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NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example

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NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example

NURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project AssignmentNURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment

NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Brief

Course: NURS 5052 – Essentials of Evidence-Based Practice

Assignment Title: NURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment

Assignment Instructions Overview

In this Evidence-Based Project, you will engage in a comprehensive exploration of a clinical issue by conducting a systematic review and developing a structured approach to clinical inquiry. This assignment will allow you to apply evidence-based practice (EBP) principles, formulate a clinical question using the PICO(T) framework, and present your findings and recommendations in a clear and professional manner.

Understanding Assignment Objectives

The primary objectives of this assignment are to:

  • Develop Clinical Inquiry Skills: This project will help you formulate precise clinical questions using the PICO(T) framework. This is crucial for guiding effective research and identifying relevant evidence.
  • Conduct Systematic Reviews: You will learn to conduct systematic reviews by searching for, evaluating, and synthesizing high-level evidence from peer-reviewed sources. This process will enhance your ability to critically appraise the literature and draw meaningful conclusions.
  • Apply Evidence-Based Practice: By utilizing the principles of evidence-based practice, you will identify, evaluate, and implement interventions aimed at improving clinical outcomes. This will involve integrating the best available evidence with clinical expertise and patient values.
  • Enhance Presentation Skills: Developing a PowerPoint presentation will refine your ability to communicate complex information clearly and effectively. This is an essential skill for professional practice and advocacy in healthcare settings.

The Student’s Role

As a student, your role in this assignment includes the following steps:

  • Identify a Clinical Issue: Select a relevant clinical issue that has a significant impact on patient care and clinical practice. This issue should be broad enough to allow for comprehensive research but focused enough to provide actionable insights.
  • Develop a PICO(T) Question: Formulate a specific, focused PICO(T) question that addresses the chosen clinical issue. This will guide your literature search and help in identifying relevant evidence.
  • Perform a Literature Search: Utilize academic databases such as PubMed, CINAHL, MEDLINE, and Cochrane Library to search for peer-reviewed articles. Identify at least four high-level evidence articles, such as systematic reviews, meta-analyses, or critically-appraised topics.
  • Analyze and Synthesize Evidence: Critically appraise the selected articles to evaluate the levels of evidence and their relevance to your PICO(T) question. Summarize the findings in a matrix worksheet to organize and compare the evidence.
  • Create a PowerPoint Presentation: Develop a 6- to 7-slide PowerPoint presentation that summarizes your chosen clinical issue, PICO(T) question, literature search process, and the evidence you found. Include an evaluation of the levels of evidence and the strengths of systematic reviews.

Competencies Measured

This assignment measures the following competencies:

  • Formulating Clinical Questions: Demonstrating the ability to use the PICO(T) framework to develop focused clinical questions.
  • Evidence Retrieval: Proficiency in using various databases to conduct systematic searches and retrieve high-level evidence.
  • Critical Appraisal: Skills in critically appraising and synthesizing evidence to determine its relevance and validity.
  • Application of Evidence-Based Practice: Applying evidence to clinical practice to improve patient outcomes and healthcare processes.
  • Effective Communication: Presenting research findings and recommendations clearly and professionally in a PowerPoint format.

You Can Also Check Other Related Assessments for the NURS 5052 – Essentials of Evidence-Based Practice Course:

NURS 6052/5052 EB001 Module01 Quadruple Aim and Evidence-Based Practice Assignment Example

NURS 6052/5052 EB001 Module01 Where in the World Is Evidence-Based Practice Discussion Assignment Example

NURS 6052/5052 EB002 Module02 Identifying Research Methodologies Evidence-Based Project Assignment Example

NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example

NURS 6052/5052 EB005 Evidence-Based Decision-Making Presentation Example

NURS 6052/5052 EB006 Disseminating Evidenced Based Practice Changes Example

NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example

Matrix Worksheet Template and Developing the PICO(T) Question

Clinical Issue: Workplace Incivility in Nursing

Workplace incivility among nurses and healthcare professionals is a significant issue, manifesting through disrespectful behaviors such as belittling remarks, gossiping, or ignoring colleagues. These behaviors can erode teamwork, reduce job satisfaction, and contribute to burnout, ultimately affecting the quality of patient care and overall healthcare outcomes. Addressing this issue is crucial for maintaining a positive work environment and ensuring high standards of patient care.

Developing the PICO(T) Question

Identifying the Problem

To address workplace incivility effectively, a focused clinical question needs to be developed. This process starts with identifying a clear and specific problem within the broader issue of workplace incivility. For this assignment, the clinical issue of interest is the impact of educational interventions on managing nurse-to-nurse incivility.

Formulating the PICO(T) Components
  • P (Population): Nurses experiencing workplace incivility
  • I (Intervention): Educational programs and cognitive rehearsal training
  • C (Comparison): Standard workplace policies without specific educational interventions
  • (Outcome): Reduction in incidences of workplace incivility, improved job satisfaction, and enhanced teamwork
  • T (Time): Over a period of six months
Constructing the PICO(T) Question

Based on these components, the PICO(T) question is formulated as follows:

In nurses experiencing workplace incivility (P), how effective are educational programs and cognitive rehearsal training (I) compared to standard workplace policies (C) in reducing incidences of workplace incivility, improving job satisfaction, and enhancing teamwork (O) over a period of six months (T)?

Searching for Evidence

Keywords and Databases

To find relevant evidence, key terms derived from the PICO(T) question are used. These include “nurse incivility,” “educational programs,” “cognitive rehearsal,” “workplace incivility,” “job satisfaction,” and “teamwork.”

The search is conducted in the following databases:

  • PubMed
  • CINAHL (Cumulative Index to Nursing and Allied Health Literature)
  • PsycINFO
  • Cochrane Library

Reflection on the Process

Creating a PICO(T) question and searching for peer-reviewed research involves several critical steps. Initially, it is essential to thoroughly understand the clinical issue and its impact on both healthcare professionals and patient care. The PICO(T) framework helps in structuring the question clearly, ensuring all necessary elements are included to guide the research effectively.

Searching multiple databases enhances the comprehensiveness of the evidence gathered. It is crucial to use specific keywords and Boolean operators to refine the search results, making sure the selected studies are highly relevant to the PICO(T) question. This process not only aids in finding high-level evidence but also in understanding the different methodologies and outcomes related to the clinical issue.

Full Citation of Selected Articles

Article #1 Article #2 Article #3 Article #4
Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536.

 

Reasons for Selection & Relation to Clinical Issue

Article #1: This study focuses on using education and cognitive rehearsal to address nurse-to-nurse incivility. It shows how training can help nurses recognize and cope with incivility, ultimately promoting a healthier work environment. This is relevant because understanding and managing incivility can lead to better teamwork and patient care (Kile et al., 2019).

Article #2: Abdollahzadeh et al. (2017) explore nurses’ views on preventing workplace incivility, highlighting practical measures such as improving communication and support systems. This perspective is valuable as it comes directly from those experiencing the issue, providing real-world solutions to enhance the work environment.

Article #3: Armstrong (2018) provides a comprehensive review of various strategies to manage incivility in healthcare settings. By synthesizing evidence from multiple studies, this article offers a robust foundation for implementing effective interventions that ensure a respectful workplace.

Article #4: Razzi and Bianchi (2019) describe a quality improvement program that uses cognitive rehearsal training to tackle incivility. This study demonstrates the practical application of educational interventions and their positive impact on job satisfaction and organizational commitment.

Aims of Research

Article #1: To evaluate the effectiveness of cognitive rehearsal techniques in reducing nurse-to-nurse incivility through educational interventions (Kile et al., 2019).

Article #2: To identify strategies for preventing workplace incivility from the perspective of nurses, focusing on improving communication and support (Abdollahzadeh et al., 2017).

Article #3: To review and synthesize existing evidence on interventions for managing workplace incivility in nursing, providing a comprehensive overview of effective strategies (Armstrong, 2018).

Article #4: To implement and assess a quality improvement program using cognitive rehearsal training to address incivility and improve the workplace environment (Razzi & Bianchi, 2019).

Research Methodology

Article #1: Kile et al. (2019) used a mixed-methods approach, combining qualitative and quantitative data. Surveys were conducted before and after the intervention to measure its effectiveness. This approach allowed for a comprehensive evaluation of the educational program’s impact.

Article #2: Abdollahzadeh et al. (2017) used qualitative methods, specifically semi-structured interviews, to gather in-depth insights from nurses. This method allowed participants to share their experiences and suggestions in detail, providing rich qualitative data.

Article #3: Armstrong (2018) conducted a systematic review, analyzing ten studies on workplace incivility. This method is strong in its ability to provide a broad view of the evidence, summarizing findings from multiple sources to identify effective interventions.

Article #4: Razzi and Bianchi (2019) used quantitative methods, utilizing the Nursing Incivility Scale (NIS) to measure the impact of their cognitive rehearsal training program. This approach provided clear, measurable data on the program’s effectiveness.

Strengths of Research Methodologies

Article #1: The mixed-methods approach provided a balanced view, combining statistical data with personal insights, enhancing the study’s reliability and validity (Kile et al., 2019).

Article #2: The qualitative approach allowed for detailed, personal accounts of incivility, giving voice to the nurses’ experiences and making the findings highly relevant and applicable (Abdollahzadeh et al., 2017).

Article #3: Systematic reviews, like the one conducted by Armstrong (2018), are highly reliable as they aggregate data from multiple studies, offering comprehensive and evidence-based recommendations.

Article #4: The quantitative method used by Razzi and Bianchi (2019) provided precise measurements of the intervention’s impact, ensuring that the findings are accurate and can be generalized to similar settings.

General Notes/Comments

Article #1: Highlights the importance of educational programs in promoting a respectful workplace, leading to better patient care (Kile et al., 2019).

Article #2: Emphasizes the need for improved communication and support among nurses to prevent incivility, offering practical solutions from those directly affected (Abdollahzadeh et al., 2017).

Article #3: Provides a comprehensive overview of evidence-based strategies to manage incivility, supporting the implementation of effective interventions (Armstrong, 2018).

Article #4: Demonstrates the effectiveness of cognitive rehearsal training in reducing incivility, enhancing job satisfaction, and organizational commitment (Razzi & Bianchi, 2019).

Conclusion

The reviewed articles highlight the significance of addressing workplace incivility in nursing. They emphasize the role of education, improved communication, and evidence-based interventions in creating a respectful and supportive work environment. Implementing these strategies can lead to enhanced staff well-being, better teamwork, and ultimately, higher quality patient care.

References

Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966

Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106

Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709

Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536. https://doi.org/10.1111/nuf.12366

PowerPoint Presentation Slides

Slide 1: Introduction

  • Title: Addressing Workplace Incivility in Nursing
  • Overview: Workplace incivility is a significant issue affecting nurses and healthcare professionals, impacting both staff well-being and patient care.

Speaker Notes: Welcome everyone. Today, I will be discussing workplace incivility in nursing, a problem that affects both the quality of patient care and the well-being of healthcare professionals.

Slide 2: Research Question and Databases

  • Research Question: How can evidence-based interventions effectively manage workplace incivility in nursing?
  • Databases Used: PubMed, CINAHL, PsycINFO, Cochrane Library.

Speaker Notes: Our research focused on finding evidence-based strategies to manage workplace incivility in nursing. We searched through several databases, including PubMed and CINAHL, to gather relevant studies.

Slide 3: Selected Systematic Reviews

  • Article #1: Education and Cognitive Rehearsal for Incivility Management (Kile et al., 2019)
  • Article #2: Nurses’ Perspectives on Incivility Prevention (Abdollahzadeh et al., 2017)

Speaker Notes: We selected four key articles for our review. The first two focus on educational interventions and the perspectives of nurses on preventing incivility.

Slide 4: Selected Systematic Reviews (Continued)

  • Article #3: Systematic Review of Evidence (Armstrong, 2018)
  • Article #4: Quantitative Assessment using NIS (Razzi & Bianchi, 2019)

Speaker Notes: The next two articles provide a systematic review of evidence-based strategies and a quantitative assessment using the Nursing Incivility Scale.

Slide 5: Ethics Considerations & Aims of Research

  • Ethics: Voluntary participation, confidentiality, informed consent.
  • Aims: Raise awareness, prevent incivility, synthesize evidence, implement interventions.

Speaker Notes: Ethical considerations are crucial in research. All studies ensured voluntary participation and confidentiality. The aims included raising awareness about incivility, finding ways to prevent it, and implementing evidence-based interventions.

Slide 6: Conclusion & Recommendations

  • Conclusion: The reviewed articles provide valuable insights and evidence-based strategies for managing workplace incivility.
  • Recommendations: Implement educational programs, improve communication, and use quality improvement initiatives to promote a positive work environment.

Speaker Notes: In conclusion, addressing workplace incivility is essential for a positive work environment. We recommend implementing educational programs, improving communication, and using quality improvement initiatives to tackle this issue effectively.

References Slide

Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966

Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106

Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709

Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536. https://doi.org/10.1111/nuf.12366

Detailed Assessment Instructions for the NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment

Assignment: Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
  • Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

By Day 7 of Week 5

Submit Part 2 of your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Learning Resources

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

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

  • Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
  • Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N

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

Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79

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

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58

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

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e

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

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp

Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp

Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp

Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics

Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670

Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654

Required Media

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

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NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment Example

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NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment Example

NURS 6052/5052 EB002 Module02 Identifying Research Methodologies Evidence-Based Project AssignmentNURS 6052/5052 EB002 Module02 Identifying Research Methodologies Evidence-Based Project Assignment

NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment Brief

Course: NURS 5052 – Essentials of Evidence-Based Practice

Assignment Title: NURS 6052/5052 EB002 Module02 Identifying Research Methodologies Evidence-Based Project Assignment

Assignment Overview

In this assignment, you will engage in a clinical inquiry to explore the difference between common practice and best practice within healthcare settings. By critically analyzing peer-reviewed research articles, you will identify clinical areas of interest and investigate research methodologies employed to maintain or improve clinical practices.

Understanding Assignment Objectives

The primary objective of this assignment is to develop your skills in identifying and critically analyzing research methodologies used in clinical inquiry. You will select a specific clinical issue of interest and explore relevant peer-reviewed articles to understand the aims, methodologies, and strengths of the research conducted.

The Student’s Role

As a student undertaking this assignment, your role is to:

  • Identify a clinical issue of interest within the healthcare context.
  • Conduct a comprehensive search using appropriate keywords in Walden Library databases to locate relevant peer-reviewed research articles.
  • Reflect on the selection process and analyze the methodologies employed in the identified research articles.
  • Utilize the Matrix Worksheet template to document and critically evaluate each selected article’s research methodology.

Competencies Measured

This assignment assesses the following competencies:

  • Ability to formulate clinical questions for inquiry.
  • Capacity to conduct effective literature searches in academic databases.
  • Skill in critically analyzing research methodologies employed in peer-reviewed articles.
  • Understanding of the importance of evidence-based practice in healthcare decision-making.

You Can Also Check Other Related Assessments for the NURS 5052 – Essentials of Evidence-Based Practice Course:

NURS 6052/5052 EB001 Module01 Quadruple Aim and Evidence-Based Practice Assignment Example

NURS 6052/5052 EB001 Module01 Where in the World Is Evidence-Based Practice Discussion Assignment Example

NURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example

NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example

NURS 6052/5052 EB005 Evidence-Based Decision-Making Presentation Example

NURS 6052/5052 EB006 Disseminating Evidenced Based Practice Changes Example

NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment Example

Identifying Research Methodologies in Clinical Inquiry

Clinical issues significantly impact the quality of care, health providers’ well-being, patient safety, and service delivery. Workplace incivility, characterized by disrespect and discourteous actions among employees, is prevalent in nursing practice and can profoundly affect confidence, interprofessional collaboration, teamwork, and productivity if left unchecked. Moreover, it adversely affects psychological well-being, leading to anxiety, burnout, and high job turnover rates. Effective management of nursing incivility is crucial to enhancing and promoting quality care and patient safety. The following matrix worksheet presents four research articles addressing nursing incivility in the workplace.

Full Citation of Selected Articles

 

Article #1 Article #2 Article #3 Article #4
Kile, D., Eaton, M., DeValpine, M., & Gilbert, R. (2018). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709 Asghari, E., Abdollahzadeh, F., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966 Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177/2165079918771106 Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536. https://doi.org/10.1111/nuf.12366

 

Why Chosen & Relation to Clinical Issue

Article #1: This article was chosen for its comprehensive approach to enhancing awareness and utilizing educational programs to reduce nurse-to-nurse incivility. It underscores the importance of cognitive rehearsal techniques in managing and coping with incivility, supporting employees’ mental preparedness to address workplace stressors.

Article #2: Selected due to its focus on the detrimental effects of workplace incivility on healthcare workers’ health and patient care, providing insights into preventive strategies from nurses’ perspectives.

Article #3: This article aims to control workplace incivility by proposing practical interventions and evidence-based strategies, emphasizing the negative impact of incivility on nurses’ emotional well-being and patient safety.

Article #4: Chosen for its approach of implementing a quality improvement program through cognitive rehearsal training, aiming to promote a healthy workplace and enhance job satisfaction and commitment among nurses.

Aims of Research

Article #1: To raise awareness among nurses and reduce the impact of incivility by implementing cognitive rehearsal techniques.

Article #2: To prevent workplace incivility in healthcare settings from the perspective of nurses.

Article #3: To effectively control workplace incivility through proposed interventions.

Article #4: To educate nurses on identifying and managing incivility through cognitive rehearsal training.

Research Methodologies Used

Article #1: Mixed methods approach combining qualitative and quantitative methods, utilizing surveys before and after cognitive rehearsal training to assess effectiveness.

Article #2: Qualitative methods using semi-structured interviews and purposive sampling to explore nurses’ perspectives on incivility prevention.

Article #3: Quantitative research methodology conducting a systematic review of studies on workplace incivility.

Article #4: Quantitative research utilizing the nursing incivility scale (NIS) to evaluate the effectiveness of cognitive rehearsal educational modules.

Strengths of Research Methodologies

Article #1: Mixed methods provide comprehensive insights by addressing qualitative and quantitative aspects simultaneously, enhancing understanding and data validity.

Article #2: Qualitative methods allow in-depth exploration of incivility issues, providing nuanced insights into nurses’ experiences.

Article #3: Systematic reviews offer a robust synthesis of existing evidence, providing reliable information for clinical decision-making.

Article #4: Quantitative methods maintain objectivity and accuracy in data collection, ensuring reliability and validity of results.

In conclusion, these articles contribute valuable perspectives and interventions to address workplace incivility among nurses. Their methodologies, whether mixed, qualitative, or systematic, offer distinct strengths in understanding, preventing, and managing incivility. By synthesizing these findings, evidence-based practices can be developed to reduce incivility, promote a positive work environment, and enhance patient care.

References

Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163.

Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410.

Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552.

Razzi, C. C., & Bianchi, A. L. (2019, October). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536.

Detailed Assessment Instructions for the NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
  • Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
  • Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
  • Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

  • The full citation of each peer-reviewed article in APA format.
  • A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
  • A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
  • NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice
  • A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

By Day 7 of Week 3

Submit your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
  • Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

Learning Resources

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

Required Readings

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

  • Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
  • Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research” (pp. 607–653)

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

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

Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

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

Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

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

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-b). Evaluating resources: Primary & secondary sources. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/evaluating/sources

Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics

Walden University Library. (n.d.-i). Quick Answers: What are filtered and unfiltered resources in nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/73299

Document: Matrix Worksheet Template (Word Document)

Required Media

Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Laureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.

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

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NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Example

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NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Example

NURS 6052/5052 EB001 Module01 Where in the World Is Evidence-Based Practice Discussion AssignmentNURS 6052/5052 EB001 Module01 Where in the World Is Evidence-Based Practice Discussion Assignment

NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Assignment Brief

Course: NURS 5052 – Essentials of Evidence-Based Practice

Assignment Title: NURS 6052/5052 EB001 Module01 Where in the World Is Evidence-Based Practice Discussion Assignment

Assignment Overview

The purpose of this assignment is to explore the integration of evidence-based practice (EBP) within professional healthcare organizations by analyzing their respective websites. Students will critically examine the presence and extent of EBP within these organizations, evaluate the grounding of their work in EBP principles, and reflect on how this information influences their perception of the organizations.

Assignment Objectives

  • Review and reflect on the definition and goal of evidence-based practice (EBP) in healthcare.
  • Analyze a professional healthcare organization’s website to identify instances of EBP implementation.
  • Evaluate the extent to which the organization’s work is grounded in evidence-based practice.
  • Reflect on the impact of the organization’s commitment to EBP on one’s perception of the healthcare organization.

The Student’s Role

As a student in NURS 6052/5052 EB001: Essentials of Evidence-Based Practice, your role is to critically engage with healthcare organization websites to assess their adoption of EBP. By examining the mission, vision, philosophy, goals, and other relevant sections of the website, you will identify and analyze instances where EBP is evident. Subsequently, you will evaluate whether the organization’s activities are firmly grounded in EBP principles and consider the implications of this for healthcare quality and outcomes.

Competencies Measured

  • Ability to recognize and assess the application of evidence-based practice (EBP) in healthcare settings.
  • Capacity to critically evaluate organizational commitments to EBP based on website content.
  • Proficiency in articulating the influence of EBP adoption on one’s perception of healthcare organizations.
  • Skill in synthesizing information from diverse sources to inform professional practice and decision-making.

You Can Also Check Other Related Assessments for the NURS 5052 – Essentials of Evidence-Based Practice Course:

NURS 6052/5052 EB001 Module01 Quadruple Aim and Evidence-Based Practice Assignment Example

NURS 6052/5052 EB002 Module02 Identifying Research Methodologies Evidence-Based Project Assignment Example

NURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example

NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example

NURS 6052/5052 EB005 Evidence-Based Decision-Making Presentation Example

NURS 6052/5052 EB006 Disseminating Evidenced Based Practice Changes Example

NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Example

Introduction

In today’s healthcare landscape, evidence-based practice (EBP) is essential for delivering high-quality care and improving patient outcomes. By aligning clinical decisions with the best available evidence, healthcare organizations can ensure that their practices are effective and informed. This paper explores the commitment of healthcare organizations towards EBP, focusing specifically on the American Foundation for Suicide Prevention (AFSP) and the Centers for Disease Control and Prevention (CDC). By analyzing their respective websites and organizational strategies, we can gain deeper insights into how these entities integrate EBP principles into their work to address critical healthcare challenges.

American Foundation for Suicide Prevention (AFSP): A Closer Look

The AFSP is a leading organization dedicated to preventing suicide and promoting mental health awareness. A visit to their website reveals a comprehensive approach grounded in evidence-based principles. For instance, the AFSP’s emphasis on suicide statistics reflects their commitment to understanding the scope of the problem through empirical data (AFSP, 2020). Furthermore, the organization’s tailored prevention programs for specific populations, such as veterans and LGBTQ individuals, are developed based on the latest research findings in suicide prevention (AFSP, 2020).

Evidence-Based Utilization at AFSP

The AFSP’s mental health first aid program is a prime example of evidence-based utilization. This program equips individuals with practical skills derived from evidence-based guidelines to recognize signs of distress and provide appropriate support (AFSP, 2020). By integrating evidence into their programs, the AFSP ensures that their interventions are not only effective but also aligned with best practices in mental health care.

Grounding in EBP

The AFSP’s strong grounding in EBP is evident in its research initiatives. The organization actively funds studies focused on prevention, interventions, and treatments related to suicide (AFSP, 2020). By supporting research, the AFSP contributes to the generation of new evidence that informs their programs and advocacy efforts. Additionally, the AFSP’s engagement in public policy advocacy underscores its commitment to translating research findings into actionable policies that promote suicide prevention at local, state, and national levels.

Perception of AFSP

Exploring the AFSP’s website has deepened my perception of the organization. Previously viewed primarily as a resource for suicide prevention, I now recognize the AFSP as a pioneer in evidence-based mental health interventions. The organization’s holistic approach, combining research, advocacy, and community engagement, underscores its leadership in promoting evidence-based practices to address a critical public health issue.

Centers for Disease Control and Prevention (CDC): Unveiling EBP Practices

As a premier public health agency, the CDC plays a pivotal role in disease prevention and control both domestically and globally. A review of the CDC’s website reveals a robust commitment to evidence-based practices across its programs and initiatives.

Evidence-Based Utilization at CDC

The CDC’s approach to disease surveillance exemplifies evidence-based utilization. The agency collects and analyzes data on notifiable diseases, enabling evidence-based interventions to contain outbreaks and prevent further transmission (CDC, 2019). By leveraging research and technology, the CDC stays at the forefront of public health responses, ensuring that their strategies are informed by the best available evidence.

Grounding in EBP

The CDC’s foundation in EBP is reflected in its scientific approach to public health. Through rigorous research and evaluation, the CDC generates evidence that informs policy decisions and public health recommendations (CDC, 2019). The agency’s collaboration with national and international partners further strengthens its evidence-based initiatives, demonstrating a commitment to promoting health equity and improving population health outcomes.

Perception of CDC

Exploring the CDC’s website has reaffirmed my perception of the agency as a global leader in evidence-based public health. The CDC’s systematic integration of research into practice underscores its effectiveness in addressing complex health challenges. By translating evidence into action, the CDC plays a pivotal role in safeguarding public health and promoting well-being on a global scale.

Conclusion

In conclusion, the analysis of the AFSP and CDC websites highlights the critical importance of evidence-based practice in healthcare organizations. Both entities demonstrate a strong commitment to integrating research findings into their programs and initiatives, underscoring the transformative impact of EBP on healthcare delivery. By embracing evidence-based principles, these organizations contribute to improving patient outcomes, advancing public health, and addressing pressing healthcare needs in innovative ways. As future nursing professionals, understanding and advocating for evidence-based practice will be essential in driving positive change and promoting excellence in healthcare delivery.

References

American Foundation for Suicide Prevention. (2020). About AFSP. Retrieved February 26, 2020, from https://afsp.org/about-afsp/

Centre for Disease Control and Prevention (2019). Mission, Role and Pledge. Retrieved  February 26 ,  2020 from  https://www.cdc.gov/about/organization/mission.htm

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2.

Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare (4th ed.). Philadelphia, PA: Wolters Kluwer.

Response to Colleague 1

After reviewing your analysis of the AFSP’s website, I found additional examples of evidence-based practice (EBP) integration within the organization’s programs. One notable aspect is the AFSP’s emphasis on offering evidence-based interventions tailored to specific populations, such as veterans and LGBTQ individuals. These targeted programs reflect a nuanced understanding of diverse needs and preferences, aligning with EBP principles by incorporating research findings into practice. Furthermore, the AFSP’s commitment to funding research grants for prevention studies underscores its dedication to advancing EBP in the field of suicide prevention.

Response to Colleague 2

Upon visiting the CDC website as discussed in your post, I observed several examples of evidence-based practice (EBP) in action. One compelling instance is the CDC’s use of epidemiological data to inform public health interventions. By collecting and analyzing disease surveillance data, the CDC identifies trends and patterns that guide evidence-based strategies to prevent and control disease outbreaks. Additionally, the CDC’s collaboration with state agencies to report notifiable diseases demonstrates a systematic approach to integrating research into public health practice, reinforcing the agency’s commitment to EBP.

Detailed Assessment Instructions for the NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Assignment

Discussion: Where in the World Is Evidence-Based Practice?

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.

To Prepare:

  • Review the Resources and reflect on the definition and goal of EBP.
  • Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
  • Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond to at least two of your colleagues on two different days by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

Learning Resources

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

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01

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

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126 NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

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

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

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

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2

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

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

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

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160

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

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Required Media

Laureate Education (Producer). (2018). Introduction to Evidence-Based Practice and Research [Video file]. Baltimore, MD: Author.

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Whether you’re dealing with complex topics, tight deadlines, or specific instructions, we’ve got your back. From crafting a custom nursing research paper to assisting with your nursing assignments, our professionals are here to lend a helping hand.

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  • Affordable Prices: Our online nursing papers are priced affordably, ensuring accessibility for all college students.
  • Expert Writers: Let our skilled writers make your paper perfect, providing the expertise needed for exceptional results.
  • Originality Guaranteed: Say goodbye to plagiarized papers. Our nursing experts craft original and customized nursing essays for your academic success.
  • Easy Ordering Process: Ready to place your order? It’s hassle-free! Visit our “Place Order” page, provide paper details, proceed to checkout, and your order will be assigned to a suitable expert.

Why Trust Our Professionals?

Professionals at ReliablePapers.com are updated with the latest nursing trends, ensuring your nursing research paper stands out. Our skilled writers offer the best nursing writing services, meeting your desires and ensuring timely submissions.

As a nursing student, balancing assignments and class participation can be overwhelming. Seeking help enables you to submit research on time and ensures exceptional performance in your nursing research papers and assignments. Trust ReliablePapers.com for your academic success! Our online nursing essays are unmatched both in quality and affordability.

Save Time, Secure Top Grades

Ready to save time and secure the grades you deserve? Visit our “Place Order” page, fill in your paper details, proceed to checkout, and trust us to make your nursing papers perfect. Don’t wait until the last minute; fill in your requirements and let our experts deliver your work ASAP.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

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