise. We also ad­dressed the contribution of EBP to im­proved care and patient out­comes, de­scribed barriers to EBP as well as factors facilitating its im­plementa­tion, and discussed strategies for igniting a spirit of inquiry in clinical practice, which is the founda­tion of EBP, referred to as Step Zero. (Editor’s note: although EBP has seven steps, they are num­bered zero to six.) In this article, we offer a brief overview of the multistep EBP process. Future articles will elaborate on each of the EBP steps, using the context provided by the Case Scenario for EBP: Rapid Response Teams.

Step Zero: Cultivate a spirit of inquiry. If you’ve been following this series, you may have already started asking the kinds of questions that lay the groundwork for EBP, for example: in patients with head injuries, how does supine positioning compared with elevating the head of the bed 30 degrees affect intracranial pressure? Or, in patients with supraventricular tachycardia, how does administering the β-blocker metoprolol (Lopressor, Toprol-XL) compared with ad­ministering no medicine affect the frequency of tachycardic episodes? Without this spirit of inquiry, the next steps in the EBP process are not likely to happen.

Case Scenario for EBP: Rapid Response Teams

You’re a staff nurse on a busy medical–surgical unit. Over the past three months, you’ve noticed that the patients on your unit seem to have a higher acuity level than usual, with at least three cardiac arrests per month, and of those patients who arrested, four died. Today, you saw a report about a recently published study in Critical Care Medicine on the use of rapid response teams to decrease rates of in-hospital cardiac arrests and unplanned ICU admissions. The study found a significant decrease in both outcomes after implementation of a rapid re­sponse team led by physician assistants with specialized skills. You’re so impressed with these findings that you bring the report to your nurse manager, believing that a rapid response team would be a great idea for your hospital. The nurse manager is excited that you have come to her with these findings and encourages you to search for more evidence to support this practice and for research on whether rapid response teams are valid and reliable.

Step 1: Ask clinical questions in PICOT format. Inquiries in this format take into account pa­tient population of interest (P), intervention or area of interest (I), comparison intervention or group (C), outcome (O), and time (T). The PICOT format provides an efficient framework for searching electronic databases, one designed to retrieve only those articles relevant to the clinical question. Using the case scenario on rapid response teams as an example, the way to frame a question about whether use of such teams would result in positive outcomes would be: “In acute care hospitals (patient population), how does having a rapid response team (intervention) com­pared with not having a response team (comparison) affect the num­ber of cardiac arrests (out­come) during a three-month pe­riod (time)?”

Step 2: Search for the best evidence. The search for evidence to inform clinical practice is tre­mendously streamlined when questions are asked in PICOT format. If the nurse in the rapid response scenario had simply typed “What is the impact of having a rapid response team?” into the search field of the database, the result would have been hundreds of abstracts, most of them irrelevant. Using the PICOT format helps to identify key words or phrases that, when entered suc­cessively and then combined, expedite the location of rele­vant articles in massive research databases such as MED­LINE or CINAHL. For the PICOT ques­tion on rapid response teams, the first key phrase to be entered into the database would be acute care hospitals, a common subject that will most likely result in thou­sands of citations and abstracts. The second term to be searched would be rapid response team, followed by cardiac arrests and the remaining terms in the PICOT question. The last step of the search is to combine the results of the searches for each of the terms. This method narrows the results to articles per­ti­nent to the clinical question, of­ten resulting in fewer than 20. It also helps to set limits on the final search, such as “hu­man subjects” or “English,” to eliminate animal studies or articles in foreign languages.

Step 3: Critically appraise the evidence. Once articles are selected for review, they must be rapidly appraised to determine which are most relevant, valid, reliable, and applicable to the clin­ical question. These studies are the “keeper studies.” One reason clinicians worry that they don’t have time to implement EBP is that many have been taught a laborious critiquing process, in­cluding the use of numerous ques­tions de­signed to reveal every element of a study. Rapid critical appraisal uses three important ques­tions to evaluate a study’s worth.6–8

• Are the results of the study valid? This question of study validity centers on whether the research methods are rigorous enough to render findings as close to the truth as possible. For example, did the re­searchers randomly assign subjects to treat­ment or control groups and ensure that they shared key characteristics prior to treatment? Were valid and reliable ­instruments used to measure key outcomes?

• What are the results and are they important? For intervention studies, this question of study reliability ad­dresses wheth­er the intervention worked, its impact on outcomes, and the likelihood of obtaining similar results in the clinicians’ own practice settings. For qualitative studies, this includes assessing whether the research approach fits the purpose of the study, along with evaluating other as­pects of the research such as wheth­er the results can be con­firmed.

• Will the results help me care for my patients? This question of study applicability covers clinical considerations such as whether subjects in the study are similar to one’s own pa­tients, whether benefits outweigh risks, feasibility and cost-effectiveness, and patient values and preferences.

After appraising each study, the next step is to synthesize the stud­ies to determine if they come to similar conclusions, thus support­ing an EBP decision or change.

Step 4: Integrate the evidence with clinical expertise and patient preferences and values. Research evidence alone is not suf­ficient to justify a change in practice. Clinical expertise, based on patient assessments, laborato­ry data, and data from outcomes man­agement programs, as well as patients’ preferences and values are important components of EBP. There is no magic formula for how to weigh each of these elements; implementation of EBP is highly influenced by institution­al and clinical variables. For ex­ample, say there’s a strong body of evidence showing re­duced in­cidence of depression in burn pa­tients if they receive eight sessions of cognitive-behavioral therapy prior to hospital discharge. You want your pa­tients to have this therapy and so do they. But budg­et constraints at your hospital prevent hiring a therapist to offer the treatment. This resource def­icit hinders im­plemen­tation of EBP.

Step 5: Evaluate the outcomes of the practice decisions or changes based on evidence. After implementing EBP, it’s important to monitor and evaluate any changes in outcomes so that positive effects can be supported and negative ones remedied. Just because an intervention was ef­fective in a rigorously controlled trial doesn’t mean it will work exactly the same way in the clinical setting. Monitoring the effect of an EBP change on health care quality and outcomes can help clinicians spot flaws in im­plemen­tation and identify more precisely which patients are most likely to benefit. When results differ from those reported in the research ­literature, monitoring can help determine why.

Step 6: Disseminate EBP results. Clinicians can achieve won­derful outcomes for their patients through EBP, but they often fail to share their experiences with colleagues and their own or other health care organizations. This leads to need­less duplication of effort, and per­petuates clinical approaches that are not evidence based. Among ways to disseminate successful in­itiatives are EBP rounds in your institution, pres­en­tations at local, re­gional, and na­tional conferences, and reports in peer-reviewed jour­nals, profes­sional newsletters, and publica­tions for general audiences.

When health care organiza­tions adopt EBP as the standard for clinical decision making, the steps outlined in this article naturally fall into place. The next article in our series will feature a staff nurse on a medical–surgical unit who approached her hospital’s EBP mentor to learn how to formulate a clinical question about rapid response teams in PICOT format.

Unit 2 – Introduction to Evidence Practice Problem Paper due 3/17/2022–1000-1500w

 

Topic selected: The effects of proning therapy in COVID 19 patients.

For COVID-19 positive patients, has the use of proning therapy been effective in reducing mortality and intubation rates?

P: Covid- 19 positive patients with the ICU.

I: Proning therapy

C: supine position

O: Reduced intubation & mortality of COVID-19 patients

T: during hospital admittance.

 

 

 

develop a PICOT question around your topic. Then, you will discuss the selected topic problem and significance of the problem, as well as your search strategy in locating  three  research articles that align to your selected topic.

For this assignment, be sure to include the following assignment criteria in your paper:

1. Discuss your selected evidence-based practice problem/topic.—– Topic selected: The effects of proning therapy in COVID 19 patients.

2. Discuss the significance , who does this issue affect and what impact does it have on the population at large in terms of health? provide statistic and data to support your thoughts? (Topic selected: The effects of proning therapy in COVID 19 patients)

3. Support your discussion in terms of statistics and evidence-based outcomes.

4. Describe your PICOT question created around the selected evidence-based practice problem.

5. Included the individual PICOT components, as well as a combine PICOT question, in sentence format.

6. Identify the  three  articles you selected that address the problem which is the focus of your PICOT question.

7. Describe the search strategy you used to locate these  three  articles, including terms used when search, the research databases, and how you refined your search to select the three articles. Database must be scholarly and credible.

8. Provide a conclusion to summarize your findings.

Remember to support your ideas with the articles you found.

These articles should be less than five (5) years old.

They should not be from the Web, but from the library databases, and be sure to use a narrative format.

In addition, you must follow APA guidelines, providing a title page, reference page, and in-text citations, as well as use level headings to match the assignment criteria listed above.

Please use, at minimum 5 scholarly references, and your paper should be 1000-1500 words, excluding title and reference pages.

Supporting Materials:

Gray, J. R., Grove, S. K. & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.) . St. Louis, MO: Elsevier Saunders. ISBN 978-0-323-37758-4

Chapters: 5 & 6

1_PICO_Concepts_for_Developing_a_Purpose_Statement Download 1_PICO_Concepts_for_Developing_a_Purpose_Statement

2_PICO_Elements_for_a_Purpose_Statement_and_Evidence_Search

Introduction to Evidence Practice Problem Paper.

Unit 2 – Introduction to Evidence Practice Problem Paper

Submit Assignment

Instructions

In this assignment, you will select an evidence-based practice problem from an identified list of topics provided by your course faculty (this is the topic you selected and identified in your unit 1 discussion:  PICOT Research Question: “in-patient with osteoarthritis of the knees, is water therapy done daily more successful than a land-based exercise in restoring motion?” The “in-patient with osteoarthritis” is the target population. “While water” therapy is the intervention of interest, “land-based exercise” is the comparison. “Restoring of motion” and “performed daily” will be the outcome and time, respectively.).  After selecting a topic from the provided list, you will develop a PICOT question around your topic. Then, you will discuss the selected topic problem and significance of the problem, as well as your search strategy in locating three research articles that align to your selected topic.

For this assignment, be sure to include the following assignment criteria in your paper:

  1. Discuss your selected evidence-based practice problem/topic.
  2. Discuss the significance of the selected evidence-based practice problem.
    1. Support your discussion in terms of statistics and evidence-based outcomes.
  3. Describe your PICOT question created around the selected evidence-based practice problem.
    1. Included the individual PICOT components, as well as a combine PICOT question, in sentence format.
  4. Identify the three articles you selected that address the problem which is the focus of your PICOT question.
  5. Describe the search strategy you used to locate these three articles, including terms used when search, the research databases, and how you refined your search to select the three articles.
  6. Provide a conclusion to summarize your findings.

Remember to support your ideas with the articles you found. These articles should be less than five (5) years old. They should not be from the Web, but from the library databases, and be sure to use a narrative format.

In addition, you must follow APA guidelines, providing a title page, reference page, and in-text citations, as well as use level headings to match the assignment criteria listed above.

Please use, at minimum three scholarly references, and your paper should be 300-400 words, excluding title and reference pages.

Please review the rubric to ensure that your assignment meets criteria.

Introduction to Evidence Practice Problem Paper

Name

Institutional Affiliation

Course

Instructor

Date

The problem

In the America, around 10% of people aged over 65 and approximately 50% of adults aged over 85 are prevalent with dementia, primarily of the Alzheimer-type. This is one of the chief causes for the admission of adults over 65 years old at the long-term care facility (LTCF) (Vaccaro, et al., 2020). Alongside aging and malnutrition, agitation, sleeping troubles, wandering and sadness the risk of developing dementia rises. More than 80 percent of dementia patients suffer from aggressive behavior. Additional psychotic activity, for example hallucinations and delusions, also occurs in around 50% of Alzheimer’s patients (Soufineyestani, Khan & Sufineyestani, 2021).

The PICOT Question

In elderly female patients over 65 with moderate to severe dementia (P), how does exposure to baby-doll therapy (I) compared to no baby-doll therapy exposure (C) influence their aggressive behavior (O) over a period of one-month (T).

Significance of the selected evidence-based practice problem

Dolls have been progressively being used for patients with dementia in the last decade as a therapeutic technique. Although there have been little empirical research on this subject, current evidence indicates that commitment to dolls can increase well-being (Vaccaro, et al., 2020). The research describes this as reducing problematic behaviors, encouraging participation with others and even increasing dietary health. However, there have been advocates and opponents to provide patients with dementia with dolls.

Dementia is a progressively increasing neurological illness due to the ageing of the population, which increases in conjunction with the growth in life expectancy at birth in recent years. The cognitive ability and memory are progressively deteriorating. As cognitive and physical functions are deteriorating, people with dementia have to take care with time. Doll Therapy (DT) is a non-pharmacologic remedy for persons with dementia and is advised for the relief of psychological and behavioral dementia symptoms (BPSD). Previous literature provides guidance on how dolls should be used as a nursing support (Williams, 2017). The benefits of DT to reduce BPSDs, namely agitation, attack and routine, have been established by observational research. They also showed the advantages of DTS in enhancing communication between patients and caregivers, because dolls encourage discourse about maternity and caregiving concerns.

Three peer reviewed articles were used in this study to address the PICOT question. According to Soufineyestani, Khan & Sufineyestani (2021), dementia, a major cognitive disability, is marked by the memory deterioration. The emotions and behavior of an individual is affected and their quality of life and well-being may be affected. Studies reveal that in recent decades demand has risen for the use of music as a novel strategy for dementia therapy. The writers emphasize that it could be due to a random selection of music, fewer persons and a lack of a regular protocol that no music effect and no negative influence could be observed on people living with dementia. There was no clear conclusion on the benefits of music in dementia from high heterogeneity in result. Another study by Williams (2017), Agitation and violent behaviors are two of the most prominent characteristics of dementia patients. Psychotropic drugs are typically used to treat agitated behaviors in the first phase. However, serious negative effects may occur. Doll therapy is a concept that can influence distracted behavior, not pharmaceutical treatment procedure, which does not yet have a Protocol for Therapy. A 30 day intervention program on dementia in a nursing home was created and implemented. In another article by Vaccaro et al., (2020), the authors argue that Doll Therapy is a non-pharmacological procedure aimed at reducing disturbing behavior among people with dementia. Convincing outcomes for patients with dementia on the effectiveness of doll therapy are necessary. Bowlby’s theoretical concept of attachment was proposed to describe the mechanism of the doll therapy, but the doll exposition was not modified.

The main search strategy used to locate articles related to the problem was searching with subject heading where the main keywords including dementia, dolls, and older adults were used. In addition, search engines like Cinahl, Ncbi, Google scholar, Cochrane Library, Sage, and Medline among other search engines were utilized based on their credibility.

In conclusion, doll therapy can enhance the welfare of some dementia patients. As its usage in health care continues to rise, it remains a therapy that health experts do not understand. However, when it comes to doll treatment, healthcare workers who care for dementias find themselves in a tough position (Alander, Prescott & James, 2015). Ethical perspectives foster commitment and disconnection with dolls. Practitioners should make a dementia person central to their decision by inquiring whether people with dementia are treated with doll therapy.

References

Soufineyestani, M., Khan, A., & Sufineyestani, M. (2021). Impacts of music intervention on Dementia: A review using meta-narrative method and agenda for future research. Neurology international, 13(1), 1-17.

Williams, N. N. (2017). Effects of Doll Therapy on Dementia Resident’s Negative Behaviors (Doctoral dissertation, Brandman University).

Vaccaro, R., Ballabio, R., Molteni, V., Ceppi, L., Ferrari, B., Cantù, M., … & Pezzati, R. (2020). Doll therapy intervention for women with dementia living in nursing homes: a randomized single-blind controlled trial protocol. Trials, 21(1), 1-12. Retrieved from: https://trialsjournal.biomedcentral.com/articles/10.1186/s13063-020-4050-8

Assignment NU560-8D Unit 2 – Introduction to Evidence Practice Problem Paper

Posted on  |

Assignment NU560-8D Unit 2 – Introduction to Evidence Practice Problem Paper: In this assignment, you will select an evidence-based practice problem from an identified list of topics provided by your course faculty (this is the topic you selected and identified in your unit 1 discussion:  PICOT Research Question: “in-patient with osteoarthritis of the knees, is water therapy done daily more successful than a land-based exercise in restoring motion?”

The “in-patient with osteoarthritis” is the target population. “While water” therapy is the intervention of interest, “land-based exercise” is the comparison. “Restoring of motion” and “performed daily” will be the outcome and time, respectively.).  After selecting a topic from the provided list, you will develop a PICOT question around your topic. Then, you will discuss the selected topic problem and significance of the problem, as well as your search strategy in locating three research articles that align to your selected topic.

For this assignment, be sure to include the following assignment criteria in your paper:

  1. Discuss your selected evidence-based practice problem/topic.
  2. Discuss the significance of the selected evidence-based practice problem.
    1. Support your discussion in terms of statistics and evidence-based outcomes.
  3. Describe your PICOT question created around the selected evidence-based practice problem.
    1. Included the individual PICOT components, as well as a combine PICOT question, in sentence format.
  4. Identify the three articles you selected that address the problem which is the focus of your PICOT question.
  5. Describe the search strategy you used to locate these three articles, including terms used when search, the research databases, and how you refined your search to select the three articles.
  6. Provide a conclusion to summarize your findings.

Instructions

In this assignment, you will select an evidence-based practice problem from an identified list of topics provided by your course faculty (this is the topic you selected and identified in your unit 1 discussion).  After selecting a topic from the provided list, you will develop a PICOT question around your topic. Then, you will discuss the selected topic problem and significance of the problem, as well as your search strategy in locating three research articles that align to your selected topic.

For this assignment, be sure to include the following assignment criteria in your paper:

  1. Discuss your selected evidence-based practice problem/topic.
  2. Discuss the significance of the selected evidence-based practice problem.
    1. Support your discussion in terms of statistics and evidence-based outcomes.
  3. Describe your PICOT question created around the selected evidence-based practice problem.
    1. Included the individual PICOT components, as well as a combine PICOT question, in sentence format.
  4. Identify the threearticles you selected that address the problem which is the focus of your PICOT question.
  5. Describe the search strategy you used to locate these threearticles, including terms used when search, the research databases, and how you refined your search to select the three articles.
  6. Provide a conclusion to summarize your findings.

Remember to support your ideas with the articles you found. These articles should be less than five (5) years old. They should not be from the Web, but from the library databases, and be sure to use a narrative format.

In addition, you must follow APA guidelines, providing a title page, reference page, and in-text citations, as well as use level headings to match the assignment criteria listed above.

Please use, at minimum three scholarly references, and your paper should be 300-400 words, excluding title and reference pages.

 

 

 

 

 

 

 

 

**My choice of topic for the PICOT question- Interventions to decrease the 30-day readmission rate for COPD.

 

P-What is the type of patient? The adult COPD patient.

I- What is the intervention? Use of an in-home respiratory therapist after initial discharge.

C-What is the comparison? No in-home respiratory therapist after initial discharge.

O-What is the outcome of interest? Decrease in readmission rate.

T- What is the timeframe to achieve this outcome? 30 days.

 

PICOT Question:

 

In the adult patient with COPD, how does having an in-home respiratory therapist compare with not having an in-home respiratory therapist affect readmission rates within 30 days?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Unit 2 Assignment Rubric

Unit 2 Assignment Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent

NU560-CO3
75 pts

Level 5

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

 67.5 pts

Level 4

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed

 60 pts

Level 3

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

 53.65 pts

Level 2

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

 44.42 pts

Level 1

Demonstrates the ability to explain contextual facts but does not provide a defined statement.

 0 pts

Level 0

There is no evidence of a defined statement.
75 pts
This criterion is linked to a Learning OutcomeAnalysis

NU560-CO3
30 pts

Level 5

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

 26.4 pts

Level 4

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

 24 pts

Level 3

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

 21.6 pts

Level 2

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

 18 pts

Level 1

Describes evidence, but it is not organized and/ or is unrelated to focus.

 0 pts

Level 0

Lists evidence, but it is not organized and/ or is unrelated to focus.
30 pts
This criterion is linked to a Learning OutcomeWriting

PRICE-I;PRICE-P
10 pts

Level 5

The paper exhibits a excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

 9 pts

Level 4

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.

 8 pts

Level 3

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

 7 pts

Level 2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

 6 pts

Level 1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

 0 pts

Level 0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.
10 pts
This criterion is linked to a Learning OutcomeAPA Formatting

PRICE-I; PRICE-P
10 pts

Level 5

The required APA elements are all included with correct formatting, including in-text citations and references.

 9 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

 8 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

 7 pts

Level 2

The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references.

 6 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

 0 pts

Level 0

There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.
10 pts

Some call it an EBP paper while some evidence-based research paper, and it comes in many other forms as well, including EBP case reports, EBP capstone projects, EBP coursework, or EBP thesis. Regardless of the name, without explicit knowledge on how to write an evidence-based practice paper, you cannot wrap your mind around it. Evidence-based papers are written by students so that they can develop confidence, research interests, critical thinking, creativity, and decision-making skills that are applicable in real-world clinical settings.

Any nursing school student must write an evidence-based practice paper. In most cases, EBP papers can come in the form of change management papers where quality improvement processes are recommended. To avoid making blunders when writing, it is vital to grasp the entire writing process.

Unlike other nursing papers and essays, evidence-based practice papers require in-depth reasoning, research, and reading. We acknowledge that writing a great evidence-based paper that is gradable takes sweat and is very challenging.

We have compiled this guideline for writing an evidence-based nursing paper to ease the burden on your side. If you quite can’t find it easy even after reading this article, we have experienced nursing paper writers who can always help you.

We are the best nursing paper writing service; we do this to help you take care of your wellbeing, achieve freedom, and extend your time caring for others in your clinical. Let us dig right into it, won’t we?

What is Evidence-Based Practice?

Evidence-Based Practice in the field of nursing focuses on the premise that medical practice should focus on adapted and developed principles through a cycle of evidence, research, and analysis of theory. Evidence-based practice intends to address the changes in practice based on the nursing and non-nursing theories developed through proper research.

In nursing, the implementation of EBP comes in the form of a systematic review, where research is reviewed based on a particular guideline to determine its suitability for being used as a gold standard in practice.

The systematic review helps in sense-making from the mammoth of information available for effective change management, implementation, and institutionalization.

The EBP process involves six significant steps:

  1. Assessment of the need for change: This entails the formulation of a research question or hypothesis based on the gaps in current practice.
  2. Location of the best evidence: Depending on the levels of nursing resources or evidence, the next step entails assessing the credibility, reliability, and relevance of the evidence or peer-reviewed articles.
  3. Synthesis of evidence: This step involves the comparison and contrast of available sources of evidence to establish similarities and differences to determine the best course of approach.
  4. Designing change: through the results of the synthesis of the available evidence, the next step is to create an effective change based on the evidence collected. It also involves drafting the change implementation plan within the clinical setting.
  5. Implementing and Evaluating Change: After the design comes to the process of initiating the change through change advocates such as nurse leaders and nurses themselves, it is the phase where the new process is established into practice. Various change management theories can be followed to ensure the fruition of the change management plan.
  6. Integration and Sustaining Change: Once the new evidence has been used to implement change, it is adopted through policy or guidelines within the clinical settings. It also entails the process of continuous improvement to achieve the best.

Steps of Writing an EBP Research Paper in Nursing

Once you have been assigned to write an evidence-based paper, you need to follow the steps below to write the best essay.

1. Choose a Topic for your Paper

There are many methods you can use when choosing an EBP topic. You can get ideas from your coursework, peer-reviewed sources, class assignments, and past evidence-based projects done. Thanks to the Internet, there are various evidence-based practice topic ideas. However, choose a topic that resonates well with your passion and interest in nursing practice. For instance, if you are looking forward to improving patient flow in the ED using technology, be sure that you are cognizant of such technology as EHR or HIT. Begin by exploring the assignment and make some notes; you should then settle for a tentative topic.

2. Consult with your Professor/Instructor

Nursing education, just like nursing practice, calls for collaboration and getting feedback. Therefore, once you have selected a creative, evidence-based practice topic, you must make an appointment with either the writing center or the professor/instructor for confirmation. In some instances, your professor/instructor will request for an evidence-based practice proposal. In the EBP proposal, you must state the nursing issue you intend to solve, the change management process, and the rationale for the change. If it is convincing enough, you will get a go-ahead. Otherwise, you will need to revise the EBP nursing proposal.

Tip: SELECT a good health indicator (disease, health conditions, working/living conditions), DESCRIBE the population or sub-population of the target, find EVIDENCE of around 7-10 peer-reviewed sources that support your proposal, and DESCRIBE the intended outcomes and rationale of the change proposed in the clinical setting.

Some of the health indicators you can use for your EBP paper include socio-economic status; gender, education, environment, employment, genetic endowment, culture, child development, healthcare services, access, quality, cost of care, social support, coping skills, etc.

The EBP papers can include a change model, population health model, nursing theory, and nursing interventions and each must be justified using credible evidence.

3. Gathering Supporting Evidence – Research

The backbone of an evidence-based paper is evidence. Therefore, you need to extensively research both online and print sources to get facts to support your EBP paper thesis statement. Once you have developed the problem statement and outlined the thesis statement, you should critically evaluate the sources to determine those that support the thesis.

In some instances, the instructor might request you to write an annotated bibliography or critically analyze each of the articles or the main article that supports your evidence-based practice paper. A common approach is through using an evidence evaluation table. When selecting the sources, remember that there are both primary and secondary sources.

You can get primary and secondary sources from databases such as PubMed, EBSCO, UpToDate, TRIP Database, OVID, The Cochrane Collaboration, and CINAHL.  Besides, you can depend on .gov, .org, and .edu websites to get information. Professional and government organizations, as well as NGOs, can be a starting point of research. They are an excellent resource for statistics, epidemiology data, and further information. Excellent research means that the research question, hypothesis, and thesis statement will be supported and answered.

Related: How to write a great thesis statement for any paper.

Deciding on the Best Resources for EBP Papers

There are primary and secondary data sources when it comes to scientific writing. Instead of collecting and analyzing real data as students do for qualitative and quantitative or mixed methods thesis, dissertation, and research papers, an EBP paper is purely based on the published findings from primary research. It is imperative, therefore, that a nursing student only uses credible, valid, and reliable sources. Here are three criteria to select a good source for your EBP paper:

  1. A research journal article is only reliable if published in a reliable database/journal and is peer-reviewed. It depends on the level of the evidence as well. Will the same test yield similar results if replicated?
  2. A valid research study has followed the strict research protocols, is up to date, and is relevant to the chosen EBP paper topic selected. Does the study measure what it says it intends to measure?
  3. Credible research that can be incorporated into an EBP paper must have verifiable findings, published in a reputable journal, and is scholarly. Is the research study from a reputable journal?
  4. Is the research report, article, or journal primary research such as qualitative research, quantitative research, randomized controlled trial, controlled case studies, or quasi-experimental study?

It is only natural that you can dislike the entire process of writing an EBP paper, not because you don’t know how to, but probably because of the strict and laborious process. If this is the case, our nursing writing service is all you need for your peace of mind. We have experienced nursing assignment help experts who can craft the best papers for you. Stop, think about it, and let us know if you need some help.

Related reading: How to title an article in an academic paper.

Outline of an Evidence-Based Practice Paper

A good evidence-based paper in nursing must have several parts, each of which are completed with precision, care, and wit. If you have researched online for evidence-based practice paper examples, you will agree with us that the format or structure is more or less as broken down below. It is the same structure you will see on an evidence-based practice paper template that you will likely receive from class.  Here is a critical breakdown of what to include in your nursing evidence-based practice paper:

1. Title of the EBP Paper

A good title will either attract and keep or turn off your audience, instructor/professor. Therefore, having an excellent title for your evidence-based practice case study, report, write-up, or research paper is paramount. The title aims to set the scope of the EBP paper and provide a hint about the hypothesis or thesis statement. It is, therefore, imperative that it is concise, clear, and fine-tuned. If you decide to write the title as a question, you could paraphrase the PICOT statement, for example. Otherwise, it can also take forms such as statements or facts opposing the status quo. Whichever direction you choose to align to, the aim remains constant to give more insight to the reader from the onset.

2. Thesis Statement

While the PICOT statement can already tell what your entire EBP paper is all about, you need to develop a great thesis statement. A thesis statement, usually the last sentence or two, is like a blueprint of the entire paper. It is the foundation upon which the whole paper is built. Take note that a thesis is not a hypothesis, which is an idea that you either want to prove or refute based on a set of available evidence. An evidence-based practice paper with a thesis ultimately earns the best grade without leaving the reader to look for it the entire paper.

The thesis statement must be specific, manageable, and enjoyable. A sample EBP thesis statement can be: According to new developments in genomics and biotechnology, stem cells have reportedly been used in breast cancer treatment with higher chances of remission in the patients. Novel approaches to pain management dictate that a nurse must obtain three kinds of knowledge to respond effectively to patients’ pain: knowledge of self, knowledge of standards of care, and knowledge of pain.

A thesis can also be an implied argument, which makes it descriptive. However, not so many professors like such. This paper discusses

3. Introduction

The introduction of evidence-based practice must reflect certain elements. First, you must present a background to the research question or nursing issue. It would help if you also painted a clear picture of the problem through a thorough and brief problem statement and at the same time, provide the rationale. You can organize your intro into a PICO:

Patient/Problem: What problems does the patient group have? What needs to be solved?

Intervention: What intervention is being considered or evaluated? Cite appropriate literature.

Comparison: What other interventions are possible? Cite appropriate literature.

Outcome: What is the intended outcome of the research question?

The thesis statement we have discussed above then comes in as either a sentence or two in the last part of the introduction. The research problem should help generate the research question or hypothesis for the entire EBP paper.

4. Methodology

As indicated before, an EBP research paper does not focus on research; instead, it focuses on a body of knowledge or evidence. For that matter, when writing an EBP paper, you only collect data from literature produced on your chosen topic. A confusing bit when researching evidence to use is deciding on what level of evidence to use. There are systematic reviews, literature reviews, white papers, opinion papers, practice papers, peer-reviewed journals, critically appraised topics, RCTs, Case-controlled studies, or cohort studies, you name it. You must decide which level of evidence is appropriate. It trickles down to the scholarly source’s validity, reliability, and credibility. Your methodology should include:

  1. The databases you searched, the search terms, the total articles yielded per search, the inclusion and selection criteria, the exclusion criteria.
  2. You should indicate the inclusion and exclusion criteria for the articles and the number of articles you finally end up with.

You can further choose to use knowledge as evidence based on authority, a priori, theory, and tenacity, as advised by Fawcett and Garity in their book Evaluating research for evidence-based nursing practice.

5. EBP Literature Review

In the literature review section, you aim to explore the associations of the evidence chosen given your topic. It aims at either finding the gap in those studies or using the knowledge to build on the topic. For instance, if you are to come up with a new management approach for pressure ulcers in palliative care, choose credible evidence on the topic. Find the effectiveness of your proposed approach in other environments, what works well, and what precautions should be taken. It is more of comparing and contrasting the sources. You also ought to be critical as it is the only way you can develop the best EBP paper. It is here that you report your findings from the literature. You can do it in the form of a table outlining the aspects of each study including demographics, samples, methodology, and level of evidence, results, and limitations.

6. Discussion

Like any other professional research setting, the discussion section often discusses the changed practice, implementation approach, and evaluation strategies. This can be your approach as well in your EBP paper. However, go further to explore how the findings led to a given change in practice, the efficiency after that, and suggest the best strategy for implementing the change in your chosen organization. Make comparisons if necessary.

7. Conclusion

In your conclusion, you should wind up the paper, summarize the EBP paper, and leave the readers satisfied. Your revamped thesis statement can feature in the conclusion. Make your conclusion count.

Finally, your EBP paper must have references, works cited, or a bibliography section. You realize that most EBP papers are written in either APA formatting or Harvard formatting.

Furthermore, it would be best if you wrote your abstract section last, which is about 150-250 words. It aims to offer a highlight of the entire evidence-based paper.

Here is a graphic/visual representation of the entire EBP writing process for students.

Some call it an EBP paper while some evidence-based research paper, and it comes in many other forms as well, including EBP case reports, EBP capstone projects, EBP coursework, or EBP thesis. Regardless of the name, without explicit knowledge on how to write an evidence-based practice paper, you cannot wrap your mind around it. Evidence-based papers are written by students so that they can develop confidence, research interests, critical thinking, creativity, and decision-making skills that are applicable in real-world clinical settings.

Any nursing school student must write an evidence-based practice paper. In most cases, EBP papers can come in the form of change management papers where quality improvement processes are recommended. To avoid making blunders when writing, it is vital to grasp the entire writing process.

Unlike other nursing papers and essays, evidence-based practice papers require in-depth reasoning, research, and reading. We acknowledge that writing a great evidence-based paper that is gradable takes sweat and is very challenging.

We have compiled this guideline for writing an evidence-based nursing paper to ease the burden on your side. If you quite can’t find it easy even after reading this article, we have experienced nursing paper writers who can always help you.

We are the best nursing paper writing service; we do this to help you take care of your wellbeing, achieve freedom, and extend your time caring for others in your clinical. Let us dig right into it, won’t we?

What is Evidence-Based Practice?

Evidence-Based Practice in the field of nursing focuses on the premise that medical practice should focus on adapted and developed principles through a cycle of evidence, research, and analysis of theory. Evidence-based practice intends to address the changes in practice based on the nursing and non-nursing theories developed through proper research.

In nursing, the implementation of EBP comes in the form of a systematic review, where research is reviewed based on a particular guideline to determine its suitability for being used as a gold standard in practice.

The systematic review helps in sense-making from the mammoth of information available for effective change management, implementation, and institutionalization.

The EBP process involves six significant steps:

  1. Assessment of the need for change: This entails the formulation of a research question or hypothesis based on the gaps in current practice.
  2. Location of the best evidence: Depending on the levels of nursing resources or evidence, the next step entails assessing the credibility, reliability, and relevance of the evidence or peer-reviewed articles.
  3. Synthesis of evidence: This step involves the comparison and contrast of available sources of evidence to establish similarities and differences to determine the best course of approach.
  4. Designing change: through the results of the synthesis of the available evidence, the next step is to create an effective change based on the evidence collected. It also involves drafting the change implementation plan within the clinical setting.
  5. Implementing and Evaluating Change: After the design comes to the process of initiating the change through change advocates such as nurse leaders and nurses themselves, it is the phase where the new process is established into practice. Various change management theories can be followed to ensure the fruition of the change management plan.
  6. Integration and Sustaining Change: Once the new evidence has been used to implement change, it is adopted through policy or guidelines within the clinical settings. It also entails the process of continuous improvement to achieve the best.

Steps of Writing an EBP Research Paper in Nursing

Once you have been assigned to write an evidence-based paper, you need to follow the steps below to write the best essay.

1. Choose a Topic for your Paper

There are many methods you can use when choosing an EBP topic. You can get ideas from your coursework, peer-reviewed sources, class assignments, and past evidence-based projects done. Thanks to the Internet, there are various evidence-based practice topic ideas. However, choose a topic that resonates well with your passion and interest in nursing practice. For instance, if you are looking forward to improving patient flow in the ED using technology, be sure that you are cognizant of such technology as EHR or HIT. Begin by exploring the assignment and make some notes; you should then settle for a tentative topic.

2. Consult with your Professor/Instructor

Nursing education, just like nursing practice, calls for collaboration and getting feedback. Therefore, once you have selected a creative, evidence-based practice topic, you must make an appointment with either the writing center or the professor/instructor for confirmation. In some instances, your professor/instructor will request for an evidence-based practice proposal. In the EBP proposal, you must state the nursing issue you intend to solve, the change management process, and the rationale for the change. If it is convincing enough, you will get a go-ahead. Otherwise, you will need to revise the EBP nursing proposal.

Tip: SELECT a good health indicator (disease, health conditions, working/living conditions), DESCRIBE the population or sub-population of the target, find EVIDENCE of around 7-10 peer-reviewed sources that support your proposal, and DESCRIBE the intended outcomes and rationale of the change proposed in the clinical setting.

Some of the health indicators you can use for your EBP paper include socio-economic status; gender, education, environment, employment, genetic endowment, culture, child development, healthcare services, access, quality, cost of care, social support, coping skills, etc.

The EBP papers can include a change model, population health model, nursing theory, and nursing interventions and each must be justified using credible evidence.

3. Gathering Supporting Evidence – Research

The backbone of an evidence-based paper is evidence. Therefore, you need to extensively research both online and print sources to get facts to support your EBP paper thesis statement. Once you have developed the problem statement and outlined the thesis statement, you should critically evaluate the sources to determine those that support the thesis.

In some instances, the instructor might request you to write an annotated bibliography or critically analyze each of the articles or the main article that supports your evidence-based practice paper. A common approach is through using an evidence evaluation table. When selecting the sources, remember that there are both primary and secondary sources.

You can get primary and secondary sources from databases such as PubMed, EBSCO, UpToDate, TRIP Database, OVID, The Cochrane Collaboration, and CINAHL.  Besides, you can depend on .gov, .org, and .edu websites to get information. Professional and government organizations, as well as NGOs, can be a starting point of research. They are an excellent resource for statistics, epidemiology data, and further information. Excellent research means that the research question, hypothesis, and thesis statement will be supported and answered.

Related: How to write a great thesis statement for any paper.

Deciding on the Best Resources for EBP Papers

There are primary and secondary data sources when it comes to scientific writing. Instead of collecting and analyzing real data as students do for qualitative and quantitative or mixed methods thesis, dissertation, and research papers, an EBP paper is purely based on the published findings from primary research. It is imperative, therefore, that a nursing student only uses credible, valid, and reliable sources. Here are three criteria to select a good source for your EBP paper:

  1. A research journal article is only reliable if published in a reliable database/journal and is peer-reviewed. It depends on the level of the evidence as well. Will the same test yield similar results if replicated?
  2. A valid research study has followed the strict research protocols, is up to date, and is relevant to the chosen EBP paper topic selected. Does the study measure what it says it intends to measure?
  3. Credible research that can be incorporated into an EBP paper must have verifiable findings, published in a reputable journal, and is scholarly. Is the research study from a reputable journal?
  4. Is the research report, article, or journal primary research such as qualitative research, quantitative research, randomized controlled trial, controlled case studies, or quasi-experimental study?

It is only natural that you can dislike the entire process of writing an EBP paper, not because you don’t know how to, but probably because of the strict and laborious process. If this is the case, our nursing writing service is all you need for your peace of mind. We have experienced nursing assignment help experts who can craft the best papers for you. Stop, think about it, and let us know if you need some help.

Related reading: How to title an article in an academic paper.

Outline of an Evidence-Based Practice Paper

A good evidence-based paper in nursing must have several parts, each of which are completed with precision, care, and wit. If you have researched online for evidence-based practice paper examples, you will agree with us that the format or structure is more or less as broken down below. It is the same structure you will see on an evidence-based practice paper template that you will likely receive from class.  Here is a critical breakdown of what to include in your nursing evidence-based practice paper:

1. Title of the EBP Paper

A good title will either attract and keep or turn off your audience, instructor/professor. Therefore, having an excellent title for your evidence-based practice case study, report, write-up, or research paper is paramount. The title aims to set the scope of the EBP paper and provide a hint about the hypothesis or thesis statement. It is, therefore, imperative that it is concise, clear, and fine-tuned. If you decide to write the title as a question, you could paraphrase the PICOT statement, for example. Otherwise, it can also take forms such as statements or facts opposing the status quo. Whichever direction you choose to align to, the aim remains constant to give more insight to the reader from the onset.

2. Thesis Statement

While the PICOT statement can already tell what your entire EBP paper is all about, you need to develop a great thesis statement. A thesis statement, usually the last sentence or two, is like a blueprint of the entire paper. It is the foundation upon which the whole paper is built. Take note that a thesis is not a hypothesis, which is an idea that you either want to prove or refute based on a set of available evidence. An evidence-based practice paper with a thesis ultimately earns the best grade without leaving the reader to look for it the entire paper.

The thesis statement must be specific, manageable, and enjoyable. A sample EBP thesis statement can be: According to new developments in genomics and biotechnology, stem cells have reportedly been used in breast cancer treatment with higher chances of remission in the patients. Novel approaches to pain management dictate that a nurse must obtain three kinds of knowledge to respond effectively to patients’ pain: knowledge of self, knowledge of standards of care, and knowledge of pain.

A thesis can also be an implied argument, which makes it descriptive. However, not so many professors like such. This paper discusses

3. Introduction

The introduction of evidence-based practice must reflect certain elements. First, you must present a background to the research question or nursing issue. It would help if you also painted a clear picture of the problem through a thorough and brief problem statement and at the same time, provide the rationale. You can organize your intro into a PICO:

Patient/Problem: What problems does the patient group have? What needs to be solved?

Intervention: What intervention is being considered or evaluated? Cite appropriate literature.

Comparison: What other interventions are possible? Cite appropriate literature.

Outcome: What is the intended outcome of the research question?

The thesis statement we have discussed above then comes in as either a sentence or two in the last part of the introduction. The research problem should help generate the research question or hypothesis for the entire EBP paper.

4. Methodology

As indicated before, an EBP research paper does not focus on research; instead, it focuses on a body of knowledge or evidence. For that matter, when writing an EBP paper, you only collect data from literature produced on your chosen topic. A confusing bit when researching evidence to use is deciding on what level of evidence to use. There are systematic reviews, literature reviews, white papers, opinion papers, practice papers, peer-reviewed journals, critically appraised topics, RCTs, Case-controlled studies, or cohort studies, you name it. You must decide which level of evidence is appropriate. It trickles down to the scholarly source’s validity, reliability, and credibility. Your methodology should include:

  1. The databases you searched, the search terms, the total articles yielded per search, the inclusion and selection criteria, the exclusion criteria.
  2. You should indicate the inclusion and exclusion criteria for the articles and the number of articles you finally end up with.

You can further choose to use knowledge as evidence based on authority, a priori, theory, and tenacity, as advised by Fawcett and Garity in their book Evaluating research for evidence-based nursing practice.

5. EBP Literature Review

In the literature review section, you aim to explore the associations of the evidence chosen given your topic. It aims at either finding the gap in those studies or using the knowledge to build on the topic. For instance, if you are to come up with a new management approach for pressure ulcers in palliative care, choose credible evidence on the topic. Find the effectiveness of your proposed approach in other environments, what works well, and what precautions should be taken. It is more of comparing and contrasting the sources. You also ought to be critical as it is the only way you can develop the best EBP paper. It is here that you report your findings from the literature. You can do it in the form of a table outlining the aspects of each study including demographics, samples, methodology, and level of evidence, results, and limitations.

6. Discussion

Like any other professional research setting, the discussion section often discusses the changed practice, implementation approach, and evaluation strategies. This can be your approach as well in your EBP paper. However, go further to explore how the findings led to a given change in practice, the efficiency after that, and suggest the best strategy for implementing the change in your chosen organization. Make comparisons if necessary.

7. Conclusion

In your conclusion, you should wind up the paper, summarize the EBP paper, and leave the readers satisfied. Your revamped thesis statement can feature in the conclusion. Make your conclusion count.

Finally, your EBP paper must have references, works cited, or a bibliography section. You realize that most EBP papers are written in either APA formatting or Harvard formatting.

Furthermore, it would be best if you wrote your abstract section last, which is about 150-250 words. It aims to offer a highlight of the entire evidence-based paper.

Here is a graphic/visual representation of the entire EBP writing process for students.

NUR 550 Evidence-Based Practice Project Proposal Identification of Nursing Practice Problem Assignment

NUR 550 Evidence-Based Practice Project Proposal Identification of Nursing Practice Problem Assignment

PICOT Draft

Name_____________________________________
Part 1: Propose a relevant nursing practice problem for an evidence-based practice project. Explain why you selected this topic and how it is relevant to advance nursing practice. Include one research article that demonstrates support for the nursing practice problem.

To provide optimal health care, nurses should work without being overwhelmed and always ready to serve all populations. However, the number of patients visiting health care facilities because of obesity and related complications has surged in the last decade. Some of the most at-risk population segments are school-age children and adolescents. My nursing practice problem for an evidence-based practice project is obesity among school-age children. Robinson et al. (2017) found that vulnerability to obesity has increased among children due to unhealthy lifestyles associated with sedentary living, such as watching television and gaming for a long time. I selected this topic since obesity is among the health care issues increasing mortality and morbidity rates in children as its prevalence increases. Being at risk of obesity implies that school-age children will be more exposed to chronic illnesses, such as heart disease and diabetes, and reduced quality of life (Che et al., 2018; De Lorenzo et al., 2019). Such adverse health outcomes increase illness burden in health care organizations, families, and society and increase nurses’ workload. In response, nurses should explore health care issues affecting population health and directly impacting their work and provide evidence-based interventions. I found the article by Stiglic and Viner (2019) to be relevant to the issue and directly supporting the nursing practice problem. Stiglic and Viner (2019) confirmed that obesity hampers children’s well-being, and interventions such as reducing screen time effectively reduce obesity rates. To improve health outcomes, nurses can also help patients and families to understand the risks of obesity and educate them on the recommended amount of screen time for children while encouraging parents to regulate the time that children spend on the screens.

Part II: In the table below, describe the population and the intervention. (You will continue drafting the PICOT, completing the shaded areas in Topic 3.)
PICOT Question
P Population School-age children with obesity
Obesity among school-age children has reached epidemic levels in the United States. De Lorenzo et al. (2019) described obesity as significant public health concern since it affects the physical, psychological, and cardiovascular health of the affected populations. Data from 2015-2016 shows that 1 in 5 children in the United States aged 6 to 19 years has obesity, and the rate has tripled since the 1970s (Centers for Disease Control and Prevention, 2018). Risk factors include poor eating habits, lack of physical activity, genetics, and negative childhood events. Therefore, immediate, evidence-based, and population-driven interventions are necessary to reduce the surging rates.
I Intervention Reducing screen time
Increased screen time is among the unhealthy lifestyles reducing the level of physical activity among school-age children. According to Robinson et al. (2017), screen media exposure increases obesity levels by encouraging more eating while viewing, reducing sleep duration, and increasing the possibility of taking sugary and low-nutrient foods. In addition, more screen time also exposes children to marketing that influences their eating habits and preferences. As a result, reducing screen time is a perfect intervention to keep children from these dangers to reduce obesity incidence.

NUR 550 Evidence-Based Practice Project Proposal Identification of Nursing Practice Problem Assignment

Learners will select a valid nursing practice problem for an evidence-based practice project proposal. The project will be completed in sections, beginning in NUR-550 and culminating in a final written paper detailing the evidence-based practice proposal in NUR-590.

The purpose of this assignment is to select a relevant nursing practice problem for your evidence-based practice project proposal. To identify a relevant problem, consider problems generally faced in nursing practice (coordination of health care, assessment, education, patient support, trauma prevention, recovery, health screenings, etc.).  Use the “PICOT Draft” template to complete this assignment.NUR 550 Evidence-Based Practice Project Proposal Identification of Nursing Practice Problem Assignment

NUR 550 Evidence-Based Practice Project Proposal Identification of Nursing Practice Problem Assignment

Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT statement.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite one peer-reviewed source to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.RUBRIC

Optional: ThinkingStorm

Description:

For additional information, the following is recommended:

ThinkingStorm is an online tutoring resource that provides flexible support to supplement traditional educational environments. The tutoring center is remotely accessible to GCU learners with a computer and an Internet connection and offers convenient hours for learners with busy schedules. ThinkingStorm tutoring includes a writing center that offers 24/7 submission-based writing support, as well as live writing support across the curriculum.

If you are interested in utilizing ThinkingStorm’s writing support, submit your documents chapter by chapter, rather than as a full manuscript.

To assist learners with their success at the university, GCU will pay for the first 10 hours of a learner’s annual ThinkingStorm activity. Learners are responsible for usage charges after the first 10 hours.

To access ThinkingStorm, click on the link provided and select the yellow “Go to ThinkingStorm” button.

Optional: Grammarly

Description:

For additional information, the following is recommended:

Grammarly is an online writing assistance application that reviews written submissions and suggests context-specific corrections for grammar, spelling, word usage, wordiness, style, punctuation, and plagiarism. The reasoning for each suggested correction is provided, allowing users to make informed decisions about how to correct writing issues.

Grammarly can be installed as free browser extension, though Grammarly Premium requires an annual subscription. This subscription is not a GCU-required purchase.

NUR-550 Course Objectives

Description:

In this course, the student will:

1. Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies.
2. Demonstrate understanding of scientific inquiry, knowledge generation, utilization, and dissemination in advanced nursing practice.
3. Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes.
4. Identify gaps in nursing knowledge and evidence-based practice that can potentially be resolved by planning and implementing a practice change project.
5. Formulate a clinically researchable question amenable to an innovative evidence-based practice change proposal.
6. Write a scholarly literature review that supports a clinically researchable question amenable to an innovative evidence-based practice change proposal.
7. Evaluate health policy and advocacy issues for the purpose of improving health care outcomes.
8. Engage in scientific inquiry into the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction of diverse populations.
9. Propose quality improvement initiatives that advance the delivery of safe, high-quality health care.
10. Use principles from epidemiology, biostatistics, genetics, genomics, and cultural competence to guide comparisons of various patient populations.

You are not required to submit this assignment to LopesWrite. t

PICOT Draft

Name_____________________________________

Part 1: Propose a relevant nursing practice problem for an evidence-based practice project. Explain why you selected this topic and how it is relevant to advance nursing practice. Include one research article that demonstrates support for the nursing practice problem.

Part II: In the table below, describe the population and the intervention. (You will continue drafting the PICOT, completing the shaded areas in Topic 3.)
PICOT Question
P Population
I Intervention
C Comparison
O Outcome
T Timeframe
PICOT

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