NUR 550 Topic 2

Assignment: Evidence-Based Practice Project Proposal: Research Design Comparison

NUR 550 Topic 2 Assessment Description

The purpose of this assignment is to conduct a comparison on different research designs to better understand their designs and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.

You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Review feedback from your instructor on your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem,” submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.

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Conduct a literature search on your approved nursing practice problem. Find two translational research articles, one quantitative article, and one qualitative article. Using the “Translational Research Graphic Organizer,” present your proposed topic and, in the tables provided, compare one translational study to the quantitative study, and one translational study to the qualitative study.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments. NUR 550 Topic 2 

You are required to cite four peer-reviewed sources 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.

You are not required to submit this assignment to LopesWrite.

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NUR 550 Topic 2 Rubric

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Rubric Criteria

Total100 points

Criterion

1. Unsatisfactory

2. Less Than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Nursing Practice Problem (Revision)

Nursing Practice Problem (Revision)
0 points

The nursing practice problem was not included, or the required revisions were not made.

8 points

The changes failed to meet the criteria for a relevant nursing practice problem for an evidence-based practice project proposal. Additional revisions are still required for approval.

8.8 points

Revisions were made accordingly to improve the proposed nursing practice problem, but some aspects are inaccurate or unclear. Additional revisions are still required for approval.
9.2 points

NA

10 points

The nursing practice problem is clearly presented and approved. No revision was required, or all necessary revisions are were made.

Translational and Traditional Articles

Translational and Traditional Articles
0 points

More than two articles selected do not meet the assignment criteria. At least one article is omitted.

12 points

Two articles do not meet the assignment criteria. It is unclear how one or two of the articles support the proposed nursing practice problem.
13.2 points

One article does not meet the assignment criteria. Overall, the articles generally support the proposed nursing practice problem. The proposed problem would be better supported with the selection of one or two different articles.
13.8 points

The articles meet the assignment criteria and provide adequate support for the proposed nursing practice problem.
15 points

A quantitative article and a qualitative article were each compared to a translational research article. The articles are peer-reviewed, published within the last five years, and pertain to the nursing practice problem. The assignment criteria are fully met.

Comparison of Methodology Between Translational and Traditional Research

Comparison of Methodology Between Translational and Traditional Research
0 points

The comparison between translational and quantitative and translational and qualitative methodologies is omitted.
12 points

The comparison between translational and quantitative and translational and qualitative methodologies is incomplete. There are significant inaccuracies.
13.2 points

A summary comparison between translational and quantitative and translational and qualitative methodologies is presented. Some aspects are incorrect or unclear.

13.8 points

The comparison between translational and quantitative and translational and qualitative methodologies is adequately presented. Some aspects require more detail for accuracy or clarity.

15 points

The comparison between translational and quantitative and translational and qualitative methodologies is thorough and accurate. A clear understanding of translational and traditional methodologies is demonstrated.

Comparison of Goals Between Translational and Traditional Research

Comparison of Goals Between Translational and Traditional Research
0 points

The comparison of goals between translational and quantitative and translational and qualitative research is omitted.
12 points

The comparison of goals between translational and quantitative and translational and qualitative research is incomplete. There are significant inaccuracies. NUR 550 Topic 2

13.2 points

A summary comparison of goals between translational and quantitative and translational and qualitative research is presented. Some aspects are incorrect or unclear.
13.8 points

A comparison of goals between translational and quantitative and translational and qualitative research is adequately presented. Some aspects require more detail for accuracy or clarity.
15 points

The comparison of goals between translational and quantitative and translational and qualitative research is thorough and accurate. An understanding of goals between traditional and translational research is evident.

Comparison of Data Collection Between Translational and Traditional Research

Comparison of Data Collection Between Translational and Traditional Research
0 points

The comparison of data collection between translational and quantitative and translational and qualitative research is omitted.
12 points

The comparison of data collection between translational and quantitative and translational and qualitative research is incomplete. There are significant inaccuracies.
13.2 points

A summary comparison of data collection between translational and quantitative and translational and qualitative research is presented. Some aspects are incorrect or unclear.

13.8 points

The comparison of data collection between translational and quantitative and translational and qualitative research is adequately presented. Some aspects require more detail for accuracy or clarity.
15 points

The comparison of data collection between translational and quantitative and translational and qualitative research is thorough and accurate. An understanding of goals between traditional and translational research is evident.

Observations (Similarities and Differences)

Observations (Similarities and Differences)
0 points

The similarities and differences between translational and quantitative and translational and qualitative research are not discussed.
16 points

The similarities and differences between translational and quantitative and translational and qualitative research are only partially discussed. The narrative is vague and contains inaccuracies.
17.6 points

The similarities and differences between translational and quantitative and translational and qualitative research are summarized. More information is needed. There are minor inaccuracies.
18.4 points

The similarities and differences between translational and quantitative and translational and qualitative research are presented. Some detail is needed for clarity or accuracy
20 points

The similarities and differences between translational and quantitative and translational and qualitative research are detailed and informative.

Mechanics of Writing

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed
4 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
4.4 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
4.6 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
5 points

The writer is clearly in command of standard, written, academic English.

Documentation of Source

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
0 points

Sources are not documented.

4 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

4.4 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
4.6 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.
5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

NUR 550 Topic 2 Translational Research Graphic Organizer

Nursing Practice Problem:

Falls and fall-related injuries among elderly patients in long-term care facilities remains a critical patient safety and outcome concern in nursing because of their impacts on patients and healthcare delivery. Falls remains a core prevalent accident among elderly patients with adverse effects and fatal injuries as well as complications like fractures, head injuries and increased hospitalization. Again, falls are among leading causes of permanent disability and mortality among the elderly individuals in long-term care settings. As such, managing falls based on interventions to reduce and prevent their occurrences is critical to lower associated morbidity and mortality. Elderly patients are at an increased risk for fall due to several factors that include age and frailty, poor balance and an unsteady gait (Shao et al., 2023). Developing and implementing evidence-based interventions like hourly rounding protocols combined with structured fall prevention education for nurses and patients can reduce and prevent the prevalence of falls and improve care outcomes. NUR 550 Topic 2 

Researching articles on the proposed interventions is essential to understand the methodologies and data collected to arrive at the findings and conclusion. Translational research articles on hourly rounding protocols and structured patient education illustrate the methodology and goals of the study (Leamy et al., 2023). The purpose of this translational research graphic organizer is to two compare two translational research articles on the proposed interventions to reduce and prevent falls among elderly people in long term facilities. The graphic organizer identifies and compared qualitative and quantitative translational research articles.

NUR 550 Topic 2  Qualitative Article

Criteria	Peer-Reviewed Translational Article and Permalink/Working Link Anu, J. A. (2021). Hourly Rounding and fall prevention among the elderly in long term care: a change process. Journal of Geriatric Medicine, 3(1): 1-5. DOI:10.30564/jgm.v3i1.2614
Methodology	Based on a formulated PICOT question, the author used hourly rounding tools including Studer Group hourly rounding log and hourly rounding competence checklist. The researcher used these tools to determine if education and implementation of hourly rounding interventions had impacts on the number or rate of falls. The author’s study design was case study with observation in the facility on the effects of education and implementation of hourly rounding.
Goals	The goal of this study was to enhance resident’s safety by reducing the total number of falls through hourly rounding protocol. Secondly, the study aimed at evaluating the effectiveness of education on the providers after the implementation of hourly rounding in the long-term care facility. One of the primary objectives of the project was to assess nurses’ compliance in executing the 4Ps as the main tenets of hourly rounding and documenting on the rounding log.
Data Collection	The researcher collected data on hourly rounding for the study on hard copy log sheets during the implementation period. The researcher entered the data based on observation in the case study site. The documentation of the data occurred on a 24-hour basis for all residents in the long-term care facility.

NUR 550 Topic 2 Quantitative Article

Criteria	Peer-Reviewed Translational Article and Permalink/Working Link Albasha, N., Curtin, C., McCullagh, R., Cornally, N., & Timmons, S. (2023). Staff’s insights into fall prevention solutions in long-term care facilities: a cross-sectional study. BMC geriatrics, 23(1): 738. DOI: https://doi.org/10.1186/s12877-023-04435-7
Methodology	The authors used a descriptive cross-sectional study in 13 long-term care facilities (LTCF) in southwest Ireland. The researchers also used a survey to measure staff knowledge, skills, and attitudes through physical and online approaches.
Goals	The goal of this study was to explore long-term care facilities (LTCF) staff’s level of practices concerning fall prevention and their recommended solutions to prevent their occurrence.
Data Collection	The researchers collected data using a self-administered survey on various aspects of effective strategies like hourly rounding and education to prevent and reduce falls.

NUR 550 Topic 2 Conclusion

Hourly rounding and education can reduce and prevent falls among elderly in long-term care facilities (LTCF). The evaluation of the two translational research articles demonstrates the different levels of translational research using both qualitative and quantitative approaches. The findings of the comparison are critical to inform effective approaches and study designs when evaluating articles and their findings for implementation in clinical practice settings like LTCF to prevent and reduce falls in selected patient populations.

NUR 550 Topic 2 References

Leamy, M., Sims, S., Levenson, R., Davies, N., Brearley, S., Gourlay, S., … & Harris, R. (2023). Intentional rounding: a realist

evaluation using case studies in acute and care of older people hospital wards. BMC Health Services Research, 23(1), 1341. DOI: https://doi.org/10.1186/s12913-023-10358-1

Shao, L., Shi, Y., Xie, X. Y., Wang, Z., Wang, Z. A., & Zhang, J. E. (2023). Incidence and risk factors of falls among older people in

nursing homes: systematic review and meta-analysis. Journal of the American Medical Directors Association, 24(11): 1708-

1717. DOI: 10.1016/j.jamda.2023.06.002. NUR 550 Topic 2