In geriatric patients’ wards (P), how does having a personal 24/7 primary caregiver (I), compared to not having a personal primary caregiver (C), influence the rate of falls (O) in a period of six months (T)?

·         Need for evidence-based practice related to improved outcomes

·         Components of EBP

·         Seven steps of EBP

·         Clinical Inquiry

·         Formulate a question using the PICOT (Patient, Intervention, Comparison, Outcome, Time) method

·         Barriers and opportunities to EBP

Note: Each week begins on Monday at 12:01 AM/EST and ends on

Sunday at 11:59 PM/EST

***Note: For all written activities, discussion postings, and assignments, students may use the articles posted in the class only in addition to the required peer-reviewed scholarly journals and references. ***

Readings:

Melnyk and Fineout-Overholt (4^th edition): Chapters 1, 2, and 3

Week 1 Content:

Go to Modules on the Course Menu, click, and scroll down to Week 1 content

Journal Articles:

Echevarria, I. M. & Walker, S. (2014). To make your case, start with a PICOT question. Nursing, 44(2), 18-19. (Historical article that is excellent)

Spruce, L. (2015). Back to basics: Implementing evidence-based practice.  AORN, 101(1), 106-112.

Meet Your Classmates

Post a short introduction on the discussion board to your professor and classmates

and include personal information, hobbies, professional information and rationale for selecting a chosen master’s in nursing (MSN) track.

Discussion Board Posting (3 points): The focus this week is to practice, practice, practice writing a PICOT question, so it becomes second nature. By honing skills in writing a PICOT question, the clinical/administrative issue will be well defined and the search for evidence will be more successful. Each component of the PICOT question must be clearly articulated. No duplicate PICOT questions. Instructor will approve the PICOT question.

·         Formulate a patient-centered-PICOT question using theinterventionformat found inBox 2.2 on page 44 of the text

ü  Each of the three replies to classmates should be a critique of the structureof the PICOT question. Is it in the correct PICOT format? Is the question specific enough? Is the patient population specific? Is the intervention a nursing intervention? Are there too many outcomes? Does the question make sense? Provide colleagues with suggestion on how to improve the PICOT question. No medical interventions!

·         Discuss one (1) strategy a master’s prepared nurse could do to cultivate a spirit of inquiry to overcome barriers from colleagues who are resistant in pursing the PICOT intervention

·         External evidence

·         Systematic reviews

·         Meta-analyses

·         Search strategies

·         Appraise qualitative evidence

·         Appraise quantitative evidence

Melnyk and Fineout-Overholt (4^th edition): Chapters 4, 5, 6 and 21

Recommended Reading:

Fineout-Overholt, E., O’Mathúna, D., & Kent, B. (2008). How systematic

reviews can foster evidence-based clinical decisions. Worldviews on

Evidence-Based Nursing, 5(1), 45-48. (Historical article that is

excellent)

Week 2 Content:

Go to Modules on the Course Menu, click, and scroll down to Week 2

Journal Articles:

Ingham-Broomfield, R. (2016). A nurse’s guide to the hierarchy of research designs and evidence. Australian Journal of Advanced Nursing, 33(3), 38-43.

McCusker, K., & Gunaydin, S. (2015). Research using qualitative, quantitative or mixed methods and choice based on the research. Perfusion, 30(7). 537-542.

Discussion Board Posting (3 points):  Review the resources found in the Week 2 Module and the Rating System for the Hierarchy of Evidence (Levels I-VII) found in Melnyk and Fineout-Overholt, 4^th edition, Box 1.3 on page 18.

·            State the approved PICOT question from Week 1 using theintervention format

·            Select one peer-reviewed nursing research article that supports the problem or intervention stated in the PICOT question and discuss the Level of Evidence found in the chosen article using Levels I-VII from the text

Assignment 1: Getting Started with a PICOT Question (20 points):

·           Review the instructions and grading rubric that follow this grid

·           Submit paper to Turnitin

·           Make any revisions necessary based on the Originality Report

·           Submit by the posted due date

·         Internal Evidence

ü Patient values and preferences

ü Clinical expertise

ü Clinical practice guidelines

ü Evidence-based quality improvement

·         Tools for appraising guidelines

Melnyk and Fineout-Overholt (4^th edition): Chapters 7, 8, 9 and 10

Week 3 Content

Go to Modules on the Course Menu, click, and scroll down to Week 3

Journal Article(s):

Macias, C. G., Loveless, J. N., Jackson, A. N., & Suresh, S. (2017). Delivering value through evidence-based practice. Clinical Pediatric Emergency Medicine, 18(2),89-97.

Xie, Z., Wang, X., Sun, L., Guo, Y., Xu, B…Shen, A. (2016) Appraisal of clinical practice guidelines on community-acquired pneumonia in children with AGREE II instrument. BMC Pediatrics, 16 (2016820), 119.

Discussion Board Posting (3 points):

·         Discuss the advantages of using clinical practice guidelines to guide evidence-based practice in organizations

·         Select a specific practice guideline that supports the intervention formulated in the Week 1 PICOT question and summarize briefly why the selected practice guideline supports the chosen intervention (post the link of the guideline in your references)

Assignment 2: Evaluate the Evidence (18 points):

·         Review the instructions and grading rubric that follow this grid

·         Do not submit paper to Turnitin

·         Submit by the posted due date

·      Models to change practice

·      EBP vision

·      Essential elements of organizational change

·      Innovation and EBP and leadership

·      Information technology and EBP

Melnyk and Fineout-Overholt (4^th edition): Chapters 13, 14 and 15

Week 4 Content:

Go to Modules on the Course Menu, click, and scroll down to Week 4

Journal Article(s):

Krive, J. (2013). Building effective workforce management practices through shared governance and technology systems integration. Nursing Economic$, 31(5), 231-24. (Historic but relevant).

Warren, J.I., McMauglin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence-Based Nursing, 13(1), 15-24.

White, S., & Spruce, L. (2015). Perioperative nursing leaders implement clinical practice guidelines using the Iowa model of evidence-based practice. AORN Journal, 102(1), 51-56.

Discussion Board Posting (3 points): Choose one nursing model or conceptual framework that can guide an EBP change in either practice, education, leadership, informatics, etc.

·         Describe the model or conceptual framework for change and why it would create an environment of innovation and evidentiary dynamics

·         Discuss one (1) specific type of information technology that could be used with the chosen model and how the technology could assist in managing and protecting data

·         Leadership strategies for EBP

·         Translation of evidence into practice

·         Evidenced-based leadership

·         Transformational evidence and innovation

·         Models for sustainability of EBP

·         Evidence-Informed Healthcare Policy (EIHP)

Melnyk and Fineout-Overholt (4^th edition): Chapters 12 and 19

Week 5 Content:

Go to Modules on the Course Menu, click, and scroll down to Week 5

Journal Article(s):

Fleiszer, A., Semenic, S., Ritchie, J., & Denis, J. (2016). Nursing unit leaders’ influence on the long-term sustainability of evidence-based practice improvements. Journal of Nursing Management,24(3), 309-318.

Melnyk, B.M. (2016). Culture eats strategy every time: What works in building and sustaining an evidence-based practice structure in healthcare systems.  Worldviews on Evidence-Based Nursing, 13(2), 99-101.

Ortiz, M. (2019). Transitional care: Nursing knowledge and policy implications. Nursing Science Quarterly, 32(1), 73-77.

Discussion Board Posting (3 points):

·            Describe how the unique role of evidence-based leadership (EBL) can facilitate an organization change to the new paradigm of EBP

·            Discuss two characteristics an evidence-based leader must possess to create, change and sustain a practice environment of evidence-based care

Assignment 3: Scholarly Paper: Initiate the Steps of Evidence Based Practice

(25 points)

·         Review the instructions and grading rubric that follow this grid

·         Submit paper to Turnitin

·         Make any revisions necessary based on the Originality Report

·         Submit by the posted due date

·      Teaching environments for dissemination

·      Strategies for dissemination of EBP

Melnyk and Fineout-Overholt (4^th edition): Chapters 17 and 20.

Week 6 Content:

Go to Modules on the Course Menu, click, and scroll down to Week 6

Journal Article(s):

Brown et al. (2017). An Overview of Research and Evaluation Designs for Dissemination and Implementation. Annual Review of Public Health, 38, 1-22.

Cullen, L., Wagner, M., Matthews, G., & Farrington, M. (2017). Evidence into practice: Integration within an organizational infrastructure. Journal of PeriAnesthesia Nursing, 32(3), 247-256.

Leeman, J., & Sandelowski, M. (2012). Practice-based evidence and qualitative inquiry. Journal of Nursing Scholarship, 44(2), 171-179. (Historic article but relevant to the course).

Discussion Question (3 Points)

Leeman & Sandelowski (2012) discuss multiple methodologies for use in qualitative research that contribute to increasing the body of practice-based evidence. Select one methodology from the article:

·         Compose an intervention PICOT question (not the same PICOT question as Week 1) from the work environment that supports the chosen methodology selected from the article

·         Propose one strategy related to how to disseminate the intervention stated in the above PICOT question and explain why the chosen dissemination strategy would be appropriate

·         Ethical considerations in implementation and dissemination

·         Patient preferences and values

·         Human dignity and human rights related to EBP

Melnyk and Fineout-Overholt (4th edition): Chapter 23

Week 7 Content:

Go to Modules on the Course Menu, click, and scroll down to Week 7

Journal Article(s):

Birken, S., Bunger, A., Powell, B., Turner, K., Clary, A., Klaman, S., … Weiner, B. (2017). Organizational theory for dissemination and implementation research. Implementation Science, 12(1), 62.

Ingham-Broomfield (2017). A nurses’ guide to ethical consideration and the process for ethical approval of nursing research. Australian Journal of Advanced Nursing, 35(1), 40-47.

Mick, J. (2017). Call to action: How to implement evidence-based nursing practice. Nursing2017, 47(4), 36-43.

Discussion Board Posting (3 points):  Health care organizations are at the core of high quality and patient-centered care which directly impact how patients perceive and value their care.

·         Discuss the ethical challenges of human dignity and human rights related to the implementation of evidence-based practice

Assignment 4: Disseminate the Evidence (16 points)

·         Review the instructions and grading rubric that follow this grid

·         Do not submit the paper to Turnitin

·         Submit by the posted due date

·         Submit PowerPoint and Kaltura by posted due date

·         Submit the Kaltura presentation to the discussion board by the due date

·         Critique and comment on one classmate’s presentations by Friday of the Week 8

·         Responses may be on the same day and no reference is necessary

·         Student reflections

·         Critique presentation

·         Course and instructor evaluations

Complete the course and instructor evaluations!

Thank you

Go to Modules on the Course Menu, click, and scroll down to Week 8

Assignment 4: Disseminate the Evidence (16 points)

·         Review the instructions and grading rubric that follow this grid

·         Critique and comment on one classmate’s presentations by Friday of the Week 8 using the Record/Upload Media icon in the HTLM editor

·         No reference necessary

Online Instructor and Course Evaluations

·         Link to the Instructor and Course Evaluations will be sent in the NSU email

·         Please complete both course and instructor evaluations

Thank you!

·         Students are to be on the discussion board a minimum of four (4) days per week as evidenced by initial and response postings

·         All initial and response postings are to be on separate days

·         Use the reply button for all postings

·         Due by Wednesday at 11:59 PM/EST

·         Support initial posting with two professional peer-reviewed scholarly journal references properly cited in American Psychological Association (APA) format

·         The articles provided in the course may not be used as the required reference

·         The course textbook and/or articles may be used in addition to the required two journal references

·         Begins Monday at 12:01 AM/EST, ends Sunday at 11:59 PM/EST

·         Each response must include one reference

properly cited in APA format from professional peer-reviewed scholarly journals

·         The articles provided in the course may not be used as the required reference

·         The course textbook and/or articles may be used in addition to the required one journal references

·         I Agree is not an appropriate response for any postings

·         Same requirements as those to a peer

·         In some instances, the professor will ask the student to elaborate on the initial posting, in this case, the student’s response will not be considered a reply to a peer

·         Creditable Internet websites include .org, .edu, .gov or Health On the Net (HON) approved sites

·         Scholarly professional online journals retrieved from the library using bibliographic databases or national professional organizations are acceptable

·         All articles must be within a five-year timeframe unless otherwise stated by the instructor or a classic/historical source as defined by APA

·         Citation of an article/source/reference implies that the student has personally retrieved and read the cited work

·         Complete citations within the body of the postings and the reference list according to APA format

·         All discussion posts must reflect proficient writing skills consistent with your educational preparation. For example, a student is expected to spell words correctly, avoid using slang or text messaging language, punctuate and avoid syntax errors

·         Spelling, grammar, and organization should reflect scholarly writing

·         Focused on proper format for references and citations

·         Points will not be deducted for font, italicizing, and indentation

·         If utilized, participate in the assigned group

Updated 5.22.18 DTH/SH/LS/TMP

Quality/Accuracy of Information