NURS 6052 Evidence-Based

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Evaluation Table

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research

* 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. NURS 6052 Evidence-Based

· 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. NURS 6052 Evidence-Based

**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. NURS 6052 Evidence-Based

· 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

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.

Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.

Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from

Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

By Day 7 of Week 7

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 5, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 124–188)

Chapter 6, “Critically Appraising Qualitative Evidence for Clinical Decision Making” (pp. 189–218)

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010a). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c

Note: You will access this article from the Walden Library databases.

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Critical appraisal of the evidence: Part II: Digging deeper—examining the “keeper” studies. American Journal of Nursing, 110(9), 41–48. doi:10.1097/01.NAJ.0000388264.49427.f9

Note: You will access this article from the Walden Library databases.

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010c). Evidence-based practice, step by step: Critical appraisal of the evidence: Part III: The process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5. NURS 6052 Evidence-Based

Note: You will access this article from the Walden Library databases.

Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207. doi:10.1177/1078390309338733

Note: You will access this article from the Walden Library databases.

Document: Critical Appraisal Tool Worksheet Template (Word document)

Required Media

Laureate Education (Producer). (2018). Appraising the Research [Video file]. Baltimore, MD: Author.

Accessible player

Laureate Education (Producer). (2018). Interpreting Statistics [Video file]. Baltimore, MD: Author.

Accessible player

Laureate Education (Producer). (2018). Review of research: Hierarchy of evidence pyramid [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6052_Module04_Week07_Assignment_Rubric

Grid View

List View

Excellent Good Fair Poor

Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tool Worksheet Template. Be sure to include: · An Evaluation Table

45 (45%) – 50 (50%)

The critical appraisal accurately and clearly provides a detailed evaluation table. The responses provide a detailed, specific, and accurate evaluation of each of the peer-reviewed articles selected.

40 (40%) – 44 (44%)

The critical appraisal accurately provides an evaluation table. The responses provide an accurate evaluation of each of the peer-reviewed articles selected with some specificity.

35 (35%) – 39 (39%)

The critical appraisal provides an evaluation table that is inaccurate or vague. The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected.

0 (0%) – 34 (34%)

The critical appraisal provides an evaluation table that is inaccurate and vague or is missing.

Part 3B: Evidence-Based Best Practices Based on your appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

32 (32%) – 35 (35%)

The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed.

The responses accurately and clearly explain in detail the best practice, with sufficient justification of why this represents a best practice in the field. The responses provide a complete, detailed, and specific synthesis of two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided. NURS 6052 Evidence-Based

Accurate, complete, and full APA citations are provided for the research reviewed.

28 (28%) – 31 (31%)

The responses accurately suggest a best practice that is adequately aligned to the research reviewed.

The responses accurately explain the best practice, with adequately justification of why this represents a best practice in the field. The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided. NURS 6052 Evidence-Based

Accurate and complete APA citations are provided for the research reviewed.

25 (25%) – 27 (27%)

The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed.

The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justification for why this represents a best practice in the field. The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. The response minimally integrates resources that may support the responses provided. NURS 6052 Evidence-Based

Inaccurate and incomplete APA citations are provided for the research reviewed.

0 (0%) – 24 (24%)

The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing.

The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justification for why this represents a best practice in the field, or are missing. A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. The response fails to integrate any resources to support the responses provided. NURS 6052 Evidence-Based

Inaccurate and incomplete APA citations are provided for the research reviewed or is missing.

Written Expression and Formatting—Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. NURS 6052 Evidence-Based

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. NURS 6052 Evidence-Based

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion was provided. NURS 6052 Evidence-Based

Written Expression and Formatting—English Writing Standards:

Correct grammar, mechanics, and proper punctuation.

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (one or two) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (three or four) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (one or two) APA format errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (three or four) APA format errors.

0 (0%) – 3 (3%)

Contains many (five or more) APA format errors.

Total Points: 100

Name: NURS_6052_Module04_Week07_Assignment_Rubric

Evidence-Based Project Part 4 Critical AppraiTHsal o Research

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS 6052 Evidence-Based

NURSG 6052 Evaluation Table

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS 6052 Evidence-Based

Part 4B

The world we live in today is filled with unlimited desire for material assets as the organizations and management strive to use minimum resources in other to make as much profit as they desire. This increases the stress level at work that leads to burnout. Burnout is when an increase in the number of stressors makes stress management more difficult (Kelly, 2020). Therefore, finding ways to overcome nursing burnout is significant to improve the quality of our healthcare. Evidence-based research has proven that there is a correlation between nursing workloads and nursing burnout. In addition, emotional exhaustion, which is a state of feeling emotionally worn-out due to stress, is also one of the signs of burnout (Kelly,2020). In conclusion, in other to minimize nursing burnout, Healthcare organizations will need to involve the staff in the decision-making process that pertains to their work policies, most significantly those that concern them. Once the nurse’s requests are honored, nurses will work effectively and not be burned-out, and this will lead to providing adequate care to the patient and patient satisfaction. NURS 6052 Evidence-Based

References

Achim Elfering, Simone Grebner, & Anna Dudan. (2011). Job Characteristics in Nursing and Cognitive Failure at Work. Safety and Health at

Work, 2(2), 194–200. https://doi-org.lopes.idm.oclc.org/10.5491/SHAW.2011.2.2.194

Chiara Dall’Ora, Jane Ball, Maria Reinius, & Peter Griffiths. (2020). Burnout in nursing: a theoretical review. Human Resources for

Health, 18(1), 1–17. https://doi-org.lopes.idm.oclc.org/10.1186/s12960-020-00469-9

Fernández-Castro, J., Martínez-Zaragoza, F., Rovira, T., Edo, S., Solanes-Puchol, Á., Martín-del-Río, B., García-Sierra, R.,

Benavides-Gil, G., & Doval, E. (2017). How does emotional exhaustion influence work stress? Relationships between stressor

appraisals, hedonic tone, and fatigue in nurses’ daily tasks: A longitudinal cohort study. International Journal of Nursing

Studies, 75, 43–50. https://doi-org.lopes.idm.oclc.org/10.1016/j.ijnurstu.2017.07.002

Kelly, L. (2020). Burnout, compassion fatigue, and secondary trauma in nurses: Recognizing the occupational phenomenon and

personal consequences of caregiving. Critical Care Nursing Quarterly, 43(1), 73-80

Padilha, K. G., Barbosa, R. L., Andolhe, R., Oliveira, E. D., Ducci, A. J., & Bregalda, R. S. (2017). Nursing workload, stress/burnout, satisfaction and incidents in a trauma intensive care units. Texto Contexto Enferm, 26(3), e1720016. Retrieved from https://www.scielo.br/pdf/tce/v26n3/en_0104-0707-tce-26-03-e1720016.pdf

Critical Appraisal Tool Worksheet Template

PEER-REVIEWED ARTICLES

Please chose 2 article from peer reviewed below and two quantitative and qualitative aricles below. thanks

Chandra-Mouli, V., Lane, C., & Wong, S. (2015). What does not work in adolescent sexual and

reproductive health: a review of evidence on interventions commonly accepted as best practices. Global Health: Science and Practice, 3(3), 333-340 https://doi.org/10.9745/GHSP-D-15-00126

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., … & Stewart, L. A.

(2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1

Newton-Levinson, A., Leichliter, J. S., & Chandra-Mouli, V. (2016). Sexually transmitted

infections and experienced barriers to accessing care. Journal of Adolescent Health, 59(1), 7–16. https://doi.org/10.1016/j.jadohealth.2016.03.014

Siddiqui, M., Kataria, I., Watson, K., & Chandra- Mouli, V. (2020). A systematic review of the

evidence on peer education programmes for promoting the sexual and reproductive health of young people in India. Sexual and Reproductive Health Matters, 28(1), 1741494. https://doi. org/10.1080/26410397.2020.1741494

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References

The below is quantiitive and quatitiative articles

Ayerdi Aguirrebengoa, O., Vera Garcia, M., Rueda Sanchez, M., D Elia, G., Chavero Méndez, B., Alvargonzalez Arrancudiaga, M.,

Bello León, S., Puerta López, T., Clavo Escribano, P., Ballesteros Martín, J.,

Menendez Prieto, B., Fuentes, M. E., García Lotero, M., Raposo Utrilla, M., Rodríguez Martín, C., & Del

Romero Guerrero, J. (2020). Risk factors associated with sexually transmitted infections and hiv among adolescents in a reference clinic in Madrid. PloS One, 15(3), https://doi.org/10.1371/journal.pone.0228998

Kovar, C. L., Fazzone, P., & Bynum, S. (2019). Current challenges and opportunities to providing sexually transmitted disease

services in std clinics: a public health leadership perspective. Public Health Nursing,

36(5), 638–644. https://doi.org/10.1111/phn.12645

Ong, J. J., Morton, A. N., Henzell, H. R., Berzins, K., Druce, J., Fairley, C. K., Bradshaw, C. S., Read, T. R. H., Hocking, J. S., Chen,

M. Y., & Read, T. R. (2017). Clinical characteristics of herpes simplex virus

urethritis compared with chlamydial urethritis among men. Sexually Transmitted Diseases, 44(2),

121–125. http://doi.org/10.1097/OLQ.0000000000000547

Workowski, K. A., & Bolan, G. A. (2015). Sexually transmitted diseases treatment guidelines, 2015. 2015. MMWR. Recommendations

and Reports : Morbidity and Mortality Weekly Report. Recommendations and Reports, 64(RR-03), 1–137.