NRS 445 Course Discussions & Assignment (Topic 1-5)

NRS 445 Topic 1 Assignment: Literature Evaluation Table

Student Name:

Faculty Name:

Background of Nursing Practice Problem (one paragraph; no more than 250 words):

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Patients are at an increased risk of healthcare-associated infections with the use of indwelling urinary catheters. Catheter-associated urinary tract infection (CAUTI) increases morbidity and mortality in patients, as well as increases in financial burden to healthcare facilities.

PICO(T) Question: Use the PICOT question developed in Topic 1 Discussion Question (DQ) 2 and refine it as

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PICO(T) Question Template
P	Population	Hospital patients needing urinary diversion devices
I	Intervention	Staff education on the use of devices and regular monitoring
C	Comparison	Indwelling vs external urinary drainage systems
O	Outcome	Reduction and prevention of developing CAUTI
T	Timeline (optional)	Length of hospital stay
Intervention
In patients needing urinary diversion devices (P), how does staff education on the use of devices and regular monitoring (I) compared to indwelling vs external urinary drainage systems (C) affect reduction and prevention of developing CAUTI (O) within length of hospital stay (T)?
Problem Statement
It is not known if the implementation of staff education and regular monitoring (I) would impact reduction and prevention of CAUTIs (O) among patients needing urinary diversion devices (P).

Criteria	Article 1	Article 2	Article 3	Article 4
APA Reference Include the GCU permalink or working link used to access the article	Meddings, J., Manojlovich, M., Ameling, J. M., Olmsted, R. N., Rolle, A. J., Greene, M. T., Ratz, D., Snyder, A., & Saint, S. (2019). Quantitative Results of a National Intervention to Prevent Hospital-Acquired Catheter-Associated Urinary Tract Infection. Annals of Internal Medicine, 171(7_Supplement), S38. https://doi.org/10.7326/M18-3534	Quinn, M., Ameling, J. M., Forman, J., Krein, S. L., Manojlovich, M., Fowler, K. E., King, E. A., & Meddings, J. (2020). Persistent Barriers to Timely Catheter Removal Identified from Clinical Observations and Interviews. The Joint Commission Journal on Quality and Patient Safety, 46(2), 99–108. https://doi.org/10.1016/j.jcjq.2019.10.004	Atkins, L., Sallis, A., Chadborn, T., Shaw, K., Schneider, A., Hopkins, S., Bunten, A., Michie, S., & Lorencatto, F. (2020). Reducing catheter-associated urinary tract infections: a systematic review of barriers and facilitators and strategic behavioural analysis of interventions. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01001-2	Mundle, W., Howell-Belle, C., & Jeffs, L. (2020). Preventing Catheter-Associated Urinary Tract Infection: A Multipronged Collaborative Approach. Journal of Nursing Care Quality, 35(1), 83–87. https://doi.org/10.1097/NCQ.0000000000000418
Purpose/Aim of Study	To investigate the effect of a multimodal initiative on CAUTI in hospitals with high burden of health care-associated infection (HAI)	Identify common barriers to timely and appropriate catheter removal with the goal of developing potential interventions at later stages of the study.	Identify barriers to and facilitators of behaviors that lead to CAUTI in primary, community, secondary care and nursing homes; describe nationally adopted interventions, and assess which intervention is congruent with barriers and facilitators.	One hospital’s strategy to prevent and minimize CAUTI.
Research question(s)	What are the effects of a multimodal initiative on CAUTI in hospitals with high burden of health-care associated infection (HAI)?	What are current challenges to timely catheter removal faced by frontline clinician?	Interventions implemented target behaviors related to catheter insertion, maintenance and removal, but to what extent?	Why are CAUTI rates higher in the general internal medicine units when compared with overall hospital rates?
Design Is the article qualitative, quantitative, or mixed methods? Explain how you determined the type of research design.	Quantitative. Data is collected using structured research instruments and is presented in the form of numbers	Qualitative. Research was conducted using observation of shadowing nursing during shift change, admissions and shadowing physicians during morning rounds. In-person interviews were also conducted.	Mixed. Using systematic reviews, content analysis and finding from matrices to identify barriers and facilitators leading to CAUTI	Quantitative This article uses information by local data analysis and evidence-informed by local data analysis and evidence-informed practices with CAUTI.
Setting Where did the study take place? What type of setting: inpatient, outpatient, etc.?	Acute care, long-term care and critical access hospitals	20 bed unit providing intermediate or progressive care in a large academically affiliated tertiary hospital.	England. Primary, community and secondary care and nursing homes	442 bed acute care academic health sciences center
Sample Number and characteristics of participants	387 hospitals	20 hospital staff, nurses, nurse practitioners, physician assistants and physicians	25 studies	Nursing unit administrators, the Magnet program director, director of nursing practice, infection prevention and control practitioners, information technology, general internists, CNSs from general internal medicine, surgery and critical care, and direct care nurses.
Methods Interventions/Instruments	Prospective, national, nonrandomized, clustered, externally facilitated, pre-post observational quality improvement initiative	Interviews, observations of staff, reviewing surgery notes and documentation	Phase 1 review of barriers to and facilitators of CAUTI-related behaviors. Phase 2 review of interventions Phase 3 compared finding from Phases 1 & 2	Bundled approach to care that would have the most positive impact on patient outcomes (decreased CAUTI). Identifying the need for improvement, developing CAUTI intervention, selecting CAUTI bundle components, leveraging the role of nursing, and launching the CAUTI bundle
Analysis How were the collected data analyzed?	Raw aggregatete calculations	Content analysis conducted on interview and observation data using deductive and inductive approaches	Recorded intervention functions, policy, and behavior change techniques, the number of interventions present and the most and least frequent intervention functions	Comparative analysis was used.
Outcomes/key findings of the study and implications for nursing practice Summary of study results	With the use of multimodal initiative, the risks of health care associated infections can reduce significantly; however, this multimodal intervention yielded not substantial improvements in CAUTI or urinary catheter utilization	Barriers included physicians not routinely reviewing catheter need, catheters not being noticed, use of Do Not Remove orders. Catheter data is inaccurate, hard to find or inaccurate, catheter removal is not a priority, confusion who has authority to remove, lack of awareness and agreement of standard protocols for removal, and communication barriers.	Frequent barriers (1) lack of time and equipment (2) lack of knowledge (3) beliefs about consequences (4) family requests (5) decisions based on non-medical criteria (6) social professional role and identity	Implementation of standardized practices aimed at reducing CAUTIs resulted in a 79% reduction in average CAUTI rates.
Recommendations of the researcher	Future studies should focus on how to improve the prevention of CAUTI	Clinicians need ready access to accurate catheter data, more clearly delineated clinician roles for prompting removal, effective tools to facilitate discussions about catheter use, and standardized catheter removal protocols.	More process evaluation to determine why guidelines are not being implemented.	Organizations to use the design and implementation of a bundled and QI approach in their efforts to reduce and minimize CAUTI rates to positively impact health care-associated infetions (HAI), improve patient experience with delivery of care, decrease length of stay, and reduce morbidity and mortality.
Explain how this article supports your proposed PICO(T) question.	Analyzes the effect of a multimodal initiative on CAUTI in hospitals with high burden of health care-associated infection (HAI)	The need for ready access to catheter data with clearly defined roles for prompting removal and discussions on catheter use and removal protocols	Shows reasons indwelling catheters are used	This article shows decrease in CAUTI with the use of (1) nurse-driven removal of urinary catheter algorithm determine indication and discontinuation (2) staff education to include roles and responsibilities, appropriate indications, and retention management, and (3) screen saver reminders.

NRS 445 Topic DQ 1

Assessment Description

Statistical significance refers to the likelihood that the results of a study are not due to chance, while clinical significance refers to the practical importance of the results in terms of their impact on patient care. In other words, statistical significance is a measure of the strength of the evidence, while clinical significance is a measure of the relevance of the evidence to real-world situations.

Using a quantitative research article from one of the previous topics, analyze the p-value. What is it? Is it statistically significant? If your p-value is not statistically significant, what is the clinical significance? Generalizability of research depends on a variety of factors. List three factors of generalizability, and discuss whether this research article is generalizable to the nursing problem you are researching.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

NRS 445 Topic 2 DQ 1 & 2 Discussion

Topic 2 DQ 1

The three types of qualitative research designs are phenomenological, grounded theory, and ethnographic research. Compare the differences and similarities between two of the three types of qualitative studies and give an example of each.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 4.1, 4.2

Topic 2 DQ 2

Select a qualitative research article, different than the one you used in Topic 1, focusing on a clinical nursing problem of your choice. Use this research article to address the following questions:

Provide an APA reference of the article including a GCU permalink or working link used to access the article.

Study design: How did you determine that the article is qualitative? What study methodology is used?

Using the “CASP Qualitative Checklist,” found in topic Resources, evaluate the study. Based on your findings, summarize the critical appraisal of the selected research article.

NRS 445 Topic 2 Assignment: Benchmark – Ethical Conduct of Scholarly Activities

Assessment Description

The focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.

Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment.

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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

RN-BSN

4.3: Promote the ethical conduct of scholarly activities [AACN ]

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2

Attachments

NRS-445-RS-T2EthicalConductofScholarlyActivities-InstructorGuide.docxNRS-445-RS-T2EthicalConductofSc

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Benchmark – Ethical Conduct of Scholarly Activities – Rubric

LISTGRID

PRINT TO PDF

Rubric Criteria

Total140 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Case 1: Respect for Person

Explanation of how Case Study 1 meets and does not meet the components of respect for person, as well as steps that can be taken by nurse or quality improvement manager to adhere to ethical principles in respect for person.
0 points

12.6 points

13.27 points

14.95 points

16.8 points

Case 1: Beneficence

Explanation of how Case Study 1 meets and does not meet the components of beneficence, as well as steps that can be taken by nurse or quality improvement manager to adhere to ethical principles in beneficence.

0 points

12.6 points

14.95 points

Case 1: Justice

Explanation of how Case Study 1 meets and does not meet the components of justice, as well as steps that can be taken by nurse or quality improvement manager to adhere to ethical principles in justice.
0 points

13.27 points

14.95 points

Case 2: Respect for Person

Explanation of how Case Study 2 meets and does not meet the components of respect for person, as well as steps that can be taken by nurse or quality improvement manager to adhere to ethical principles in respect for person.

0 points

16.8 points

Case 2: Beneficence

Explanation of how Case Study 2 meets and does not meet the components of beneficence, as well as steps that can be taken by nurse or quality improvement manager to adhere to ethical principles in beneficence.
0 points

12.6 points

13.27 points

14.95 points

16.8 points

Case 2: Justice

Explanation of how Case Study 2 meets and does not meet the components of justice, as well as steps that can be taken by nurse or quality improvement manager to adhere to ethical principles in justice.

0 points

12.6 points

13.27 points

14.95 points

16.8 points

Ethical Principles, Christian Worldview, and Nursing Practice

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice.

0 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is not present.
8.4 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is inaccurate or incomplete.

8.85 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is present.

9.97 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is detailed.
11.2 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is thorough.

Demonstration of Professional Aptitude for Ethical Conduct (B)

Overall demonstration of professional aptitude for application of ethical research guidelines, ethical behaviors, and advocacy for the protection of participants in scholarly initiatives and scholarly practice-based projects. (C.4.3)
0 points

The learner does not demonstrate professional aptitude in the application of ethical research guidelines, ethical behaviors, and advocacy for the protection of participants in scholarly initiatives and scholarly practice-based projects. Rationale is not appropriate or does not reflect the assignment criteria and nursing content. Support for both factual and subjective responses is not provided.

10.5 points

The learner inconsistently demonstrates professional aptitude in the application of ethical research guidelines, ethical behaviors, and advocacy for the protection of participants in scholarly initiatives and scholarly practice-based projects. Rationale is lacking and does not reflect the assignment criteria and nursing content in many scenarios. Overall, support for both factual and subjective responses is lacking.

11.06 points

The learner demonstrates adequate professional aptitude for application of ethical research guidelines, ethical behaviors, and advocacy for the protection of participants in scholarly initiatives and scholarly practice-based projects. Rationale is mostly appropriate for the assignment criteria and nursing content and provides general support for both factual and subjective responses throughout.
12.46 points

The learner demonstrates professional aptitude for application of ethical research guidelines, ethical behaviors, and advocacy for the protection of participants in scholarly initiatives and scholarly practice-based projects. Rationale is appropriate for the assignment criteria and nursing content and provides support for both factual and subjective responses throughout.
14 points

The learner clearly demonstrates professional aptitude for application of ethical research guidelines, ethical behaviors, and advocacy for the protection of participants in scholarly initiatives and scholarly practice-based projects. Rationale is appropriate for the assignment criteria and nursing content and provides strong support for both factual and subjective responses throughout.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

6.3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
6.64 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
7.48 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

8.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
0 points

Appropriate format is not used. No documentation of sources is provided.
4.2 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

4.42 points

Appropriate format and documentation are used, although there are some obvious errors.
4.98 points

Appropriate format and documentation are used with only minor errors.

5.6 points

No errors in formatting or documentation are present.

NRS 445 Topic 3 DQ 1 & 2 Discussion

Topic 3 DQ 1

Compare independent variables, dependent variables, and extraneous variables. Describe two ways that researchers attempt to control extraneous variables. Provide an example of how this is applied using a peer-reviewed, primary research article.

Topic 3 DQ 2

Select a research article that uses a randomized controlled trial focusing on a clinical nursing problem of your choice. Use this research article to address the following questions:

Provide an APA reference of the article including a GCU permalink or working link used to access the article.

Using the “CASP Randomized Controlled Trial Checklist,” found in topic Resources, evaluate the study. Based on your findings, summarize the critical appraisal of the selected research article.

Do the benefits of the experimental intervention outweigh the harms and costs? Identify and discuss one other ethical consideration applicable to quantitative research studies such as this one.

Resources

Collapse All ResourcesCollapse All

Nursing Research: Understanding Methods for Best Practice

Read Chapter 3 in Nursing Research: Understanding Methods for Best Practice.

View Resource

CASP Randomised Controlled Trial Standard Checklist

Refer to the “CASP Randomised Controlled Trial Standard Checklist,” from the Critical Appraisal Skills Programme, for help in com

https://casp-uk.net/images/checklist/documents/CASP-Randomised-Controlled-Trial-Checklist/CASP-RCT-Checklist-PDF-Fillable-Form.pdf

Ensuring Data Fidelity in Quantitative Research

Read “Ensuring Data Fidelity in Quantitative Research,” by Siegmund and Siedlecki, from Clinical Nurse Specialist (2021)

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00002800-202111000-00003&LSLINK=80&D=ovft

Essential Versus Nonessential: The Ethics of Conducting Non-COVID Research in a Population of Persons Living With Serious Illness During the COVID-19 Pandemic

Read “Essential Versus Nonessential: The Ethics of Conducting Non-COVID Research in a Population of Persons Living With Serious Illne

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00129191-202202000-00009&LSLINK=80&D=ovft

Experimental (Trial) Research

Read “Experimental (Trial) Research,” by Stoica, from Salem Press Encyclopedia (2021). This article presents information

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164212&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Sampling Design in Nursing Research

Read “Sampling Design in Nursing Research,” by Curtis and Keeler, from American Journal of Nursing (2021). This article

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-202103000-00024&LSLINK=80&D=ovft

NRS 445 Topic 3 Case Study MrD

Assessment Description

Use the “Case Study: Mr. D.” template and the “Functional Health Patterns Assessment Guide”, located in the topic Resources, to complete the assignment.

Case Study: Mr. D. has indirect care experience requirements. The “NRS-455 – Case Studies: Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the case study. As progress is made on the case study, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 3.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

RN-BSN

2.4: Diagnose actual or potential health problems and needs.

2.8: Promote self-care management.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.3, 2.4, 2.8, 3.1, and 3.3.

Attachments

NRS-455-RS-T3-CaseStudyMrD.docx

Rubric Criteria

Clinical Manifestations in Mr. D.

6.5 point

Pathophysiology of Renal Dialysis and ESRD

19.5 points

Nonadherence to Diabetes Self-Management Plan (B)

13 points

Format/Documentation

5.2 points

Mechanics of Writing

7.8 points

Community Resources

6.5 points

Multidisciplinary Care Approach

13 points

Potential Health Risks (B)

19.5 points

Functional Health Patterns

13 points

Nursing Management and Health Promotion

13 points

Patient Education Plan

13 points

Criteria Description

5. Target

13 points

Development of patient education plan that could be offered to the patient for prevention of future events, health restoration, and maintaining renal status is thorough.

4. Acceptable

11.57 points

Development of patient education plan that could be offered to the patient for prevention of future events, health restoration, and maintaining renal status is detailed.

3. Approaching

10.27 points

Development of patient education plan that could be offered to the patient for prevention of future events, health restoration, and maintaining renal status is present but lacks detail.

2. Insufficient

9.75 points

Development of patient education plan that could be offered to the patient for prevention of future events, health restoration, and maintaining renal status is incomplete or incorrect.

1. Unsatisfactory

0 points

Development of patient education plan that could be offered to the patient for prevention of future events, health restoration, and maintaining renal status is not present.

NRS 445 Topic 4 DQ 1 & 2 Discussion

Topic 4 DQ 1

Topic 4 DQ 2

Describe the influence “levels of evidence” have on practice changes. Identify the most reliable level of evidence and provide an example of the type of practice change that could result from this level of evidence.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 4.1

Assessment Description

The focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.

Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment.

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

RN-BSN

4.3: Promote the ethical conduct of scholarly activities [AACN ]

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2

Attachments

NRS-445-RS-T2EthicalConductofScholarlyActivities-InstructorGuide.docxNRS-445-RS-T2EthicalConductofSc

Skip to main contentEnable accessibility for visually impairedOpen the accessibility menuOpen the Accessible Navigation Menu

Benchmark – Ethical Conduct of Scholarly Activities – Rubric

LISTGRID

PRINT TO PDF

Rubric Criteria

Total140 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Case 1: Respect for Person

0 points

12.6 points

13.27 points

16.8 points

Case 1: Beneficence

13.27 points

14.95 points

Case 1: Justice

0 points

12.6 points

16.8 points

Case 2: Respect for Person

0 points

12.6 points

13.27 points

16.8 points

Case 2: Beneficence

0 points

13.27 points

Case 2: Justice

12.6 points

13.27 points

Ethical Principles, Christian Worldview, and Nursing Practice

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice.

0 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is not present.

8.4 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is inaccurate or incomplete.

8.85 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is present.

9.97 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is detailed.
11.2 points

Discussion of how the ethical principles of the Belmont Report align with the Christian worldview and with personal nursing practice is thorough.

Demonstration of Professional Aptitude for Ethical Conduct (B)

0 points

14 points

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

6.3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

6.64 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

7.48 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.
8.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

0 points

Appropriate format is not used. No documentation of sources is provided.

4.2 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
4.42 points

Appropriate format and documentation are used, although there are some obvious errors.

4.98 points

Appropriate format and documentation are used with only minor errors.

5.6 points

No errors in formatting or documentation are present.

ORDER A CUSTOMIZED, PLAGIARISM-FREE NRS 445 Course Discussions & Assignment (Topic 1-5) HERE

NRS 445 Topic 4 Assignment: Rough Draft – Research Critiques and Evidence-Based Practice Proposal
Assessment Description

The purpose of this assignment is to synthesize a literature review that will be used to draw conclusions in order to propose an evidence-based practice change to address your identified nurse practice problem.

Using the “Literature Evaluation Table” assignment in Topic 1, and accompanying faculty feedback, you will synthesize the information created for your PICOT question into a literature review and evidence-based proposal.

In a 1,500-1,750-word paper, provide an overview that illustrates the research related to your particular PICOT question.

Use the following components from the “Literature Evaluation Table” to complete the assignment:

Identified practice problem

Two qualitative peer-reviewed research articles

Two quantitative peer-reviewed research articles

Use the “Research Critiques and Evidence-Based Practice Proposal Guidelines” document to organize your paper.

You are required to cite a minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Attachments

NRS-445-RS-ResearchCritiquePICOTGuid

esources

Collapse All ResourcesCollapse All

Nursing Research: Understanding Methods for Best Practice

Read Chapter 3 in Nursing Research: Understanding Methods for Best Practice.

View Resource

CASP Randomised Controlled Trial Standard Checklist

Refer to the “CASP Randomised Controlled Trial Standard Checklist,” from the Critical Appraisal Skills Programme, for help in com

https://casp-uk.net/images/checklist/documents/CASP-Randomised-Controlled-Trial-Checklist/CASP-RCT-Checklist-PDF-Fillable-Form.pdf

Ensuring Data Fidelity in Quantitative Research

Read “Ensuring Data Fidelity in Quantitative Research,” by Siegmund and Siedlecki, from Clinical Nurse Specialist (2021)

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00002800-202111000-00003&LSLINK=80&D=ovft

Essential Versus Nonessential: The Ethics of Conducting Non-COVID Research in a Population of Persons Living With Serious Illness During the COVID-19 Pandemic

Read “Essential Versus Nonessential: The Ethics of Conducting Non-COVID Research in a Population of Persons Living With Serious Illne

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00129191-202202000-00009&LSLINK=80&D=ovft

Experimental (Trial) Research

Read “Experimental (Trial) Research,” by Stoica, from Salem Press Encyclopedia (2021). This article presents information

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164212&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Sampling Design in Nursing Research

Read “Sampling Design in Nursing Research,” by Curtis and Keeler, from American Journal of Nursing (2021). This article

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-202103000-00024&LSLINK=80&D=ovft

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Rough Draft – Research Critiques and Evidence-Based Practice Proposal – Rubric

LISTGRID

PRINT TO PDF

Rubric Criteria

Total180 points
Criterion
1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Introduction Part 1: Nursing Practice Problem

Introduction of the nursing practice problem and purpose of the essay

0 points

Introduction of the nursing practice problem and purpose of the essay is omitted.
9.45 points

Introduction of the nursing practice problem and purpose of the essay is incomplete or inaccurate.

9.95 points

Introduction of the nursing practice problem and purpose of the essay is present.
11.21 points

Introduction of the nursing practice problem and purpose of the essay is detailed.
12.6 points

Introduction of the nursing practice problem and purpose of the essay is thorough.

PICOT Question

Statement of updated PICOT question incorporating any feedback that was received from instructor
0 points

Statement of updated PICOT question incorporating any feedback that was received from instructor is omitted.

9.45 points

Statement of updated PICOT question incorporating any feedback that was received from instructor is incomplete or inaccurate.

9.95 points

Statement of updated PICOT question incorporating any feedback that was received from instructor is present with minor inaccuracies.
11.21 points

Statement of updated PICOT question incorporating any feedback that was received from instructor is accurately written and uses the templated language.
12.6 points

Statement of updated PICOT question is concise, accurately written, and uses the templated language.

Method of Studies

Description of how the method of study in each of the four articles answers the associated research question

0 points

Description of how the method of study in each of the four articles answers the associated research question is omitted.

18.9 points

Description of how the method of study in each of the four articles answers the associated research question is incomplete or inaccurate.

19.91 points

Description of how the method of study in each of the four articles answers the associated research question is present.

22.43 points

Description of how the method of study in each of the four articles answers the associated research question is detailed and demonstrates a basic understanding of research methods.

25.2 points

Description of how the method of study in each of the four articles answers the associated research question is thorough and demonstrates a solid understanding of research methods.

Results of Studies

Summary of the key findings of the four studies
0 points

Summary of the key finding of the four studies is omitted.

18.9 points

Summary of the key finding of the four studies is incomplete or inaccurate.
19.91 points

Summary of the key finding of the four studies is present with some inconsistencies.

22.43 points

Summary of the key finding of the four studies is complete with some minor inconsistencies.

25.2 points

Summary of the key findings of the four studies is thorough and accurate.

Outcomes Comparison Part 1: Anticipated Outcome

Explanation of anticipated outcomes for PICOT question
0 points

Explanation of anticipated outcomes for PICOT question is omitted.

9.45 points

Explanation of anticipated outcomes for PICOT question is incomplete or inaccurate.

9.95 points

Explanation of anticipated outcomes for PICOT question is present with some inconsistencies.

11.21 points

Explanation of anticipated outcomes for PICOT question is complete with some minor inconsistencies and includes relevant details and supporting explanation.

12.6 points

Explanation of anticipated outcomes for PICOT question is thorough and accurate with substantial relevant details.

Outcomes Comparison Part 2: Four Articles

Comparison of outcomes of the four articles to the anticipated PICOT outcome
0 points

Comparison of outcomes of the four articles to the anticipated PICOT outcome is omitted.

9.45 points

Comparison of outcomes of the four articles to the anticipated PICOT outcome is incomplete or inaccurate.

9.95 points

Comparison of outcomes of the four articles to the anticipated PICOT outcome is present with some inconsistencies.

11.21 points

Comparison of outcomes of the four articles to the anticipated PICOT outcome is complete with some minor inconsistencies.

12.6 points

Comparison of outcomes of the four articles to the anticipated PICOT outcome is thorough accurate.

Proposed Evidence-Based Practice Changes Part 1: Link Between PICOT Question

Description of the link between the PICOT question, research articles, and the identified nursing problem

0 points

Description of the link between the PICOT question, research articles, and the identified nursing problem is omitted.
9.45 points

Description of the link between the PICOT question, research articles, and the identified nursing problem is incomplete or inaccurate.

9.95 points

Description of the link between the PICOT question, research articles, and the identified nursing problem is present with some inconsistencies.
11.21 points

Description of the link between the PICOT question, research articles, and the identified nursing problem is complete with some minor inconsistencies.
12.6 points

Description of the link between the PICOT question, research articles, and the identified nursing problem is thorough, and accurate.

Proposed Evidence-Based Practice Change Part 2: EBP Proposal

Proposal of evidence-based practice change to improve outcomes of patient care for identified setting

0 points

Proposal of evidence-based practice change to improve outcomes of patient care for identified setting is omitted.
9.45 points

Proposal of evidence-based practice change to improve outcomes of patient care for identified setting is incomplete or inaccurate.

9.95 points

Proposal of evidence-based practice change to improve outcomes of patient care for identified setting is present with some inconsistencies.

11.21 points

Proposal of evidence-based practice change to improve outcomes of patient care for identified setting is complete and includes relevant details.

12.6 points

Proposal of evidence-based practice change to improve outcomes of patient care for identified setting is thorough with substantial relevant details.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

9.45 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
9.95 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

11.21 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

12.6 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

9.45 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
9.95 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
11.21 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

12.6 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

8.1 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

8.53 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

9.61 points

Relevant evidence that includes other perspectives is used.

10.8 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

8.1 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

8.53 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
9.61 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.
10.8 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

0 points

Appropriate format is not used. No documentation of sources is provided.
5.4 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

5.69 points

Appropriate format and documentation are used, although there are some obvious errors.
6.41 points

Appropriate format and documentation are used with only minor errors.

7.2 points

No errors in formatting or documentation are present.

NRS 445 Topic 5 DQ 1 & 2 Discussion

Topic 5 DQ 1

The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in research studies to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Provide an example of a nursing practice problem that could be studied using a mixed methods approach.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 4.1

Topic 5 DQ 2

According to the textbook, nurses in various settings are adopting a research-based (or evidence-based) practice that incorporates research findings into their decisions and interactions with patients. Analyze the role nurses play in improving health care quality and safety through the use of evidence-based practice (EBP). How do you see this role being applied in your workplace? What internal stakeholder perspectives would you need to consider, including stakeholder support, in order to successfully implement an EBP project in your workplace?

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 1.1, 4.1, 5.1, 6.4, 10.3

NRS 445 Topic 5 Assignment: Final Draft – Research Critiques and Evidence-Based Practice Proposal

Assessment Description

The purpose of this assignment is to incorporate the instructor-recommended revisions or changes from the Topic 3 “Rough Draft – Research Critiques and Evidence-Based Practice Proposal” to develop a 1,500-1,750-word final draft.

Use the “Research Critiques and Evidence-Based Practice Proposal Guidelines” document to organize your essay. Questions under each heading should be addressed in the structure of a formal paper.

Prepare this assignment according to the guidelines 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 4.1, 4.2, 5.1

Attachments

NRS-445-RS-ResearchCritiquePICOTGuidelines.doc

Final Draft – Research Critiques and Evidence-Based Practice Proposal – Rubric

LISTGRID

PRINT TO PDF

Rubric Criteria

Total260 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Introduction Part 1: Nursing Practice Problem

Integration of revisions and changes indicated in instructor feedback for introduction of nursing practice problem from rough draft into final draft

0 points

Revisions and changes indicated in the rough draft from instructor feedback for the introduction of nursing practice problem are not integrated into final draft.

13.65 points

Revisions and changes indicated in the rough draft from instructor feedback for the introduction of nursing practice problem are incompletely or inaccurately integrated into the final draft.

14.38 points

Revisions and changes indicated in the rough draft from instructor feedback for the introduction of nursing practice problem are integrated into the final draft with major inaccuracies.

16.2 points

Revisions and changes indicated in the rough draft from instructor feedback for the introduction of nursing practice problem are integrated into the final draft with minor inaccuracies.
18.2 points

Revisions and changes indicated in the rough draft from instructor feedback for the introduction of nursing practice problem are thoroughly and accurately integrated into the final draft OR no changes were indicated.

PICOT Question

Integration of revisions and changes indicated in instructor feedback for statement of PICOT question from rough draft into final draft

0 points

Revisions and changes indicated in the rough draft from instructor feedback for the statement of PICOT question are not integrated into the final draft.
13.65 points

N/A

14.38 points

N/A

16.2 points

N/A

18.2 points

Revisions and changes indicated in the rough draft from instructor feedback for the statement of PICOT question are thoroughly and accurately integrated into final draft OR no changes were indicated.

Method of Studies

Integration of revisions and changes indicated in instructor feedback for description of how the method of study in each of the four articles answers the associated research question from rough draft into final draft

0 points

Revisions and changes indicated in the rough draft from instructor feedback for the description of how the method of study in each of the four articles answers the associated research question are not integrated into the final draft.

27.3 points

28.76 points

32.4 points

Revisions and changes indicated in the rough draft from instructor feedback for description of how the method of study in each of the four articles answers the associated research question are integrated into the final draft with minor inaccuracies.
36.4 points

Revisions and changes indicated in the rough draft from instructor feedback for description of how the method of study in each of the four articles answers the associated research question are thoroughly and accurately integrated into final draft OR no changes were indicated.

Results of Studies

Integration of revisions and changes indicated in instructor feedback for summary of the key findings of the four studies from rough draft into final draft.

0 points

Revisions and changes indicated in the rough draft from instructor feedback for summary of the key findings of the four studies are not integrated into the final draft.
27.3 points

Revisions and changes indicated in the rough draft from instructor feedback for summary of the key findings of the four studies are incompletely or inaccurately integrated into the final draft.
28.76 points

Revisions and changes indicated in the rough draft from instructor feedback for summary of the key findings of the four studies are integrated into the final draft with major inaccuracies.

32.4 points

Revisions and changes indicated in the rough draft from instructor feedback for summary of the key findings of the four studies are integrated into the final draft with minor inaccuracies.

36.4 points

Revisions and changes indicated in the rough draft from instructor feedback for summary of the key findings of the four studies are thoroughly and accurately integrated into final draft OR no changes were indicated.

Outcomes Comparison Part 1: Anticipated Outcome

Integration of revisions and changes indicated in instructor feedback for explanation of anticipated outcomes for PICOT question from rough draft into final draft

0 points

Revisions and changes indicated in the rough draft from instructor feedback for explanation of anticipated outcomes for PICOT question are not integrated into the final draft.
13.65 points

Revisions and changes indicated in the rough draft from instructor feedback for explanation of anticipated outcomes for PICOT question are incompletely or inaccurately integrated into the final draft.

14.38 points

Revisions and changes indicated in the rough draft from instructor feedback for explanation of anticipated outcomes for PICOT question are integrated into the final draft with major inaccuracies.

16.2 points

Revisions and changes indicated in the rough draft from instructor feedback for explanation of anticipated outcomes for PICOT question are integrated with minor inaccuracies.

18.2 points

Revisions and changes indicated in the rough draft from instructor feedback for explanation of anticipated outcomes for PICOT question, are thoroughly and accurately integrated into final draft OR no changes were indicated.

Outcomes Comparison Part 2: Four Articles

Integration of revisions and changes indicated in instructor feedback for comparison of outcomes of the four articles to the anticipated PICOT outcome from rough draft into final draft
0 points

Revisions and changes indicated in the rough draft from instructor feedback for comparison of outcomes of the four articles to the anticipated PICOT outcome are not integrated into the final draft.

13.65 points

Revisions and changes indicated in the rough draft from instructor feedback for comparison of outcomes of the four articles to the anticipated PICOT outcome are incompletely or inaccurately integrated into the final draft.

14.38 points

Revisions and changes indicated in the rough draft from instructor feedback for comparison of outcomes of the four articles to the anticipated PICOT outcome are integrated into the final draft with major inaccuracies.

16.2 points

18.2 points

Revisions and changes indicated in the rough draft from instructor feedback for comparison of outcomes of the four articles to the anticipated PICOT outcome, are thoroughly and accurately integrated into final draft OR no changes were indicated.

Proposed Evidence-Based Practice Changes Part 1: Link Between PICOT Question

Integration of revisions and changes indicated in instructor feedback for description of the link between the PICOT question, research articles, and the identified nursing problem from rough draft into final draft

0 points

Revisions and changes indicated in the rough draft from instructor feedback for description of the link between the PICOT question, research articles, and the identified nursing problem are not integrated into the final draft.

13.65 points

14.38 points

16.2 points

18.2 points

Proposed Evidence-Based Practice Change Part 2: EBP Proposal

Integration of revisions and changes indicated in instructor feedback for proposal of evidence-based practice change to improve outcomes of patient care for identified setting from rough draft into final draft

0 points

Revisions and changes indicated in the rough draft from instructor feedback for proposal of evidence-based practice change to improve outcomes of patient care for identified setting are not integrated into the final draft.
13.65 points

14.38 points

16.2 points

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

13.65 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
14.38 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

16.2 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
18.2 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

13.65 points

16.2 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

18.2 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

11.7 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

12.32 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

13.88 points

Relevant evidence that includes other perspectives is used.
15.6 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
11.7 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

12.32 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

13.88 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.
15.6 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

Appropriate format is not used. No documentation of sources is provided.

7.8 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
8.22 points

Appropriate format and documentation are used, although there are some obvious errors.

9.26 points

Appropriate format and documentation are used with only minor errors.

10.4 points

No errors in formatting or documentation are present.

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NRS 445 Course Discussions & Assignment (Topic 1-5)