NURS 4030 Assessment 1 Locating Credible Databases and Research Paper

NURS 4030 Assessment 1 Locating Credible Databases and Research Paper

NURS 4030 Assessment 1 Locating Credible Databases and Research Paper

NURS 4030 Assessment 1 Introduction

Baccalaureate-prepared nurses use the best available evidence in the processes of clinical reasoning and judgement, which lead to interventions that result in desired patient, systems, and population outcomes.

This course focuses on the development of generalist nursing practice competencies for evidence-based decision making. In this course, you will access a variety of databases and other sources of evidence. By analyzing the credibility of evidence, you will work toward defining evidence-based solutions and plans to improve outcomes in care.

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Supporting Resources

Related resources are provided for each assessment. Additional resources that may be useful throughout your courses have been gathered for easy access. Refer to the link in the courseroom navigation panel to access these resources.

Kaltura Activities

For one of the assessments in this course, you are required to create a video recording using Kaltura or similar software. Refer to Using Kaltura for more information about this courseroom tool.

To create your recording, you will need a built-in or external microphone and, for video, a webcam.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Your Online ePorfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool.

Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews.

To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future.

Next, create your story or talking points to tell your professional story.

Saving Your Documents to ePortfolio

You will need a place to store your documents in an organized fashion so that you can access them at a later date. Do not rely on the courseroom to store your assignments for you as you will lose access to the courseroom after you have completed the course. Capella uses a cloud-based portfolio platform to facilitate your organization of the artifacts you create throughout your program.

To make an online portfolio useful, it is essential that it is organized clearly and that important files of any format are accessible. Read the Online ePortfolio Guidelines [PDF] to ensure you set up your online portfolio correctly. For more information on ePortfolio, visit the Campus ePortfolio page.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development.

Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work.

Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

Course Competencies

To successfully complete this course, you will be expected to:

• Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
• Analyze the relevance and potential effectiveness of evidence when making a decision.
• Apply an evidence-based practice model to address a practice issue.
• Plan care based on the best available evidence.
• Apply professional, scholarly communication strategies to lead practice changes based on evidence.

NURS 4030 Assessment 1 : Locating Credible Databases and Research

Create a 2-4 page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.

NURS 4030 Assessment 1 Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome.

Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

Your Online e-Portfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool.

Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

Scenario to use in NURS 4030 Assessment 1

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources.

(For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report.

A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient.

Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

You may choose the diagnosis for the patient in this scenario or health care issue/diagnosis of your choice. Or you may choose something you would find interesting to research or that applies to a clinical problem/diagnosis you would be interested in addressing.

Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario.

You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

Preparation for NURS 4030 Assessment 1

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.

• BSN Program Library Research Guide.
• Evidence-Based Practice in Nursing & Health Sciences.
• Databases A-Z: Nursing & Health Sciences.
• Get Critical Search Skills.

Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.

You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

NURS 4030 Assessment 1 Instructions

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff.

Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

• Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
• Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario or clinical practice issue/diagnosis and describe to which of these you would direct a nurse colleague to search for evidence.
• Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

• Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
• Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
• Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
• Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach.

Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 1 Example [PDF].

Additional Requirements

Your assessment should meet the following requirements:

• Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
• Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
• APA formatting: References and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

• • Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.

• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within the context of a specific health care setting.

• • Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for the diagnosis/health care issue.

• Competency 4: Plan care based on the best available evidence.

• • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three out of five should be specific to the diagnosis/health care issue.

• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

• • Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as well as strategies to collaborate with the nurses to access resources.

• • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

• • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

NURS 4030 Assessment 1 Locating Credible Databases and Research Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Does not describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Lists communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.

Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Additionally, notes specific benefits of strategies in helping to build professional competence or a positive professional relationship. Cites literature to support discussion.

Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for a diagnosis. Does not describe the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Lists the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.

Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Notes one or more reasons for utilizing the places within the health care setting.

Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue, and three out of five should be specific to the diagnosis/health care issue. Does not identify sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue.

Identifies less than five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, or one or more of the identified sources of online information is inappropriate for professional nursing practice.

Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Ranks the sources from most useful for nurses to least.

Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Does not explain the sources selected. Identifies the sources selected, but does not provide a full or clear explanation as to the relevance or usefulness of the sources selected within the context of the chosen diagnosis/health care issue. Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Notes criteria used to determine the relevance and usefulness of the sources.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/ punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling. Organizes content with a clear purpose.

Content flows logically with smooth transitions using coherent paragraphs, correct grammar/ punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

Applies APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

NURS 4030 Assessment 1 Locating Credible Databases and Research Paper

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Does not describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Lists communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Additionally, notes specific benefits of strategies in helping to build professional competence or a positive professional relationship. Cites literature to support discussion.
Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for a diagnosis.	Does not describe the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.	Lists the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.	Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.	Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Notes one or more reasons for utilizing the places within the health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue, and three out of five should be specific to the diagnosis/health care issue.	Does not identify sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue.	Identifies less than five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, or one or more of the identified sources of online information is inappropriate for professional nursing practice.	Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue.	Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Ranks the sources from most useful for nurses to least.
Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.	Does not explain the sources selected.	Identifies the sources selected, but does not provide a full or clear explanation as to the relevance or usefulness of the sources selected within the context of the chosen diagnosis/health care issue.	Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.	Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Notes criteria used to determine the relevance and usefulness of the sources.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.	Does not organize content for ideas. Lacks logical flow and smooth transitions.	Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/ punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/ punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.	Applies APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.	Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

Resources: Nurses and Research

The resources below explore topics related to nurses and research:

• Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2016). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872.
• This article discusses the importance of and methods for successfully conducting and translating research into clinical practice. It also briefly discusses barriers to research.
• Borsting, T. E., Kristensen, N., & Hanssen, I. (2020). Student nurses’ learning outcomes through participation in a clinical nursing research project: A qualitative study. Nurse Education in Practice, 43.
• This article presents a study showing how utilizing clinical research allowed the student to hone in on their communication skills, become more confident, and be able to utilize their theoretical knowledge to reflect, observe, asses, and act.
• Showalter, B. L., Cline, D., Yungclas, J., La Frentz, K., Stafford, S. R., & Maresh, K. J. (2017). Clinical research nursing: Development of a residency program. Clinical Journal of Oncology Nursing, 21(5), 633-636.

Clinical research nurses are essential in the coordination of clinical trials and the management of research participants. Without a stable, knowledgeable research nurse workforce, the conduct of research is affected.

A research nurse residency is a novel approach to preparing new graduate nurses for the oncology research nurse role. This article will describe the development and content of the research nurse residency and how this approach is being used to address a need for clinical research nurses to support burgeoning clinical trials at a National Cancer Institute-designated comprehensive cancer center.

• Herena, P. S., Paguio, G., & Pulone, B. (2018). Clinical research nurse education: Using scope and standards of practice to improve care. Clinical Journal of Oncology Nursing, 22(4), 450-452.

This article discusses how clinical research has become a global enterprise, and advances in the basic sciences have exceeded the capacity of the clinical research infrastructure. This articles also covers how the lack of experience clinical research nurses can create a challenge for institutions with robust clinical trial pipelines.

• Health & Medicine Week. (2018, Oct 26). Clinical research; Study results from A.T. still university of health sciences update understanding of clinical research (clinical research nursing: Awareness and understanding among baccalaureate nursing students). Health & Medicine Week.

The article reviews strategies for encouraging and motivating nurses to engage in research.

NURS 4030 Assessment 2: Determining the Credibility of Evidence and Resources

Develop a 2-4 page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

Introduction

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided.

As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings.

The nurse will need to incorporate the use of evidence-based practice models. EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis/health issue for researching and completing this assessment:

• The specific diagnosis/health issue you identified in your previous assessment.
• The simulation Vila Health: Determining the Credibility of Evidence.
• A personal practice experience in which a sentinel event occurred.

Instructions

The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.

Below is a quick review table of several well-known Evidence-Based Practice Models used to guide exploration:

Evidence-Based Practice Models
Iowa Model of Evidence-Based Practice
Stetler Model
Ottawa Model
PARiHS (Promoting Action on Research Implementation in Health Services) Model
ACE (Academic Center for Evidence-Based Practice) Star Model
ARCC (Advancing Research and Clinical Practice Through Close Collaboration) Mode
John Hopkins Model
KTA (Knowledge-to-Action) Model

For this assessment:

ORDER A CUSTOMIZED, PLAGIARISM-FREE NURS 4030 Assessment 1 Locating Credible Databases and Research Paper HERE

• Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
• Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.

• • Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis/health care issue you identified in the first assessment, you may want to begin your literature and evidence search from the databases that were identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

• Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
• Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
• Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.

• • This is where you are selecting the specific resources to help address the issue in your chosen scenario.

• Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Review the literature below and choose the appropriate model for your diagnosis/health care issue.

• • Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models help explain the various evidence-based nursing models.

• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Additional Requirements

Your assessment should meet the following requirements:

• Length of submission: 2-4-page scholarly paper, this does not include the APA-formatted title page and reference list.
• Number of references: Cite 3-5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
• APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

• • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.

• • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.

• Competency 3: Apply an evidence-based practice model to address a practice issue.

• • Identify an evidence-based practice model (such as Iowa, Stetler, John Hopkins, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.

• Competency 4: Plan care based on the best available evidence.

• • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.

• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

• • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

• • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Determining the Credibility of Evidence and Resources Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Does not describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Lists a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Provides a specific rationale for the importance or benefit of applying an evidence-based approach. Uses literature to support discussion.
Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.	Does not explain criteria that should be considered when determining credibility of resources such as journal articles and websites.	Lists criteria that should be considered when determining credibility of resources such as journal articles and websites.	Explains criteria that should be considered when determining credibility of resources such as journal articles and websites.	Explains criteria that should be considered when determining credibility of resources such as journal articles and websites. Notes one or more ways the criteria could be applied to a specific resource.
Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.	Does not analyze the credibility or relevance of evidence or resources.	Describes the credibility or relevance of evidence or resources, but does not offer a complete analysis. The specific context of a quality or safety issue, or a chosen diagnosis may be unclear as well.	Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.	Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Additionally, identifies the most useful evidence or resource based upon the analysis.
Identify an evidence-based practice model (such as John Hopkins, Stetler, Iowa, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.	Does not identify an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue.	Identifies an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Does not explain the model or the importance of incorporating credible evidence.	Identifies an evidence-based practice model and explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue.	Explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Notes specific examples of how the model could help improve the chosen issue or diagnosis/health care issue.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.	Does not organize content for ideas. Lacks logical flow and smooth transitions.	Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/ punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/ punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly.	Attempts to apply APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.	Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.

Does not describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.

Lists a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.

Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.

Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Provides a specific rationale for the importance or benefit of applying an evidence-based approach. Uses literature to support discussion.

Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.

Does not explain criteria that should be considered when determining credibility of resources such as journal articles and websites.

Lists criteria that should be considered when determining credibility of resources such as journal articles and websites.

Explains criteria that should be considered when determining credibility of resources such as journal articles and websites.

Explains criteria that should be considered when determining credibility of resources such as journal articles and websites. Notes one or more ways the criteria could be applied to a specific resource.

Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.

Does not analyze the credibility or relevance of evidence or resources.

Describes the credibility or relevance of evidence or resources, but does not offer a complete analysis. The specific context of a quality or safety issue, or a chosen diagnosis may be unclear as well.

Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.

Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Additionally, identifies the most useful evidence or resource based upon the analysis.

Identify an evidence-based practice model (such as John Hopkins, Stetler, Iowa, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.

Does not identify an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue.

Identifies an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Does not explain the model or the importance of incorporating credible evidence.

Identifies an evidence-based practice model and explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue.

Explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Notes specific examples of how the model could help improve the chosen issue or diagnosis/health care issue.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.

Does not organize content for ideas. Lacks logical flow and smooth transitions.

Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/ punctuation, word choice, and spelling.

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/ punctuation, word choice, and free of spelling errors.

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly.

Attempts to apply APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

Resources: Promoting Evidence-Based Practice

• The resources below explore promoting EBP:
  • Conway, A., Dowling, M. & Devane, D. (2019). Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme. BMC Medical Education, 19.

• • • This article covers the translation of research into clinical practice and discusses the dissemination and implementation of EBP.

• • Pol-Castañeda, S., Rodríguez-Calero, M. Á., Zaforteza-Lallemand, C., Villafáfila-Gomila, C. J., Blanco-Mavillard, I., Ferrer-Cruz, F., & Joan De Pedro-Gómez. (2020). Moving evidence into practice by advanced practice nurses in hospitalization wards. protocol for a multicentre quasi-experimental study in three hospitals in Spain. International Journal of Environmental Research and Public Health, 17(10), 3473.

• • • This article presents a project that aims to evaluate the impact of the incorporation of the Advanced Practice Nurse role on the implementation of EBP at three levels: Context, nurses’ perceptions, and clinical outcomes.

• • Albarqouni L., Hoffmann T., Straus S., Rydland, N., Olsen, N. R., Young, T., Illic, D., Shaneyfelt, T., Haynes, B., Guyatt, G., & Glasziou, P. (2018). Core competencies in evidence-based practice for health professionals: Consensus statement based on a systematic review and Delphi Survey. Journal American Medical Association Network Open, 1(2).

• • • This article discusses core competencies in evidence-based practice (EBP) that health professionals should meet? Core competencies inform the development of EBP curricula for health professionals. Evidence-based practice (EBP) is necessary for improving the quality of health care as well as patient outcomes.

• • Ives E., J. & Pappas, S. (2020). The value of nursing research. The Journal of Nursing Administration, 50(5), 243-244.

• • • Innovations in patient care, nursing, and the practice environment are hallmarks of organizations receiving American Nurses Credentialing Center (ANCC) Magnet Recognition. This article examines the growing importance of nursing research on patient care and outcomes and the role of Magnet hospitals as research pacesetters for the nursing profession. The authors discuss the critical difference between research and evidence-based practice, why both are important, and how organizations can develop the structures and processes to inspire and advance a robust culture of clinical inquiry.

• • Hagle, M., Dwyer, D., Gettrust, L, Lusk, D., Peterson, K., Tennies, S. (2020). Development and implementation of a model for research, evidence-based practice, quality improvement, and innovation. Journal of Nursing Care Quality, 35(2).102-107.

• • • This article provides a discussion on algorithm with steps and decision points for nurses to follow based on a question from a clinical issue or problem. The model was approved by nursing-shared governance and is used for guiding relevant projects. The I3 Model guides the nurse in inquiry or improvement while supporting a culture of innovation in professional practice.

• • Mackey, A. & Bassendowski. S. (2020). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1).51-55.

• • • This article will discuss evidence-based practice as it continues to advance the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains.
    • The concept of evidence-based practice is defined, and the similarities and differences to evidence-based medicine discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing, and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline.

• • Whalen, M., Baptiste, D., L. & Maliszewski, B. (2020). Increasing nursing scholarship through dedicated human resources. The Journal of Nursing Administration, 50(2). 90-94.

• • • This article shares as the role of nursing grows in healthcare, the engagement of frontline nurses in evidence-based practice, quality improvement, and research is becoming the expectation and no longer the exception. Clinical nurses are in a unique position to inform and implement scholarly projects. The purpose of this staff development and the capacity-building project was to increase the output of scholarly work among frontline nurses through the formalization of nursing inquiry support via designated nursing inquiry project coordinators.

• • Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf

• • • This website explains the various evidence-based nursing models.

• • Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1

• • • This website also explains the various evidence-based nursing models.