Develop a 3 page scholarly paper in which you describe the diagnosis you researched for the previous assessment, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

Winter Assessment 2

Develop a 3 page scholarly paper in which you describe the diagnosis you researched for the previous assessment, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

Introduction 

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings. The nurse will need to incorporate the use of evidence-based practice models. EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

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

Scenario 

For this assessment, use the specific diagnosis/health issue you selected for the first assessment.

Instructions 

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

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

For this assessment:

• Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
• Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
• Your identification and determination of credibility should be done within the context of your chosen diagnosis for this assessment. Your initial identification of resources should be of resources that will best help address the presented diagnosis you selected. Since you are locating resources to help provide evidence-based care for the diagnosis/health care issue you identified in the first assessment, you may want to begin your literature and evidence search from the databases that were identified.

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

• Describe a chosen diagnosis that could benefit from an evidence-based approach.
• Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
• Analyze the credibility and relevance of evidence and resources within the context of a chosen diagnosis.
• This is where you are selecting the specific resources to help address the diagnosis you selected for the first assessment.
• Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a chosen diagnosis. Review the literature below and choose the appropriate model for your diagnosis.
• Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models  https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1 help explain the various evidence-based nursing models.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Additional Requirements 

Your assessment should meet the following requirements:

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

Competencies Measured 

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

• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
• Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
• Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
• Competency 3: Apply an evidence-based practice model to address a practice issue.
• Identify an evidence-based practice model (such as Iowa, Stetler, John Hopkins, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.
• Competency 4: Plan care based on the best available evidence.
• Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
• Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Guide to Nurse Research :

This article discusses nursing research, quality improvement, and evidence-based practice, and how these three things are the key methods of inquiry that are used in perioperative nursing practice:

• Baker, J. D. (2017). Nursing research, quality improvement, and evidence-based practice: The key to perioperative nursing practice: Editorial. AORN Journal, 105(1), 3-5.

Promoting Evidence Based Practice :

The resources below explore promoting EBP:

• Conway, A., Dowling, M. & Devane, D. (2019). Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme. BMC Medical Education, 19.
• This article covers the translation of research into clinical practice and discusses the dissemination and implementation of EBP.
• Pol-Castañeda, S., Rodríguez-Calero, M. Á., Zaforteza-Lallemand, C., Villafáfila-Gomila, C. J., Blanco-Mavillard, I., Ferrer-Cruz, F., & Joan De Pedro-Gómez. (2020). Moving evidence into practice by advanced practice nurses in hospitalization wards. protocol for a multicentre quasi-experimental study in three hospitals in Spain. International Journal of Environmental Research and Public Health, 17(10), 3473.
• This article presents a project that aims to evaluate the impact of the incorporation of the Advanced Practice Nurse role on the implementation of EBP at three levels: Context, nurses’ perceptions, and clinical outcomes.
• Albarqouni L., Hoffmann T., Straus S., Rydland, N., Olsen, N. R., Young, T., Illic, D., Shaneyfelt, T., Haynes, B., Guyatt, G., & Glasziou, P. (2018). Core competencies in evidence-based practice for health professionals: Consensus statement based on a systematic review and Delphi Survey. Journal American Medical Association Network Open, 1(2).
• This article discusses core competencies in evidence-based practice (EBP) that health professionals should meet? Core competencies inform the development of EBP curricula for health professionals. Evidence-based practice (EBP) is necessary for improving the quality of health care as well as patient outcomes.
• Ives E., J. & Pappas, S. (2020). The value of nursing research. The Journal of Nursing Administration, 50(5), 243-244.
• Innovations in patient care, nursing, and the practice environment are hallmarks of organizations receiving American Nurses Credentialing Center (ANCC) Magnet Recognition. This article examines the growing importance of nursing research on patient care and outcomes and the role of Magnet hospitals as research pacesetters for the nursing profession. The authors discuss the critical difference between research and evidence-based practice, why both are important, and how organizations can develop the structures and processes to inspire and advance a robust culture of clinical inquiry.
• Hagle, M., Dwyer, D., Gettrust, L, Lusk, D., Peterson, K., Tennies, S. (2020). Development and implementation of a model for research, evidence-based practice, quality improvement, and innovation. Journal of Nursing Care Quality, 35(2).102-107.
• This article provides a discussion on algorithm with steps and decision points for nurses to follow based on a question from a clinical issue or problem. The model was approved by nursing-shared governance and is used for guiding relevant projects. The I3 Model guides the nurse in inquiry or improvement while supporting a culture of innovation in professional practice.
• Mackey, A. & Bassendowski. S. (2020). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1).51-55.
• This article will discuss evidence-based practice as it continues to advance the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains. The concept of evidence-based practice is defined, and the similarities and differences to evidence-based medicine discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing, and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline.
• Whalen, M., Baptiste, D., L. & Maliszewski, B. (2020). Increasing nursing scholarship through dedicated human resources. The Journal of Nursing Administration, 50(2). 90-94.
• This article shares as the role of nursing grows in healthcare, the engagement of frontline nurses in evidence-based practice, quality improvement, and research is becoming the expectation and no longer the exception. Clinical nurses are in a unique position to inform and implement scholarly projects. The purpose of this staff development and the capacity-building project was to increase the output of scholarly work among frontline nurses through the formalization of nursing inquiry support via designated nursing inquiry project coordinators.
• Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf
• This website explains the various evidence-based nursing models.
• Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1
• This website also explains the various evidence-based nursing models.

Evidence Based Practice Basics :

The resources below explore basics of EBP:

• Academy of Medical-Surgical Nurses. (n.d.). Evidence-based practice. https://amsn.org/About-AMSN/Newsroom/News/evidence-based-practice-is-it-a-reality-in-your-world
• A collection of resources that could be useful in growing your baseline understanding of EBP.
• Hande, K., Williams, C. T., Robbins, H. M., Kennedy, B. B., & Christenbery, T. (2017). Leveling evidence-based practice across the nursing curriculum. The Journal for Nurse Practitioners, 13(1), e17–e22.
• This article looks at setting appropriate EBP competencies within the context of different nursing curricula.
• OvidWoltersKluwer. (Producer). (n.d.). Evidence based practice fundamentals [Video] | Transcript. YouTube. https://www.youtube.com/watch?v=iby88f5PJas
• This brief video provides a basic overview of EBP.
• Lützén, K. (2017). Reflections on evidence-based nursing research. Nordic Journal of Nursing Research, 37(3), 117-118.
• This article opens dialogue on how evidence-based research methods and qualitative methods collaboratively can be used to improve and advance nursing practice.
• Groller, K. D., Adamshick, P., & Petre, K. (2020). Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project. International Journal of Nursing Education Scholarship, (1).
• This article presents an undergraduate collaborative project. Nurse educators are challenged to design course that maintain rigor, promote, student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice. An innovative teaching strategy was used to educate BSN level student in nursing inquiry with a collaborative project. Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review collaborative project.