04 Feb Week4 Dropbox Assignment Evidence Paper
Please read carefully the instructions, you need to use the template, the discussion for this week and the professor feedback.
if you have any questions please contact me.
NSG 4000 – Appl of Evidence-Based Rerch
Week 4 – Dropbox Assignment – Evidence Paper
***This assignment utilizes TurnItIn. When you submit this assignment to the assignment drop box, it will automatically be submitted to TurnItIn. You will receive an Originality Score along with an Originality Report that should be carefully reviewed. If revisions need to be made to your assignment, you will be able to make additional submissions, and you will quickly receive updated Originally feedback. It is important to plan ahead so that you have enough time to review your originality feedback and make any revisions to your assignment before the final due date. Please see instructions for using TurnItIn in the Course Welcome module under Useful Resources.
Directions:
In this assignment, you will complete the Evidence Paper which is the draft of the Dissemination of Evidence Video Presentation. Use the APA student paper template provided to write this paper. (SEE TEMPLATE ATTACHED)
Review your instructor response to your clinical question on the Week 4 discussion board for guidance before you start this assignment. (SEE WEEK 4 DISCUSSION ATTACHED)
To promote success, it is recommended that you send your clinical question that includes a nursing intervention within your scope of practice and 3 research articles as an attachment via email to your instructor for review by Wednesday in week 4.
Use this template: Evidence Paper Template (SEE TEMPLATE ATTACHED)
· The clinical question should be written using the intervention format: In elderly patients (P), how does the implementation of a fall risk protocol (I) compared to none (C), affect the number of falls (O) within hospitalization (T)?
· Use your clinical question to create keywords and complete a literature search using the Galen library database (https://galen.libguides.com/GettingStarted). Start early in the week so that you can contact the Galen librarian for guidance on searching the databases as needed. The librarians are available online via live chat or by placing a support ticket.
· Find and save full text (PDF) of 3 research articles (primary or secondary research studies based on high levels of evidence) dated within the past 5 years. Do not use lower levels of evidence articles such as quality improvement project, scoping review, literature review or integrative review.
· Select articles that show your nursing intervention is effective in achieving your desired outcome stated in your clinical question. For example, if you plan to implement yoga as a nursing intervention to enhance weight loss, all 3 studies must find (reported under the results/findings section) that yoga is an effective weight-loss strategy. If you cannot find studies to support your intervention and outcome, consider the need to edit your intervention and outcome within the clinical question. Then, repeat the literature search using the revised keywords.
· Use a total of 4 sources, including the 3 research articles and the assigned course textbook. Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer. ISBN-13: 9781975185725
· Use 1 to 2 short, direct quotes and multiple paraphrases as supportive evidence throughout the paper with in-text citations and matching references formatted in APA style.
· Each short, direct quote should contain less than 20 words.
· Each paragraph should contain a minimum of 4 sentences and a maximum of 6 to 8 sentences.
Complete a 4-page APA formatted paper (excluding the title and reference pages) to include the following:
1. Introduction (1 paragraph): Use the selected articles as sources as you:
·
· Identify and introduce a nurse-related topic of interest.
· Describe your interest in the topic.
· Include a purpose statement.
2. Clinical Question (1 sentence): State your nurse-driven intervention clinical question. Do not discuss the PICOT components.
3. Justification of the Topic (1 paragraph): Discuss one reason why this topic should be investigated and provide an in-text citation to support your claim for the reason.
4. Findings (3 paragraphs): Paraphrase the 3 research articles with in-text citations to report a summary of the findings. Do not use direct quotes. Summarize each article in one paragraph by identifying the:
·
· Type of study (for example: quantitative or qualitative) or specific research design if stated (for example: systematic review or randomized controlled trial).
· Purpose of the study.
· Description of the sample (describe the sample characteristics and state the number of participants).
· Methods (describe the data collection and data analysis procedures)
· Results (Explain the findings and include statistical significance such as p value or numerical data for quantitative results and themes/concepts for qualitative results).
· State how the study findings support the nursing intervention in your clinical question.
5. Recommendations (1 paragraph): Based on your findings, use evidence with in-text citations from the research findings to discuss two recommendations for improving clinical practice (bedside and patient care). Support each recommendation with evidence.
6. Conclusions (1 paragraph): Provide a concise summary of the evidence on the topic and state how the evidence you found support your clinical question. Do not include new information.
Dissemination of Evidence Paper Grading Rubric
|
Criteria |
Ratings |
|
Introduction PSLO 5 threshold: 7.0 pts |
10 pts Exceptional: Excellent context where paper clearly identifies a • Nurse-related topic • Personal interest in the nurse-related topic, and • Purpose statement (purpose of the paper). |
|
Clinical Question PSLO 5 threshold: 7.0 pts |
10 pts Exceptional: Excellent nurse-related interventional clinical question including all 5 PICOT components. |
|
Justification of Topic PSLO 5 threshold: 7.0 pts |
10 pts Exceptional: Excellent context where paper clearly explain one reason why the topic should be investigated with the use of supportive evidence. |
|
Article Summaries PSLO 5 threshold: 11.0 pts |
30 pts Exceptional: Excellent summaries of the three research articles describing the following 6 criteria: • Type of study/design • Purpose • Sample • Methods • Results • How the study findings support the nursing intervention in your clinical question All articles are scholarly/peer-reviewed, and dated within 5 years. Each article summary is presented in one paragraph. |
|
Recommendations PSLO 5 threshold: 10.0 pts |
15 pts Exceptional: Excellent context where paper clearly discusses two recommendations for clinical practice with the use of supportive evidence for each recommendation. |
|
Conclusion PSLO 5 threshold: 4.0 pts |
5 pts Exceptional: Excellent conclusion clearly summarizes the findings and includes a statement of how the evidence found supports the clinical question. Includes no new information. |
|
Grammar, Mechanics and Organization |
10 pts Exceptional Excellent grammar, mechanics and organization with no errors in in the following: spelling, grammar, word order, word usage, and punctuation; logical sequence of paragraphs; and use of complete sentences. Paper is succinct and adheres to the page limits provided. |
|
APA Format for Page Set Up, In-Text Citations and References. |
10 pts Exceptional Excellent APA formatted student paper meets 3 of the 4 criteria: • Title page is free from error. • Page set up for general paper (font, page number, line spacing, and level headings) are free from errors. • There is consistent presence of correctly formatted APA in-text citations of the references used on the reference page within the text. • Correct APA formatting on the reference page. |
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Discussion
Heidi Lugo
Galen College of Nursing
Jennifer Threatt
NSG 4000 Appl Evidence-Based Rerch
February 2, 2024
The worldwide health issue is diabetes, particularly the type 2 which requires detailed attention in order to reduce complications and improve outcomes of patients. This nursing topic is focused on a nurse-driven diabetes education program for adult inpatients aged between 30-70 years old with the aim of improving patients’ care. Nutrition changes, medication adherence, and patient teaching are crucial in managing diabetes. It is necessary to have effective therapies hence this study contrasts a nurse-led diabetic education program with no organized education as a control group to determine if it lowers HbA1C below 7% within three months.
PICOT Elements
P – Population: Adult patients with Type 2 diabetes.
I – Intervention: Implementation of a nurse-led diabetes education program.
C – Comparison: Usual care without a structured education program.
O – Outcome: Better glycemic control, measured by HbA1C levels.
T – Timeframe: Over three months.
Many Type 2 diabetes inpatients aged 30-70 are affected by this chronic condition. These patients require thorough diabetes management and advice to prevent problems during and after hospitalization. Thus, targeting this population promotes patient-centred, tailored nursing.
Nurses' proactive involvement in patient outcomes is emphasized in nurse-led diabetes education. Patient self-management programs include medication adherence, diet, blood glucose monitoring, and lifestyle modifications. Through disease management education, nurses can minimize diabetes complications and enhance health outcomes.
The nurse-led diabetes education program has promise when compared to unorganized care. Unlike routine care, structured education programs offer consistent, evidence-based diabetic therapy. Comparing outcomes helps nurses evaluate their therapies and enhance diabetes management.
Diabetes therapy and prognosis depend on HbA1C readings below 7%. Clinically, lowering HbA1C levels within the target range decreases the risk of cardiovascular disease, neuropathy, and retinopathy (Eyth & Naik, 2023). Lowering HbA1C helps nurses assess the benefits of their therapies on glycemic control and patient well-being.
The three-month data collection period enables short-term outcomes assessment after the nurse-led diabetes education program. This duration of HbA1C monitoring reveals the intervention's efficacy in a fair timeframe. It also helps nurses see early patterns and alter their instructional efforts to improve patient outcomes.
The clinical PICOT question " Among adult inpatients (aged 30-70 years) diagnosed with Type 2 diabetes (P), does the implementation of a nurse-led diabetes education program (I) compared to usual care without a structured education program (C) result in reduced HbA1C levels below 7% (O) over a period of three months (T)?" addresses a significant nursing problem in diabetes management. Nurses may improve diabetes treatment and patient outcomes by targeting a group, conducting a nurse-led intervention, comparing it to routine care, and measuring relevant results within a specific period.
Reference
Eyth, E., & Naik, R. (2023, March 13). Hemoglobin A1C. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK549816/
