NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams
NURS 6052 – Essentials of Evidence-Based Practice
(5 cr.)
Nurses base practice on sound and tested evidence to ensure the safety, high quality, and cost-effectiveness of patient care. This course provides students the opportunity to gain a better understanding of the development and relationship of nursing theory, research, and practice. Through a variety of online activities and coursework, students explore the role of nursing theory in both research and practice. They examine research literature to differentiate and critique various research designs, including quantitative, qualitative, and mixed-method models; appraise statistical data; and analyze evidence. Acquired knowledge helps students to critically evaluate research to make decisions about use of findings to enhance practice.
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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment Week 7 (Grading Rubic and Media Attached)
Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Critiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7
of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
To prepare:
Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your
choice.
Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.
Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article:
Critique Template for a Qualitative Study
Critique Template for a Quantitative Study
Critique Template for a Mixed-Methods Study
Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,”
how would you respond? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
To complete this NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams Assignment:
Complete the two critiques using the appropriate templates.
Write a 2- to 3-page paper that addresses the following:
Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.
Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.
Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.
As you complete this Assignment, remember to:
Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning
Resources). All papers submitted must use this formatting. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Combine all three parts of this assignment into one Word document including both critique templates and the narrative with your references. Submit this combined document. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 10, “Rigor and Validity in Quantitative Research”
This chapter introduces the concept of validity in research and describes the different types of validity that must be addressed. Key threats to validity are also explored. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Chapter 11, “Specific Types of Quantitative Research”
This chapter focuses on the specific types of quantitative research that can be selected. The focus is on the purpose of the research rather than the research design.
These include such approaches as clinical trials, evaluation research, health services and outcomes research, needs assessments, or replication studies.
Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Retrieved from the Walden Library databases.
The author of this article discusses the primary aspects of a prominent quantitative research design. The article examines the advantages and disadvantages of the
design.
Schultz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidence-based practice for rehabilitation. Rehabilitation Psychology, 53(3),
294–302.
Retrieved from the Walden Library databases.
This article details the results of a study that sought to balance concern for rigor with concern for relevance. The authors of the article derive and determine a
rating format for relevance and apply it to cognitive rehabilitation.
Note: For the Discussion this week, you will need to read the method section of one of the following quasi-experimental studies. Refer to the details provided in the Week 6 Discussion area.
Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Retrieved from the Walden Library databases.
Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing
Care Quality, 24(4), 325–331.
Retrieved from the Walden Library databases.
Yuan, S.-C., Chou, M.-C., Hwu, L.-J., Chang, Y.-O., Hsu, W.-H., & Kuo, H.-W. (2009). An intervention program to promote health-related physical fitness in nurses.
Journal of Clinical Nursing, 18(10), 1,404–1,411.
Retrieved from the Walden Library databases.
Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm
This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.
Document: Critique Template for a Qualitative Study (Word document)
Note: You will use this document to complete this week’s Assignment.
Document: Critique Template for a Quantitative Study (Word document)
Note: You will use this document to complete this week’s Assignment. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Document: Critique Template for a Mixed-Methods Study (Word document)
Note: You will use this document to complete this week’s Assignment.
Attachments:
Essentials of Evidenced-Based Practice
NURS 6052
Identification of Research Problem
S
ummary of Area of Interest
Identification of Problem
Significance for Nursing Practice
5 Questions
Question 1: What are the current orders each doctor typically orders on MI patients?
Question 2: What is each physician’s rationale for said orders? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Question 3: What barriers exist for doctors to implement EBP?
Question 4: Why are there no protocols in place in the hospital to follow AHA guidelines?
Question 5: How can protocols that adhere to AHA guidelines be implemented in the hospital?
Feasibility of 5 Questions
Critique Template for a Qualitative Study
NURS 5052/NURS 6052
Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by
Day 7
of
Week 7
). NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Date: FORMTEXT
Your name: FORMTEXT
Article reference (in APA style): FORMTEXT
URL: FORMTEXT
What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.
When the purpose is to improve practice, nurses must give special consideration to questions such as these:
· Are the research findings appropriate to my practice setting and situation?
· What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
· How might a proposed change in practice trigger changes in other aspects of practice?
To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.
If the article is unavailable in a full-text version through the Walden University Library, you must
e-mail the article as a PDF or Word attachment to your Instructor.
QUALITATIVE RESEARCH CRITIQUE
1.
Research Issue and Purpose
What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)
2.
Researcher Pre-understandings
Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
3.
Literature Review
What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)
4.
Theoretical or Conceptual Framework
Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)
5.
Participants
Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of sampling strategy was used? Was it appropriate? Was the sample size adequate? Did the researcher stipulate that information redundancy was achieved? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
6.
Protection of Human Research Participants
What steps were taken to protect human research subjects?
7.
Research Design
What was the design of the study? If the design was modeled from previous research or pilot studies, please describe.
8.
Data Collection/Generation Methods
What methods were used for data collection/generation?
Was triangulation used? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
9.
Credibility
Were the generated data credible? Explain your reasons.
10.
Data Analysis
What methods were used for data analysis? What evidence was provided that the researcher’s analysis was accurate and replicable?
11.
Findings
What were the findings?
12.
Discussion of Findings
Was the discussion of findings related to the framework? Were those the expected findings? Were they consistent with previous studies? Were serendipitous (i.e., accidental) findings described
? NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
13.
Limitations
Did the researcher report limitations of the study? (Limitations are acknowledgments of internal characteristics of the study that may help explain insignificant and other unexpected findings, and more importantly, indicate those groups to whom the findings CANNOT be generalized or applied. It is a fact that all studies must be limited in some way; not all of the issues involved in a problem situation can be studied all at once.)
14.
Implications
Are the conclusions and implications drawn by the author warranted by the study findings? (Sometimes researchers will seem to ignore findings that don’t confirm their expectations as they interpret the meaning of their study findings.)
15.
Recommendations
Does the author offer legitimate recommendations for further research? Is the description of the study sufficiently clear and complete to allow replication of the study? (Sometimes researchers’ recommendations seem to come from “left field” rather than following obviously from the discussion of findings. If a research problem is truly significant, the results need to be confirmed with additional research; in addition, if a reader wishes to design a study using a different sample or correcting flaws in the original study, a complete description is necessary.) NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
16.
Research Utilization in Your Practice
How might this research inform your practice? Are the research findings appropriate to your practice setting and situation? What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? How might the utilization of this research trigger changes in other aspects of practice?
NURS 6052 Essentials of Evidence-Based Practice: Welcome & Course Readings
Welcome & Course Readings
Welcome to your course guide
NURS 6052 Required Course Readings
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Final Project
Welcome to your course guide
Please find your required library readings below. Please see the links on the left for library skills assignment support.
If you have problems with the links below, please
contact the Library
. If you have APA questions about these materials, please
contact the Writing Center
. NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
NURS 6052 Required Course Readings
The links are for required readings found in the Walden databases
ONLY
. For all other readings, see your course resources.
Enter your myWalden user name and password at the prompt.
Link directly to the journal:
Qualitative Health Research
Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. J
ournal of Infusion Nursing, 33
(5), 273–277.
Adams, S., & Titler, M. G. (2010). Building a learning collaborative.
Worldviews on Evidence-Based Nursing, 7
(3), 165–173.
Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process.
Australian Critical Care, 24
(4), 244–254.
Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research.
Nursing Administration Quarterly, 34
(3), 217–225.
Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design.
Pediatric Nursing, 37
(4), 188–189.
Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice.
Journal of Nursing Administration, 42
(4), 222–230.
NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Dingle, P. (2011). Statin statistics: Lies and deception.
Positive Health, 180
, 1.
Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting.
Worldviews on Evidence-Based Nursing, 6
(4), 200–209.
Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice.
Worldviews on Evidence-Based Nursing, 7
(1), 51–53.
Finn, P. (2011). Critical thinking: knowledge and skills for evidence-based practice.
Language, Speech, and Hearing Services in Schools, 42
(1), 69–72.
Forsyth, D. M., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation.
Clinical Scholars Review, 3
(1), 14–21.
Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing?
Health Science Journal, 5
(1), 3–14.
Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy.
Journal of Gerontological Nursing, 35
(9), 9–12.
Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010) Ethical challenges in qualitative research: Examples from practice.
Nurse Researcher, 18
(1), 15–25.
Katapodi, M. C., & Northouse, L. L. (2011). Comparative effectiveness research: Using systematic reviews and meta-analyses to synthesize empirical evidence.
Research & Theory for Nursing Practice, 25
(3), 191–209.
Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research.
Journal of Nursing Regulation, 1
(4), 37–44.
NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students.
Journal of Nursing Education, 48
(4), 186–195.
Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers.
Journal of the Medical Library Association,
99(3), 229–236.
Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm.
Nursing Outlook, 58
(6), 279–286.
Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol.
Nursing Research, 59
(1), 18–25.
Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review.
Worldviews on Evidence-Based Nursing, 7
(3), 135–157.
Newcomb, P. (2010). Evolving fairness in research on human subjects.
Journal of Child and Adolescent Psychiatric Nursing, 23
(3), 123–124.
Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy.
Nursing Outlook, 58
(6), 309–317.
Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults.
Journal of Nursing Care Quality, 24
(4), 325–331.
Pringle, J., Hendry, C., & McLafferty, E. (2011). Phenomenological approaches: Challenges and choices.
Nurse Researcher, 18
(2), 7–18.
Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health.
BMC Public Health, 10
, 95.
Ryan-Nicholls, K. D., & Will, C. I. (2009). Rigour in qualitative research: Mechanisms for control.
Nurse Researcher, 16
(3), 70–85.
Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice.
The Milbank Quarterly, 87
(2), 368–390.
Schultz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidence-based practice for rehabilitation.
Rehabilitation Psychology, 53
(3), 294–302.
Shivnan, J. C. (2011). How do you support your staff? Promote EBP.
Nursing Management, 42
(2), 12–14.
Smith, J., Bekker, H., & Cheater, F. (2011). Theoretical versus pragmatic design in qualitative research.
Nurse Researcher, 18
(2), 39–51.
NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.
Steurer, L. M. (2010). An evidence-based practice scholars program: One institution’s journey toward excellence.
Journal of Continuing Education in Nursing, 41
(3), 139–143.
Stichler, J. F. (2010). Evaluating the evidence in evidence-based design.
Journal of Nursing Administration, 40
(9), 348–351.
Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge.
British Journal of Nursing (BJN), 18
(8), 484–489.
Walker, W. (2011). Hermeneutic inquiry: Insights into the process of interviewing.
Nurse Researcher, 18
(2), 19–27.
Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence.
Journal of the American Psychiatric Nurses Association, 15
(3), 202–207.
Worral, P. S., Levin, R. F., & Arsenault, D. C. (2009). Documenting an EBP project: Guidelines for what to include and why.
Journal of The New York State Nurses’ Association, 40
(2), 12–19.
Wuest, J. (2011). Are we there yet? Positioning qualitative research differently.
Qualitative Health Research, 21
(7), 875–883.
Yakov, G., Shilo, Y., & Shor, T. (2010). Nurses’ perceptions of ethical issues related to patients’ rights law.
Nursing Ethics, 17
(4), 501–510.
NURS 5052/ 6052 Essentials of Evidence-Based Practice Essays and exams.