NURS FPX 6011 Implementing Evidence-Based Practice Essay Example

NURS FPX 6011 Assessment 3 Implementing Evidence-Based PracticeNURS FPX 6011 Assessment 3 Implementing Evidence-Based Practice

NURS FPX 6011 Implementing Evidence-Based Practice Assignment Brief

Course: NURS FPX 6011 Evidence-Based Practice for Patient-Centered Care and Population Health

Assignment Title: Assessment 3 Implementing Evidence-Based Practice

Assignment Overview:

The NURS FPX 6011 Implementing Evidence-Based Practice Assignment aims to equip students with the knowledge and skills necessary to effectively implement evidence-based practice in nursing care. This assignment requires students to develop and implement an evidence-based intervention to address a specific healthcare issue or improve patient outcomes.

Understanding Assignment Objectives:

The primary objective of this assignment is to enable students to understand the importance of evidence-based practice in nursing and its role in improving patient care and outcomes. By completing this assignment, students will gain practical experience in applying evidence-based interventions, critically analyzing research literature, and evaluating the effectiveness of their interventions.

The Student’s Role:

As a student undertaking this assignment, your role is to act as a healthcare professional responsible for implementing evidence-based practice in a clinical setting. You will need to identify a healthcare issue or area for improvement, conduct a comprehensive literature review to identify evidence-based interventions, and develop an implementation plan.

Your goal is to demonstrate your ability to critically evaluate research evidence, translate research findings into practice, and effectively implement evidence-based interventions to address healthcare challenges. Throughout the assignment, you will be required to adhere to best practices in evidence-based practice and demonstrate a commitment to improving patient outcomes through the application of research evidence.

NURS FPX 6011 Implementing Evidence-Based Practice Essay Example

Cancer is a significant health challenge, affecting many individuals worldwide. Recent data from the American Cancer Society shows a notable decrease in cancer mortality rates over the years (Siegel et al., 2019). However, cancer still poses substantial risks, with millions of new cases and deaths reported globally each year (Hanahan, 2022).

Cancer encompasses various diseases, each with its unique symptoms and treatment approaches. The impact of cancer extends beyond physical health, affecting emotional and social well-being. While advancements in research and treatment have improved outcomes for many patients, there is still a need for further progress in prevention, detection, and management.

The aim of this presentation is to address the gap between evidence-based practice and clinical care, particularly in promoting exercise among cancer survivors. Exercise has shown promising results in improving the quality of life and health outcomes for survivors. By outlining an implementation plan, the paper seeks to integrate exercise interventions into survivorship care effectively.


Cancer incidence and mortality rates have fluctuated over time, highlighting the ongoing challenge of the disease. Despite improvements in survival rates, cancer survivors often face physical and emotional challenges post-treatment, such as fatigue and emotional distress. Exercise has emerged as a potential solution to address these issues and enhance overall well-being.

PICOT Question

When considering the impact of exercise programs on the quality of life of cancer survivors compared to standard care or non-exercise programs within a 6-month timeframe, the paper will employ the PICOT framework. The focus is on understanding how exercise interventions affect the well-being of cancer survivors.

Population: The individuals under study are cancer survivors, encompassing those who have completed treatment and are in remission or post-treatment phase.

Intervention: The paper will be evaluating exercise programs designed specifically for cancer survivors, which may include various forms of physical activity tailored to their needs and capabilities.

Comparison: The comparison group consists of cancer survivors who receive standard care or do not participate in structured exercise programs.

Outcome: The desired outcome is an improvement in the quality of life among cancer survivors within a period of 6 months. This encompasses physical, emotional, and social aspects of well-being, including but not limited to reduced fatigue, improved mood, enhanced physical function, and better overall health-related quality of life.

Action Plan

Exercise plays a crucial role in fostering positive change in our lives. Similarly, integrating exercise programs into the routine of cancer patients can offer tangible support in transforming their lives (Stout et al., 2017). This initiative spans six months, during which recently recovered cancer patients are encouraged to engage in activities like walking and low-intensity exercises to boost their energy levels and overall well-being. The action plan emphasizes the importance of promoting physical activity among cancer survivors, as studies have consistently shown its positive impact on their health and recovery.

Research indicates that exercise yields substantial benefits for cancer survivors, as evidenced by studies focusing on breast cancer survivors and systematic reviews of existing literature (Stout et al., 2017; Cormie et al., 2017; Ferioli et al., 2019). These sources confirm the efficacy of exercise before, during, and after cancer treatment, highlighting its role in improving physical function and mitigating the adverse effects of cancer-related impairments. Moreover, engaging in moderate to vigorous physical activity has been associated with a reduced risk of cancer mortality and recurrence, as well as fewer adverse effects (Cormie et al., 2017; Ferioli et al., 2019).

The action plan begins with a needs assessment to identify the specific exercise requirements and preferences of cancer survivors, conducted through focus groups, surveys, and professional consultations. Subsequently, a comprehensive literature review is conducted to determine evidence-based best practices for designing exercise interventions (Stout et al., 2017). Based on the findings, personalized practice changes are recommended, including guidelines for exercise frequency, intensity, duration, and type tailored to individual patient needs.

A timeline is established to guide the implementation process, delineating key milestones and deadlines for each phase of the intervention. Necessary tools and resources, such as educational materials, exercise equipment, and funding, are identified and secured to support program development and implementation. The exercise program is then rolled out according to the established guidelines, with ongoing monitoring and support provided to participants.

Finally, the impact of the program is evaluated by assessing participants’ health outcomes, quality of life, and adherence to exercise regimens (Stout et al., 2017; Cormie et al., 2017; Ferioli et al., 2019). This comprehensive evaluation aims to gauge the effectiveness of the intervention in improving the overall well-being of cancer survivors and inform future iterations of the program.

Stakeholders and Potential Barriers

In the implementation of this project, several key stakeholders play crucial roles:

Firstly, cancer survivors themselves are at the heart of this initiative. They will actively participate in the fitness program and provide valuable feedback on its effectiveness (Smith et al., 2018).

Healthcare providers, including oncologists, nurses, and physical therapists, are instrumental in guiding the development and execution of the exercise program. Their expertise ensures the program aligns with the specific needs of cancer survivors (Johnson & Amankwah, 2019).

Cancer support organizations, such as hospitals, contribute resources and support for survivors. They play a vital role in disseminating information about the fitness program to the community (Smith et al., 2018).

Certified exercise professionals bring specialized knowledge to the table. They assist in crafting tailored exercise plans that cater to the unique circumstances of cancer survivors (Johnson & Amankwah, 2019).

Researchers provide evidence-based insights into the benefits of exercise for cancer survivors. Their expertise guides the selection of effective techniques for inclusion in the program (Smith et al., 2018).

Despite the involvement of these stakeholders, several barriers may hinder the project’s success:

Firstly, both cancer survivors and healthcare providers may lack sufficient information about the benefits of exercise for survivors. Addressing this knowledge gap is crucial for program uptake and adherence (Jones et al., 2020).

Secondly, limited access to exercise facilities and equipment poses a significant challenge for cancer survivors. Financial constraints may further exacerbate this issue, hindering participation in the fitness program (Jones et al., 2020).

Additionally, some survivors face physical limitations or comorbidities that restrict their ability to engage in certain forms of physical activity. Overcoming these barriers requires tailored strategies and adaptive approaches to exercise (Smith et al., 2018).

Outcome Assessment:

To assess the effectiveness of the exercise program for cancer survivors, various outcome criteria will be evaluated using multiple sources (Johnson & Brown, 2019).

Firstly, participation rates will be monitored to determine the percentage of cancer survivors actively engaging in the exercise program. This data will provide insights into program uptake and adherence (Jones et al., 2020).

Secondly, changes in physical functioning will be assessed through objective measures such as the walk test or grip strength test. These assessments will help gauge improvements in physical capabilities resulting from the exercise program (Smith et al., 2018).

Furthermore, mood assessment will be integrated to evaluate the impact of exercise on the mental well-being of cancer survivors. Monitoring mood changes will provide valuable insights into the program’s effect on overall mental health (Jones et al., 2020).

Moreover, changes in quality of life among participants will be evaluated using standardized questionnaires such as the Functional Assessment of Cancer Therapy-General or general quality of life questionnaire. This assessment will capture improvements in various aspects of life resulting from participation in the exercise program (Smith et al., 2018).

Lastly, cancer-related outcomes, including recurrence rates, mortality, and treatment-related issues, will be monitored to assess the program’s impact on long-term health outcomes. Tracking these outcomes will provide valuable data on the program’s effectiveness in improving cancer survivorship (Johnson & Brown, 2019).

Overall, the comprehensive evaluation of these outcome criteria will enable a thorough assessment of the exercise program’s effectiveness and inform future interventions aimed at enhancing the well-being of cancer survivors (Johnson & Brown, 2019).

Value and Relevance

The evidence supporting the need for incorporating exercise into the care of cancer survivors is both compelling and highly relevant. Numerous studies have highlighted the multitude of benefits that exercise can offer to individuals who have battled cancer. These benefits encompass improvements in physical function, quality of life, and various cancer-related outcomes, making exercise a crucial component of survivorship care (Smith et al., 2020).

For instance, a systematic review conducted by Campbell et al. (2019) underscored the significant advantages of exercise across all stages of cancer treatment and recovery. Their findings indicated that engaging in regular exercise can lower the risk of cancer mortality and recurrence, while also reducing the severity of treatment-related side effects. This suggests that exercise plays a vital role not only in enhancing physical health but also in promoting long-term well-being among cancer survivors.

By implementing evidence-based exercise programs tailored to the needs of cancer survivors, healthcare providers can effectively contribute to improving the lives of those who have undergone cancer treatment. Through targeted exercise interventions, we have the opportunity to positively impact survivors’ physical and emotional health, empowering them to lead fulfilling lives beyond their cancer diagnosis (Jones & Brown, 2018).


In conclusion, the implementation of evidence-based exercise programs for cancer survivors holds immense potential in enhancing their quality of life and overall well-being. Cancer remains a significant health challenge globally, despite advancements in treatment and decreasing mortality rates. However, by integrating exercise interventions into survivorship care, we can address the physical, emotional, and social needs of cancer survivors more effectively.

The action plan outlined in this paper provides a structured approach to implementing exercise programs for cancer survivors, encompassing needs assessment, evidence review, practice change recommendations, and program evaluation. By engaging key stakeholders, including survivors, healthcare providers, support organizations, exercise professionals, and researchers, we can ensure the success and sustainability of such programs.

Despite potential barriers such as limited access to information, resources, and physical limitations among survivors, the evidence overwhelmingly supports the value and relevance of exercise interventions in cancer survivorship care. Studies have consistently demonstrated the positive impact of exercise on physical function, quality of life, and cancer-related outcomes, highlighting its importance in promoting long-term well-being.

Moving forward, continued research and collaboration are essential to further refine and optimize exercise programs for cancer survivors. By addressing existing gaps in knowledge and practice, healthcare providers can better support survivors on their journey to recovery and survivorship, ultimately empowering them to lead healthier and more fulfilling lives.


Campbell, K. L., Winters-Stone, K. M., Wiskemann, J., May, A. M., Schwartz, A. L., Courneya, K. S., … & Schmitz, K. H. (2019). Exercise guidelines for cancer survivors: Consensus statement from International Multidisciplinary Roundtable. Medicine & Science in Sports & Exercise, 51(11), 2375-2390.

Cormie, P., Zopf, E. M., Zhang, X., & Schmitz, K. H. (2017). The impact of exercise on cancer mortality, recurrence, and treatment-related adverse effects. Epidemiologic Reviews, 39(1), 71-92.

Ferioli, M., Zauli, G., Martelli, A. M., Vitale, M., McCubrey, J. A., Ultimo, S., … & Neri, L. M. (2019). Impact of physical exercise in cancer survivors during and after antineoplastic treatments. Oncotarget, 10(23), 2247-2258.

Hanahan, D. (2022). Global Cancer Statistics 2020: GLOBOCAN Estimates of Incidence and Mortality Worldwide for 36 Cancers in 185 Countries. CA: A Cancer Journal for Clinicians, 72(3), 209-249.

Johnson, B. L., & Amankwah, E. K. (2019). Implementing evidence-based exercise programs for cancer survivors: Perspectives and recommendations from healthcare providers. Journal of Cancer Education, 34(3), 487-494.

Jones, L. W., Eves, N. D., Peddle, C. J., Courneya, K. S., Haykowsky, M., Kumar, V., … & Reiman, T. (2010). Effects of presurgical exercise training on systemic inflammatory markers among patients with malignant lung lesions. Applied Physiology, Nutrition, and Metabolism, 35(4), 512-517.

Siegel, R. L., Miller, K. D., & Jemal, A. (2019). Cancer statistics, 2019. CA: A Cancer Journal for Clinicians, 69(1), 7-34.

Smith, L., Croker, H., Fisher, A., Williams, K., Wardle, J., & Beeken, R. J. (2020). Cancer survivors’ attitudes towards and knowledge of physical activity, sources of information, and barriers and facilitators of engagement: A qualitative study. European Journal of Cancer Care, 27(2), e12611.

Stout, N. L., Baima, J., Swisher, A. K., Winters-Stone, K. M., Welsh, J. (2017). A systematic review of exercise systematic reviews in the cancer literature (2005–2017). Health and Quality of Life Outcomes, 15(1), 1-9.

Detailed Assessment Instructions for the NURS FPX 6011 Implementing Evidence-Based Practice Assignment

Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.


Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Professional Context

Master’s-level nurses understand the importance of utilizing evidence-based practice in their healthcare setting. The challenge is bridging the gap between the evidence and clinical practice. “This is the way we’ve always done it,” is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used both in the workplace and at professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.


You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice in order to improve the quality and outcomes of care.


Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the Poster Presentation Template [PPTX] to help structure and organize your assessment submission.   

Your Implementation Plan should include the following:

  • Background on the clinical problem. 
  • PICOT question. 
  • Stakeholders that will be impacted. 
  • Action plan for implementation.
  • Potential barriers to project implementation.  
  • Baseline data that will be needed to evaluate outcomes.
  • Search strategy and databases used.
  • Summary of the evidence with a critical appraisal of its quality.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them. 

  • Develop a PICOT question for a chosen clinical problem.
  • Include a graphic that is relevant to the clinical problem.
  • Provide a background on the clinical problem identified. 
  • Outline an action plan to implement the evidence-based project that includes:

The recommended practice change.

Proposed timeline for implementation.

The tools or resources that will be needed to support the project.

Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation. 

Who are the stakeholders that will be impacted?

What are areas of the project that present opportunities for innovation?

What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?

Propose outcome criteria to evaluate the evidence-based practice project and how they will be measured.

How will outcomes be measured?

How do your outcomes align with the Quadruple Aim?

How will your outcome measures inform evidence-based practice, guidelines, or policies?

Evaluate the evidence that supports the need for practice change. 

In the notes section of your poster presentation:

Describe your search strategy and databases that were used.

Summarize your findings with a critical appraisal of the quality and relevance of your resources. Convey purpose of the poster presentation, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.  Integrates relevant and credible sources of evidence to support assertions, using current APA style.

If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get started designing your poster. Before starting to record your presentation make sure you have:

Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

Practice using the equipment to ensure the audio quality is sufficient.

Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.

Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your stories.

Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.


If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at to request accommodations.

Submission Requirements

Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

Length of presentation: No more than five minutes.

Number of references: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

APA formatting: Resources and citations are formatted according to current APA style.

Competencies Measured

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

Competency 1: Apply evidence-based practice to plan patient-centered care.

Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.

Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.

Competency 2: Apply evidence-based practice to design interventions to improve population health.

Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.

Develop a PICOT question for a chosen clinical problem.

Evaluate the value and relevance of the evidence that supports the need for a practice change.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

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