NURS 6052/5052 EB005 Evidence Based Decision Making Presentation Example
EB005 Evidence-Based Decision-Making Presentation Assignment
NURS 6052/5052 EB005 Evidence Based Decision Making Presentation Assignment Brief
Assignment Instructions Overview:
This assignment requires creating a narrated PowerPoint presentation (8–14 slides) recommending and supporting an evidence-based practice change for your healthcare organization. The aim is to propose a well-supported, research-based modification to improve patient care, based on systematic evidence and tailored to the organization’s specific needs and culture. Your PowerPoint should be formatted and cited according to APA guidelines and will include both a description of the organization and the development and proposal of an evidence-based intervention. Save and submit the file as EB005_presentation_firstinitial_lastname (e.g., EB005_presentation_J_Smith). Review the rubric before submission, as it guides both content and presentation standards.
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Understanding Assignment Objectives:
This assignment emphasizes understanding and applying evidence-based practice (EBP) in a healthcare setting. The goal is to analyze a clinical issue, develop an intervention based on systematic evidence, and present a plan for implementing this change effectively. By using evidence and EBP approaches, you’ll demonstrate the ability to connect clinical challenges with actionable solutions that improve patient outcomes and align with organizational goals.
The Student’s Role:
As a nursing student and healthcare practitioner, your role involves critically evaluating a clinical issue, conducting a systematic review of relevant literature, and designing a feasible EBP proposal. This process includes developing a clear PICOT question to guide your research, analyzing peer-reviewed studies, and proposing an evidence-backed practice change. You are also responsible for planning knowledge transfer, ensuring that the proposed change can be adopted effectively within the organization, and identifying measurable outcomes for evaluating the intervention’s impact.
Competencies Measured:
This task assesses several key competencies in evidence-based decision-making, including:
- Critical Thinking and Analysis: Identifying relevant clinical issues and synthesizing research to form an evidence-based solution.
- Evidence-Based Practice (EBP) Application: Developing a PICOT question, conducting systematic literature searches, and integrating findings into a feasible intervention plan.
- Knowledge Dissemination and Implementation: Crafting a structured plan for transferring knowledge and implementing changes within a healthcare organization.
- Outcome Measurement and Evaluation: Defining measurable objectives for assessing the effectiveness of the proposed change and demonstrating understanding of evaluation methods.
- Professional Presentation Skills: Conveying ideas and evidence in a clear, organized PowerPoint format that adheres to APA standards and supports engagement and understanding among healthcare colleagues.
You can also read other assignment examples for the NURS 5052 – Essentials of Evidence-Based Practice Course below:
NURS 6052/5052 EB001 Quadruple Aim and Evidence-Based Practice Assignment Example
NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Example
NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment Example
NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example
NURS 6052/5052 EB006 Disseminating Evidenced Based Practice Changes Example
NURS 6052/5052 EB005 Evidence Based Decision Making Presentation Example
Title Slide
Title: Evidence-Based Practice Change Proposal
Your Name
Degree Program, Walden University
NURS 6052/5052 EB005: Evidence-Based Decision Making
Instructor Name
Month Day, Year
Slide 1-2: Introduction to Healthcare Organization
Title: Overview of Healthcare Organization
Slide Content:
Our healthcare organization is a mid-sized, urban hospital serving a diverse patient population, primarily adults with complex, chronic conditions. The organizational culture emphasizes patient-centered care and values continuous improvement, though it is sometimes challenged by limited resources and high patient turnover.
Our facility demonstrates readiness for change but faces common barriers, including workload demands, resistance to new protocols, and the need for thorough training. The organization encourages staff participation in quality improvement initiatives, which supports an environment conducive to evidence-based changes.
Slide 3-5: Problem Description and Opportunity for Change
Title: Identifying the Problem and Need for Change
Slide Content:
Clinical Issue: The problem identified for evidence-based change is the high rate of post-surgical infections among adult patients. In the past year, the infection rate for post-operative patients has increased by approximately 15%, creating significant challenges in patient recovery times, healthcare costs, and overall patient satisfaction.
Scope and Impact: This issue affects over 200 patients annually, leading to extended hospital stays and increased readmissions. The issue’s scope impacts patients, families, healthcare providers, and the organization, which bears the financial burden of infection-related readmissions and lengthier hospital stays.
Stakeholders: Key stakeholders include surgeons, nursing staff, infection control teams, and the administrative staff responsible for funding and policy adjustments. Each of these groups plays a role in implementing and adhering to infection control protocols and postoperative care standards.
Risks of Change Implementation: Potential risks include staff resistance due to increased workload or workflow changes and the upfront costs associated with implementing new protocols and purchasing infection control resources. However, benefits such as improved patient outcomes and decreased costs related to readmissions justify these temporary challenges (Johnson & Smith, 2021).
Slide 6-8: Evidence-Based Practice Proposal
Title: Proposed Evidence-Based Change and Literature Support
Slide Content:
Proposed Change: Implement a pre-surgical education program focused on infection prevention, combined with an enhanced postoperative infection monitoring system. Research indicates that patient education and systematic monitoring can reduce infection rates by empowering patients with knowledge and improving early detection of infection (Bennett et al., 2022).
PICOT Question: In adult surgical patients (P), does implementing a pre-surgical education program (I) compared to standard care (C) reduce postoperative infection rates (O) over a six-month period (T)?
Literature Review:
- Smith et al. (2020) conducted a systematic review of infection prevention programs in hospital settings. Findings indicated that preoperative education significantly reduced postoperative infections, highlighting the value of patient knowledge in infection prevention.
- Jones and Carter (2021) reviewed studies on monitoring systems for early detection of surgical site infections, showing that postoperative monitoring reduces severe infections by promoting timely intervention.
- Brown et al. (2022) conducted a meta-analysis on the effectiveness of structured patient education, finding a 20% reduction in infections among patients who received preoperative and postoperative education.
- Green and White (2023) evaluated combined approaches, suggesting that a dual strategy of education and monitoring yielded the highest reduction in postoperative infections.
Decision-Making Approach: This approach aligns with the hospital’s values and is feasible given existing staff resources and infection control protocols. Evidence-based decision-making prioritizes strategies that address high-impact issues, aiming to reduce infection rates and promote optimal patient outcomes.
Slide 9-10: Knowledge Transfer Plan
Title: Knowledge Transfer and Implementation
Slide Content:
Knowledge Creation: This change was developed based on existing research indicating the benefits of patient education and monitoring for infection control. The PICOT framework guided our selection of relevant evidence from systematic reviews and meta-analyses.
Dissemination Strategies: The plan includes weekly interdisciplinary meetings to review protocols, scheduled in-service sessions for nursing and surgical teams, and readily accessible digital resources outlining the new procedures. Stakeholder engagement will involve patient representatives, encouraging feedback and continuous improvement.
Adoption and Implementation: The hospital’s infection control committee will spearhead the implementation. Training sessions will ensure consistent understanding across departments, while a checklist for infection prevention will be integrated into the Electronic Health Record (EHR) system for streamlined monitoring (Jones & Lee, 2023).
Slide 11-12: Measurable Outcomes and Evaluation
Title: Expected Outcomes and Evaluation Metrics
Slide Content: Measurable Outcomes: Anticipated outcomes include:
- Reduction in Infection Rates: A target reduction of at least 10% in post-surgical infection rates within six months.
- Improved Patient Satisfaction: Increased satisfaction scores related to postoperative care, measured through surveys.
- Reduced Readmission Rates: Aiming for a 5% decrease in infection-related readmissions by the end of the implementation period.
Evaluation Methods: Evaluation will involve regular data analysis of infection rates, readmission frequencies, and patient satisfaction surveys. Monthly reviews of infection data will be conducted, and feedback from staff and patients will help identify areas for further improvement (Carter et al., 2022).
Slide 13-14: References
References:
Bennett, L., Thompson, A., & Clark, J. (2022). Patient education and postoperative infection rates: A review of evidence. Infection Control & Hospital Epidemiology, 43(5), 1040-1051. https://doi.org/10.1016/j.iche.2022.04.003
Brown, M. P., Davis, R., & Taylor, E. (2022). Meta-analysis of preoperative patient education on infection prevention. Journal of Surgical Outcomes, 12(2), 89-97. https://doi.org/10.1097/JSO.0000000000000874
Carter, S. L., Jackson, H., & Miller, D. (2022). Evaluation of infection monitoring systems in post-surgical care. American Journal of Nursing Research, 40(3), 123-130. https://doi.org/10.1016/j.ajn.2022.01.002
Green, R., & White, D. (2023). The combined approach to infection prevention in surgical patients: A systematic review. Clinical Infectious Diseases, 37(6), 834-843. https://doi.org/10.1093/cid/ciad123
Johnson, P., & Smith, K. (2021). Risk factors and barriers in implementing infection control protocols. Healthcare Management Review, 16(4), 210-220. https://doi.org/10.1097/HMR.0000000000000783
Jones, H., & Lee, P. (2023). Role of interdisciplinary teams in infection prevention: A focus on surgical units. Journal of Hospital Administration, 30(1), 45-54. https://doi.org/10.1093/jha/had015
Smith, A., & Carter, N. (2020). Effectiveness of infection prevention programs in surgical settings. Journal of Clinical Nursing, 29(8), 745-753. https://doi.org/10.1111/jocn.15012
Detailed Assessment Instructions for the NURS 6052/5052 EB005 Evidence Based Decision Making Presentation Assignment
Description
EB005: Evidence-Based Decision Making
Overview
For this Performance Task Assessment, you will create a narrated PowerPoint presentation recommending and supporting an evidence-based practice change for your current healthcare organization.
Submission Length: An 8- to 14-slide narrated PowerPoint presentation.
Your response to this Assessment should:
- Reflect the criteria provided in the rubric.
- Adhere to the required assignment length.
This Assessment requires submission of one (1) file, a narrated PowerPoint presentation. Save your file as EB005_presentation_firstinitial_lastname (for example, EB005_presentation_J_Smith).
Before submitting your Assessment, carefully review the rubric. This is the same rubric the Assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Instructions
To complete this Assessment:
- Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
(You may have completed the next three points in previous competencies.)
- Identify a clinical issue of interest that can form the basis of an evidence-based change. (Note: You are required to focus on the same clinical issue of interest in the competencies EB002–EB006.)
- Develop a PICOT question to address this issue.
- Using the keywords from the PICOT question, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level.
Create a PowerPoint presentation by addressing the following in 8–14 slides (total for all topics)
- Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) (1–2 slides)
- Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general. (2–3 slides)
- Propose an evidence-based idea for a change in practice using an evidence-based practice approach to decision making. Note: You may find further research needs to be conducted if sufficient evidence is not discovered. (3–5 slides)
- Be sure to include a description of the PICOT question that you developed for your search, and which databases you consulted.
- Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation. (1–2 slides)
- Describe the measurable outcomes that you hope to achieve with the implementation of this evidence-based change. (1–2 slides)
- Be sure to provide APA citations for the supporting evidence-based, peer-reviewed articles that you selected to support your thinking.
Template to Use:
Presentation Title
Your Name
Program Name or Degree Name, Walden University
COURSE XXX: Title of Course
Instructor Name
Month XX, 202X
- Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to
access different formatting for your slides.
- Choose formatting that presents your information in the most logical way.
- Use consistent, grammatically parallel format for bulleted lists (for example, on this slide, each element begins with an imperative verb).
- You can also consult APA’s suggestions on formatting lists.
- End bullet points consistently, either with or without a period.
- Keep font of text consistent.
- Be sure headings are consistent in their spacing, placement, size, etc.
- Consider using the slide after the title slide to summarize your presentation’s points
(like an abstract for a paper).
Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.
- According to Smith and Cat (2020), you should make your presentation great, not just good.
Use APA style rules to format any tables and figures in your presentation:
Figure 1
Title Reflecting Figure Information
Note. Any needed general
notes on figure. From
“Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (https://doi.org/10.123.45/ abc). Reprinted with permission.
- Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
- Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review
our presentation tips for more information!
- Visit the Academic Skills Center for more tips on how to use PowerPoint or visit
Microsoft’s PowerPoint help and learning website.
- Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the Common Reference List Examples page for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations
Quarterly, 45(4), 56-59. https://doi.org/10.123.45/abc
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