Answer & Explanation:In order to have done this home work you have to guide your self with the evidence based process home work you have done for me previously that is the first attachment on the top,and then develop the assignment with the instructions in the assignment documents attachment .
ebp_terms_and_functions.docx
_evidence_based_process.docx
assignment.docx
unit4_grading_rubric_.xlsx
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Running head: EBP TERMS AND FUCNCTIONS
EBP Terms and Functions
Jessica Miranda Aguilar
Kaplan University
MN 504
1
EBP TERMS AND FUCNCTIONS
2
Evidence-Based Practice
Many organizations have no processes of supporting support nurses through systematic
approaches in the development as well as evaluation of nursing interventions, protocols, critical
pathways, and also policies derived from scientific evidence. Development of a guiding
framework of inquiring is aimed at positively impacting on patients. Through EBP, there is a
higher chance of fostering professional engagement levels by nursing practitioners which will go
a long way to improve their retention and recruitment of nurses. This paper will discuss the
evidence-based practice model and guidelines relating to nursing by examining the terms and
functions of EDP. The model, developed by hospital and academic nursing leaders is very
practical as well as easy to use. It has been used successfully in nursing departments as a
strategic initiative will available evidence showing how its implementation shows its
effectiveness among nurses using the model under mentorship (Levin and Feldman, 2012).
The evidence-based health care practice is available for different chronic conditions
including diabetes, asthma, and heart failure. However, such practices may not be implementable
in all cases of healthcare delivery though its variants exist. The practice has been for patient
safety research to focus on analyses of data in identifying issues of safety concerning patients as
well as showing how new practices can bring about improved quality and safety. Sadly, there has
been little attention on research towards its implementation. However, it is only through
practicing what has been learnt that health care delivery will be made safer. The implementation
of evidence-based safety practices can be hard and therefore require strategies addressing the
EBP TERMS AND FUCNCTIONS
3
complexities of the care systems, individual practitioners, senior leadership, as well as the
changing face of health care cultures to rhyme with evidence-based safety practice situations.
On the other hand, the rich legacy of the nursing practice has been founded on research.
Despite the fact that in its infancy stages, few nurses made any contribution to the profession,
current leadership has improved the level of care by applying the numerous research findings
into practice. As such, EBP can be described as the conscientious as well as the judicious use of
the latest best evidence in collaboration with the clinical expertise and also the patient values in
guiding health care decisions.
The best evidence can be obtained from empirical data from the randomized controlled
experiments as well as that emanating from various scientific methods like descriptive and
qualitative research. This is in addition to using information others sources such as case studies,
scientific principles, as well as expert opinion. After there is enough of such research-based
evidence, the process is under the guidance of research evidence in collaboration with clinical
knowledge and also patient values. At times however, there may not be enough research base,
and therefore the healthcare decision making process emanates from the non-research evidence
sources like the opinion of experts or scientific principles. With more research being conducted
on a particular area, the resulting research evidence should be incorporated into the EBP.
Evidence-Based Practice Models
There are different EBP models that have been in use in various clinical settings. Despite
such models’ reviews being beyond the scope of this paper, their common elements are the
selection of practice topic, critiquing and synthesizing of available evidence, its implementation,
EBP TERMS AND FUCNCTIONS
4
evaluation of its impact on patient care and performance of the provider, as well as the
consideration of the setting where the practice is implemented. Therefore, the learning which
happens in the process of the translation of the research into practice is important information
that helps in capturing and providing feed back into the process, to enable others in adapting the
evidence-based guideline as well as the strategies of implementation.
Evidence-Based Practice steps
The EBPs promotion adoption steps can be seen from the angle of those carrying out the
research or generating knowledge, those using evidence-based information, as well as serving as
border spanners in linking knowledge generation with its users. The transfer of knowledge in the
AHRQ model for example can be represented in three main steps, namely:
•
Creation of knowledge and its distillation,
•
Its diffusion and dissemination, and
•
Organizational adoption and implementation (Centers for Medicare & Medicaid
Services, 2006).
As a result, the steps of transferring knowledge are seen through researcher’s lens and start with
the determination of the findings from a patient safety portfolio or better still, the specific
research projects that should be disseminated.
Creating knowledge and its distillation involves the carrying out of research with the
expectation of its variation ready for utilization within the healthcare delivery systems and also
being packaged with the relevant research findings in products which are then used in the
EBP TERMS AND FUCNCTIONS
5
practice. These include put the particular recommendations to the practice which in turn help to
increase the possibility of the research evidence being used in the practice. Therefore, it becomes
important for the knowledge distillation process to be informed as well as led by the end users
for the proper implementation of the research findings in the practice. As such, the criteria of
using knowledge distillation must include the end users’ point of views such as transference into
the actual health care settings, its feasibility, volume of evidence required by health care
industry, and also considerations of the traditional knowledge generation.
On the other hand, diffusion and dissemination is about the partnership with leaders in
the profession as well as within the industry’s organizations towards the dissemination of
knowledge which may be the basis of action. This may include the important elements of
discharging knowledge for the in-patients with diabetes, or the likely users. The dissemination
partnerships therefore help in linking the researchers to the intermediaries so as to operate as
brokers of knowledge as well as connecting heal care practitioners and organizations (Committee
on Quality of Health Care in America & Institute of Medicine, 2001). Such parties can be
professional organizations or multidisciplinary knowledge transfer groups which can be very
effective in the dissemination of research-based diabetes prevention initiatives.
Conclusion
Such dissemination linkages can help in offering authoritative seals of approval for the
new information as well as in helping with the identification of those groups and communities
that are crucial in creating a demand when applying evidence in practice. Therefore, mass
EBP TERMS AND FUCNCTIONS
6
communication as well as the dissemination should be used in reaching out to the partners in
anticipating that the initial users can help in influencing those adopters who come later.
Finally, the last step involves the adoption, implementation, as well as institutionalization of the
new knowledge transference process to the end users. Focus is on the industry players to
adopting and using evidence-based research findings as well as innovations in practice (Levin
and Feldman, 2012). Thus, the implementation and sustainability of EBPs is complex as it
involves an interrelationship among the various EBP topics.
Therefore, different implementation strategies such as the use of change champions
within the organizations to address the potential challenges, trying the change, and also the use
of multidisciplinary implementation teams in assisting the practical aspects of utilizing the
innovations within the ongoing processes is important. Such change practices must also consider
the effort of the individual as well as the organization in the application of evidence-based
information and also the products in specific settings. However, the moment such EBP changes
are incorporated into the organizational process, the change cannot be regarded as innovative
anymore in the health care delivery.
7
EBP TERMS AND FUCNCTIONS
References
Centers for Medicare & Medicaid Services. 2006. [Accessed June 2006]http://www
.cms.hhs.gov/ [PubMed]
Committee on Quality of Health Care in America & Institute of Medicine (2001). Crossing the
quality chasm: A new health system for the 21st century. Washington, D.C.: National
Academies Press
Levin, R., & Feldman, H. R. (2012). Teaching Evidence-Based Practice in Nursing. New York:
Springer Pub. Co.
Running head: EVIDENCE BASED PROCESS
Evidence Based Process
Jessica Miranda Aguilar
Kaplan University
MN504
1
EVIDENCE BASED PROCESS
2
There have been good results witnessed by clinicians in terms of results of treatment and
therefore the need for results pursuing more in exploring other anecdotal experiences in the
practice. It is such a potential of gathering new insights from within and without the profession
as well as in the larger health care industry that is a great driving force. This therefore calls for
practitioners engaging in research towards connecting with experienced researchers in conveying
their ideas in studies through plausible research questions. It is through a limitation of knowledge
on the way to respond to such questions that may affect the interaction between clinicians and
the research community.
A possible limited engagement may be as a result of the practitioners’ notion of research
as well as the level of research literacy and capacity. However, with the increased demand for
evidence-based approaches in the healthcare industry, there is pressure on clinicians in basing
their decisions on the latest scientific evidence. As a result of the failure of clinician to be
represented in research, the effect has been a possible limitation of growth as well as new
developments (Melnyk, et al, 2016). In addition, the failure by clinicians to be involved in
research has seen a complication in transferring of the results of findings into practical settings.
The process of integrating the translation of knowledge is a process involving researchers
and knowledge end-users who collaborate in the research project. As a result, the role of the
clinician is important in helping in the formulation of the research question, interpretation of
results, as well as putting the research findings into action. It is the collaboration between the two
parties that help to increase the likelihood of such initiatives gaining relevance. Such research
studies can integrate a randomized controlled trial (RCT) in showing how clinicians can utilize
EVIDENCE BASED PROCESS
3
the existing literature as well as the PICOT format in formulating research questions on the
efficacy of the treatment (Committee on Quality of Health Care in America & Institute of
Medicine, 2001).
Therefore, the format is important in helping to summarize the research questions in the
exploration of the effects of determining the correct therapy.
Research question: Do Type 2 Diabetics have an increased risk of high cholesterol due to
noncompliance of taking prescribed medication
P-Obese, Type 2 Diabetics. The study will include people with Type 2-Diabetes and exclude
those with other
I – High cholesterol, types. The subjects will be chosen randomly for manipulation a number of
times per week within the 6 months period.
C– Does High cholesterol levels result to diabetes? This will comparatively be used to determine
if high cholesterol levels have correlation with having diabetes.
O – Risk of having high cholesterol.
T – 6 months. The outcome would be determined within a 6 months period.
The formulated research question in this case study will help in determining the best
research design to be used in the study. However, experience shows that the prospective or
retrospective cohort design is an easy method in administration when compared to a RCT.
However, the results are likely to be affected by confounding as a result of comparing with the
non-randomized groups. Similarly, a cross-sectional surveying method can still be used in
looking for associations that exist between the character of respondents and the outcomes of
EVIDENCE BASED PROCESS
4
interest. When compared to RCT, this methodology is fast and less costly in use for it consider
an individual using it in different spectrums. The only drawback with the design is its being
prone to problems of recalls by respondents self-reporting information where investigators want
to know about past events. Thus, the case-control study is the best in trying to identify
associations between diabetic characteristics and the outcomes taking long to happen or is rare.
Treating chronic illnesses such as diabetics mostly include the long-term use of
pharmacotherapy. Despite such treatment being effective, their full usefulness may not be
realized as about 50% of the patients fail to take medication as directed. Contributory factors to
such cases are numerous though they include those relating to patients such as suboptimal health
literacy as well as the failure to be involved in the decision–making process of their treatment.
There are also those relating to physicians including prescribing of complex drug regimens, poor
communication and ineffective communication of information on the adverse effects of
medication, as well as many physicians providing treatment. Other factors include those relating
to health care systems like the limitation of office visit time, limitation to accessing care, and
also lack of health information technology (Klein and Sorra, 1996). As a result of such barriers,
it becomes difficult for adherence and thus the need for solutions towards improving adherence.
Therefore, the EBP aims at integration of clinical expertise, external scientific evidence, as well
as client/ caregiver perspectives in the provision of high-quality services that reflect on the
individual’s interests, values, needs, and choices.
Conclusion
Therefore using the PICOT format helps in the representation of the factorial RCT
methodology that is mostly informed by the available literature. As much as a good RCT is
EVIDENCE BASED PROCESS
5
crucial in answering different questions relating to the efficacy of the diabetes management. This
is especially expensive, time-consuming and also a challenging exercise. Thus not all questions
that may be begging for answers are feasible in such a research methodology but using the
PICOT format can still be applied in is still other study designs. Therefore, it is upon clinicians
with interest in research to consider using literature search and PICOT format in engagement
with clinical researchers (Melnyk, et al, 2016).
EVIDENCE BASED PROCESS
6
References
Committee on Quality of Health Care in America & Institute of Medicine (2001). Crossing the
quality chasm: A new health system for the 21st century. Washington, D.C.: National
Academies Press
Klein K.J., & Sorra, J.S. (1996) The challenge of innovation implementation. The Academy of
Management Review 21(4)1055-1080.
Melnyk, B. M., Gallagher-Ford, L., Fineout-Overholt, E., & Sigma Theta Tau International,.
(2016). Implementing the evidence-based practice (EBP) competencies in healthcare: A
practical guide to improving quality, safety, and outcomes.
Assignment – Interpreting Statistical Output for Data Analysis
PowerPoint Presentation
Purpose:
The purpose of this Assignment is to enable you to present the information that
you gather from a systematic review on your PICOT topic. This activity will give
you the experience to present what your research findings to others.
Directions:
1. Define the clinical key questions based on PICOT.
2. Briefly review the database selected for key clinical questions.
3. Identify the studies of the database search that are a Level I or II
evidence.
Level 1= Evidence from systematic review or meta-analysis of all
relevant RCTs.
Level 2= Evidence obtained from well- designed RCTs.
Interpret the statistical results of the studies identified in Step 3.
4. Design a presentation.
a. Place results /overview of research in PowerPoint.
b. Length of the presentation should be 12–15 slides.
5. Follow APA format.
To view the Grading Rubric for this Assignment, please visit the Grading
Rubrics section of the Course Home.
Assignment Requirements:
Before finalizing your work, you should:
•
•
•
be sure to read the Assignment description carefully (as displayed
above)
consult the Grading Rubric (under the Course Home) to make sure you
have included everything necessary;
utilize spelling and grammar check to minimize errors; and
Your writing Assignment should:
•
•
•
•
follow the conventions of Standard American English (correct grammar,
punctuation, etc.);
be well ordered, logical, and unified, as well as original and insightful;
display superior content, organization, style, and mechanics; and;
use APA 6th edition format
Instructions: Enter total points possible in cell C14, under the rubric. Next enter scores (between 0 and 4) into yellow cells only in column
Interpreting Statistical Output for Data Analysis Pres
Defined Key
Clinical Questions
Database Review
Unsatisfacotry
Satisfactory
Average
1
2
3
Did not clearly define clinical
question for research
Attempted to define clinical
Vaguely defined clinical question
question, without any reference without the reference necessary
necessary for database search
for database research
Did not provide a review of the
Provide a brief overview of
Defined database results clearly,
evidence from a database
database results, not clearly
without generating a key clinical
search
linked to high levels of evidence
question
Only referenced Level 5-7
Referenced research results
Only referenced Level 3
evidence, based on expert
from Level 4 and below
evidence
opinion andcase study reviews.
Attemped to provide an
Attemped to provide a
Attemped to provide a descriptive
Intrepretation of
overview of the evidence
descriptive statistic overview of statistic overview of the evidence
reviewed, but lacked
the evidence reviewed,
reviewed, inlcuding the sample
Statistical Results
statistically significant data.
inlcuding the sample size, psize, p-factor and strength of
Less than 12 slides.
NA
NA
Length
Level 1 & 2
Evidence
Format/Style
Did not follow APA format
Text, title page, and references
page follow APA guidelines .
Major errors with APA formatting
Minor references and grammar
errors
4
Total available points =
Rubric Score
Grade points
Low
High
Low
High
3.5
4.0
0
0
2.5
3.49
0
0
1.7
2.49
0
0
1.0
1.69
0
0
0.0
1.00
0
0
nto yellow cells only in column F.
a Analysis Presentation
Excellent
4
Clearly defined key clinical
question used to search
evidence-based databank (i.e,
Pubmed, Medline, CINAHL,
etc)
Defined database results
clearly, generated from key
clinical question database
search results
Referenced randomized control
study research and systematic
review of randomized control
studies
(Level 1 and
2
Provides
a descriptive
statistic
overview of the evidence
reviewed, inlcuding the sample
size, p-factor and strength of
Presentation length 12-15.
Text, title page and references
page follow APA guidelines.
No grammar, word usage or
punctuation errors. Overall style
is consistent with professional
Score
Weight
Final
Score
0
20%
0.00
0
20%
0.00
0
15%
0.00
0
30%
0.00
0
5%
0.00
0
10%
0.00
100%
0.00
Final Score
0
Percentage
#DIV/0!
Percentage
Low
High
90%
100%
…
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