Evidence Based Practice Essay
Evidence Based Practice Essay
Topic: High rate of fall during night shift in the ward for patient with dementia (700words)
For each article that you will be using need to have a checklist from https://casp-uk.net/casp-tools-checklists/ (I’ve downloaded and attached the file below PLEASE USE IT)
DOWNLOAD ALL THE FILES AND READ THEM BEFORE ATTEMPTING THE ESSAY.
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Assignment.pptxAssessment Guideline
HS2235 Statistics and Evidence-based practice
Possible headings
• Introduction
• Problem and answerable question
• Locating the evidence
• Conclusion
• References
HS2235 Statistics and Evidence-based practice
Introduction
• Introduce topic – EBP
• Context/significance to nursing (definition/context will likely
be referenced)
• Purpose ‐ the purpose of this assignment
• Structure – briefly outline the steps of the process
HS2235 Statistics and Evidence-based practice
Problem and answerable question
• Justify the problem/topic that you had chosen and explained why is it important
to address. Evidence Based Practice Essay
• Give some background on why you choose this topic and include your
answerable question in a question format.
Example:
Pressure ulcers pose significant pain, discomfort to the patients. They can increase healthcare costs for patients as well as the health care system. Nurses spend additional time to treat PU in addition to their load of care (Cite reference, Year the research was done). Evidence Based Practice Essay
The above is only an example. There are many phrases/transition words you can use.
HS2235 Statistics and Evidence-based practice
Locating the evidence
• Explain/document your search strategy/your process to find the evidence/best
practice for your question
• Thread the process through your essay and reference where needed
• What is the strategy/plan for your search?
• Key concepts/word combinations etc.
• Do no use Google Scholar to get an overview and help key words but you
must use the nursing databases – at least 2 or 3 databases (e.g. CINAHL, Medline,
Joanna Briggs, Cochrane library)
HS2235 Statistics and Evidence-based practice
Locating the evidence
• Indicate how you have refined your search limits (peer reviewed, guidelines, date
range, language, etc)
• Skim/scan search results for key word. At this stage you will not read in depth
every article. Evidence Based Practice Essay
• Explain how you have chosen what to keep/discard.
• Refine search results to eventually get a small pool of articles or guidelines
(no set number but around 2-5 will give you enough to appraise without going
too big.)
HS2235 Statistics and Evidence-based practice
Conclusion
• Restate the topic
• Summarise the key points/process covered.
• Introductions are general, conclusions are more specific
• Finish with a broader statement – where to from here?
HS2235 Statistics and Evidence-based practice
References
• Only use scholarly, credible sources from library databases
• Majority should be peer reviewed journal articles, systematic reviews or clinical
guidelines.
• Cite contemporary sources not older than 7 years
• Reference any ideas that are not your own
5 REFERENCES
HS2235 Statistics and Evidence-based practice
Academic writing style
Write in third person – no “we”, “you”, “I”, “our”.
Example of third persons: “The writer”, “The author”, “The researcher”
This essay will discuss……………..
Academic writing is formal, objective, accurate
Your idea should be linking narrative, “academic voice” and the evidence.
Write in paragraphs with clear ideas sentences.
Reference any ideas that are not your own.
Paraphrase not direct quotes.
HS2235 Statistics and Evidence-based practice
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Searchingforevidence.pptx
Statistics and Evidence Based practice SDL
Searching for evidence I
In this session learners will be able to:
List the search strategies and databases used in conducting research EBP.
Perform a search for own identified clinical topic.
Learning Outcomes
Steps of finding evidence-based information
Formulate your PICO(T) question
Plan your search
Decide where to search
Evaluate
Steps of finding evidence-based information
Formulate your PICO(T) question
Plan your search
Decide where to search
Evaluate
Mark is a final year nursing student posting to a geriatric ward in a community hospital, and he is participating a project that is focuses on improving hand hygiene among nurses in his ward.
The team plan to search the best available evidence, summarize their finding and propose an education workshop to the nurse manager.
(Hopp & Rittenmeyer, 2012)
Case scenario
The first step of locating best available evidence is to form a PICO(T) question.
From the case scenario, Mark and his team would need to identify their population, intervention, comparison and outcome.
The team also need to consider the education workshop would increase the adherence to the hospital’s hand hygiene among nurses.
Formulate a PICO(T) question
They begin with a general question:
“ what is the best way to improve hand hygiene among nurses at the community hospital?”
General question will resulting too much information and loose the focus
Hence the team further develop a narrower question:
“what is the best way to increase nurses’ adherence to the community hospital’s hand hygiene protocol?”
missing Intervention and comparison (if there is any)
Formulate a PICO(T) question
After a discussion, the team would like to compare a very specific type of education program e.g. online seminar, or a workshop, to a very specific marketing campaign e.g. print posters and displayed throughout the ward. Evidence Based Practice Essay
Formulate a PICO(T) question
Example Patient problem / population Nurses in the geriatric ward Intervention An education workshop Comparison Displaying posters Outcome Increase adherence to the current hand hygiene protocol The final PICO is:
Make sure you develop a specific PICO question
What is the effectiveness of a mandatory training session or displaying posters throughout the ward on improving adherence to the hospital’s hand hygiene protocol among nurses in the geriatric ward?
Steps of finding evidence-based information
Formulate your PICO(T) question
Plan your search
Decide where to search
Evaluate
Decide which terms / keywords you should use to search.
Avoid long descriptive phrases
Focus on the Intervention, what and who as the searchable concepts:
Nurses
Hand hygiene
Education workshop
You may consider any synonyms or alternative terms
E.g. “handwashing”, “hand washing” “hand sanitation”, “seminar”, “orientation session”, “online workshop” and etc.
You can use dictionaries, thesaurus, simple internet search and list out the search terms.
Writing up a Search Strategy
11
If you are not getting enough articles broaden your keywords, reduce limits or add synonyms
Ways of identifying relevant Literature – e.g.
Electronic databases
Reference lists
Citation searching
Other relevant sources
The Major and Minor subjects listed can also provide possible alternative search terms
Wikipedia is only at the planning stage!
Anyone can write a Wikipedia article, will it be accurate?
Wikipedia can be useful to have a quick overview of the topic or to find alternative term/keywords for your search strategy.
For quality Wikipedia articles will contain references to their source listed at the end of the page.
They can often be credible quality sources of information that that you can cite in your assignments.
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Planning of search tools
Hand washing
“hand sanitation”
OR
Hand washing
or
“hand sanitation”
Nurs*
AND
Boolean operators: is the use of AND, OR and NOT to join search phrase and words to broaden or narrow a search.
Additional tool e.g. wildcards and truncation
Wildcards – insert question mark (?) within a word to retrieve all the words with alternative spellings.
E.g. randomi?ed,
Truncation – use asterisk (*) at the end of the keyword to retrieve all the words beginning with that word.
E.g nurs* = nurse, nursing, nurses
Planning of search tools
Steps of finding evidence-based information
Formulate your PICO(T) question
Plan your search
Decide where to search
Evaluate
Significant Health Science databased
CINAHL (nursing and allied health literature), MEDLINE (Medical literature), Ovid
Specific evidence-based health Databases:
Joanna Briggs Institution
Cochrane library
You may find out more from NYP library
Source of databases
UpToDate
Clinical practice guidelines from Ministry of Health
https://www.moh.gov.sg/content/moh_web/healthprofessionalsportal/nurses/guidelines/cpg_nursing.html
And many more…
You also visit credible website that is related to your topic, e.g.
CDC – https://www.cdc.gov/
Duke University – http://guides.mclibrary.duke.edu/nursing/guidelines
Clinical Practice Guideline
JBI contains of systematic review, Evidence Summaries, Evidence Based Recommended Practices, Consumer Information Sheets, Systematic Review Protocol and Technical Reports.
Accessing and using JBI
The Cochrane library contains high quality, independent evidence. It is one of the most comprehensive collections of systematic review, controlled trials and evidence-based health-care
Accessing and using Cochrane Library
Cochrane library can be search in various way. E.g.
Basic search
Enter keywords or phrases into the search bar
Advanced Search
Choose advanced search to toiler your search
1
2
3
4
Click on the search
results number and
view the list of found articles.
57 search results
CINAHL http://www.ebscohost.com/academic/cinahl-plus-with-full-text
Start with individual broad concepts
and combine them together,
gradually narrowing your
search down
as you
go
Search Principles
Results can be limited by a number of other factors e.g.
Publication date
Human research
Language
Full text (but be wary of doing this as relevant articles can be overlooked)
Methodological filters – RCTs, systematic reviews etc
Limiting Search Results
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Advice on how to find qualitative research articles, University of Washington http://healthlinks.washington.edu/howto/qualitative/ Aries Knowledge Finder http://www.kfinder.com/newweb/ CINAHL www.cinahl.com EBSCO host http://www.ebscohost.com/ ISI Web of Knowledge http://www.thomsonisi.com/ Ovid http://www.ovid.com/site/index.jsp ProQuest http://www.proquest.com/ PubMed http://www.ncbi.nlm.nih.gov/PubMed Common electronic databases
Science direct –add
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Steps of finding evidence-based information
Formulate your PICO(T) question
Plan your search
Decide where to search
Evaluate
In the searching process, you should scan and skim the search results for relevancy – from the title and abstract
Scan your finding by –
Find relevant content from abstract, introduction, conclusion, summary, tables and etc.
This allow you to locate the relevant sections and read only as much as you need to find the relevant information. Evidence Based Practice Essay
Skim the article by quick initial reading the piece of information or evidence summary to:
Determine it usefulness
Obtain an overview
Evaluate the search result
You have your evidence in hand now
The next step is to appraise the credibility of the paper.
Duke University (2018), Medical Center Library & Archives. Retrieved from: http://guides.mclibrary.duke.edu/nursing/guidelines
Edith Coven University (2017), Finding evidence-based information. Retrieved from: http://ecu.au.libguides.com/ld.php?content_id=31394853
Lisa, H. & Rittenmeyer, L. (2012). Introduction to evidence-based practice: A practical guide for nursing. Philadelphia: F.A. Davis Company.
Polit, D.F., & Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice (8th ed.). Wolters Kluwer: Lippincott Williams & Wilkins.
Reference
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CASP-Randomised-Controlled-Trial-Checklist1.pdf
Critical Appraisal Skills Programme (CASP) part of Better Value Healthcare Ltd www.casp-uk.net
CASP Checklist: 11 questions to help you make sense of a Randomised Controlled Trial
How to use this appraisal tool: Three broad issues need to be considered when appraising a trial:
Are the results of the study valid? (Section A)
What are the results? (Section B)
Will the results help locally? (Section C) The 11 questions on the following pages are designed to help you think about these issues systematically. The first three questions are screening questions and can be answered quickly. If the answer to both is “yes”, it is worth proceeding with the remaining questions. There is some degree of overlap between the questions, you are asked to record a “yes”, “no” or “can’t tell” to most of the questions. A number of italicised prompts are given after each question. These are designed to remind you why the question is important. Record your reasons for your answers in the spaces provided. Evidence Based Practice Essay
About: These checklists were designed to be used as educational pedagogic tools, as part of a workshop setting, therefore we do not suggest a scoring system. The core CASP checklists (randomised controlled trial & systematic review) were based on JAMA ‘Users’ guides to the medical literature 1994 (adapted from Guyatt GH, Sackett DL, and Cook DJ), and piloted with health care practitioners.
For each new checklist, a group of experts were assembled to develop and pilot the checklist and the workshop format with which it would be used. Over the years overall adjustments have been made to the format, but a recent survey of checklist users reiterated that the basic format continues to be useful and appropriate. Evidence Based Practice Essay
Referencing: we recommend using the Harvard style citation, i.e.: Critical Appraisal Skills Programme (2018). CASP (insert name of checklist i.e. Randomised Controlled Trial) Checklist. [online] Available at: URL. Accessed: Date Accessed.
©CASP this work is licensed under the Creative Commons Attribution – Non-Commercial- Share A like. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc- sa/3.0/ www.casp-uk.net
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Section A: Are the results of the trial valid?
1. Did the trial address a clearly
focused issue?
Yes HINT: An issue can be ‘focused’ In terms of • the population studied • the intervention given • the comparator given
• the outcomes considered
Can’t Tell
No
Comments:
2. Was the assignment of patients to treatments randomised?
Yes HINT: Consider
• how this was carried out
• was the allocation sequence concealed
from researchers and patients
Can’t Tell
No
Comments:
3. Were all of the patients who entered the trial properly accounted for at its conclusion?
Yes
HINT: Consider
• was the trial stopped early
• were patients analysed in the groups to which they were randomised. Evidence Based Practice Essay
Can’t Tell
No
Comments:
Is it worth continuing?
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4. Were patients, health workers and study personnel ‘blind’ to treatment?
Yes
Can’t Tell
No
Comments:
5. Were the groups similar at the start of the trial
Yes
HINT: Consider
• other factors that might affect the outcome, such as; age, sex, social class
Can’t Tell
No
Comments:
6. Aside from the experimental intervention, were the groups treated equally?
Yes
Can’t Tell
No
Comments:
Section B: What are the results?
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7. How large was the treatment effect?
HINT: Consider • what outcomes were
measured • Is the primary outcome clearly
specified • what results were found for
each outcome. Evidence Based Practice Essay
Comments:
8. How precise was the estimate of the treatment effect?
HINT: Consider • what are the confidence limits
Comments:
Section C: Will the results help locally?
9. Can the results be applied to the local population, or in your context?
Yes
HINT: Consider whether
• the patients covered by the trial are similar enough to the patients to whom
you will apply this
• how they differ
Can’t Tell
No
Comments:
10. Were all clinically important outcomes considered?
Yes
HINT: Consider whether
• there is other information you would like to have seen
• if not, does this affect the decision
Can’t Tell
No
Comments:
5
11. Are the benefits worth the harms and costs? Evidence Based Practice Essay
Yes
HINT: Consider
• even if this is not addressed by the trial, what do you think? Can’t Tell
No
Comments:
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Rubrics.docx
Assessment rubric Written assignment Assignment types Case study; Literature review; Project report; Research report; Project proposal; Research proposal; Research critique; Reflection Criteria A (>=80%)
Very Good
B (70 to <80%)
Good
C (60 to <70%)
Satisfactory
D (50 to <60%)
Acceptable
F (0 to <50%)
Yet to meet expectation
Content knowledge · Main purpose of assignment
· Development of arguments
· Examples/ evidences
· Limitations and impacts
· Clarity of ideas in introduction, content paragraphs and conclusion
Demonstrates strong content knowledge that serves the purpose of the assignment. Ideas are relevant, accurate, thorough, in-depth and free from biases and systematically developed.
Substantiates with meaningful examples / well referenced evidences.
Identifies possible and probable limitations and significant impact clearly.
Presents ideas in introduction; content paragraphs and conclusion clearly and precisely.
Demonstrates understanding of content knowledge to serve the purpose of the assignment. Ideas are accurate, well-developed with depth and scope.
Supports with relevant examples / up-to-date referenced evidences.
Identifies possible limitations and impact.
Presents ideas in introduction, content paragraphs and conclusion clearly but not precisely.
Demonstrates content knowledge to partially meet the purpose of the assignment. Ideas show scope but lack depth and are not developed well.
Uses some relevant examples / referenced evidences.
Identifies possible limitations and impact.
Presents ideas in introduction, content paragraphs and conclusion but some are not clear and precise.
Demonstrates vague content knowledge and limited awareness of the purpose of the assignment. Ideas shows narrow scope and little depth and are not developed adequately.
Few relevant examples / referenced evidences.
Identifies few possible limitations or impact.
Presents ideas in introduction, content paragraphs and conclusion but most are not clear and precise.
Demonstrates no awareness to the required content knowledge for the purpose of the assignment. Ideas are often not sound, showing lack of scope and depth.
Does not attempt to illustrate with examples / referenced evidences.
Does not identify possible limitations and impact.
Presents ideas in introduction, content paragraphs and conclusion but all are not clear and precise.
60 marks 48-60 42-47 36-41 30-35 0-29 Planning and organisation · Use of appropriate model / framework
· Coherence and connectedness of ideas
· SHS guide to assignment and APA referencing format
Demonstrates adoption and strong understanding of a model to frame one’s approach to the assignment. Shows smooth and transition of ideas.
Adheres to SHS guide to assignment and APA referencing format in general.
Demonstrates adoption and decent understanding of a model to frame one’s approach to the assignment. Bridges and connects related ideas in many parts of the assignment.
Adheres to SHS guide to assignment and APA referencing format in general.
Demonstrates adoption but partial understanding of a model to frame one’s approach to the assignment. Connects ideas though they may not appear coherent.
Does not adhere to SHS guide to assignment and APA referencing format in general.
Demonstrates adoption but little understanding of a model to frame one’s approach to the assignment. Broadly connects related ideas but generally were not coherent.
Does not adhere to SHS guide to assignment and APA referencing format in general.
Inappropriate use or lack of model to frame one’s approach to the assignment. No attempt made to connect ideas or ideas were randomly presented.
Does not appear to refer to SHS guide to assignment and APA referencing format.
20 marks 16-20 14-15 12-13 10-11 0-9 Writing ability · Sentence construction and grammar
· Choice of words and tone
Demonstrates a personal and appropriate style with succinct sentence and strong command of English. Deliberate use of appropriate words and tone.
Demonstrates a decent command of English though may not be succinct. Word choice or tone are appropriate in general.
Demonstrates reasonable command of English. Sentences lack variations and peppered with some errors. Demonstrates poor command of English with many grammatical and spelling errors. A number of inappropriate choice and tone of words.
Demonstrates unacceptable command of English with widespread grammatical and spelling errors. 20 marks 16-20 14-15 12-13 10-11 0-9 Important notes: Word limit (+/-10% is permitted): Deduct 10% of assignment total marks for every 10% of additional word count or part thereof of the permitted range.
Late submission: Deduct 5% of assignment total marks for every 24 hours or part thereof (from time stated in deadline) delay in submission as according to submission to BlackBoard. Assignment will not be marked after 120 hours after deadline.
School of Health Sciences
Diploma in Nursing
Assessment rubric Group presentation Assignment types Case study; Literature review; Project report; Research report; Project proposal; Research proposal; Research critique; Reflection Criteria A (>=80%)
Very Good
B (70 to <80%)
Good
C (60 to <70%)
Satisfactory
D (50 to <60%)
Acceptable
F (0 to <50%)
Yet to meet expectation
Content knowledge · Main purpose of assignment
· Development of arguments
· Examples/ evidences
· Limitations and impacts
· Clarity of ideas in introduction, content paragraphs and conclusion
Demonstrates strong content knowledge that serves the purpose of the assignment. Ideas are relevant, accurate, thorough, in-depth and free from biases and systematically developed.
Substantiates with meaningful examples / well referenced evidences.
Identifies possible and probable limitations and significant impact clearly.
Presents ideas in introduction, content paragraphs and conclusion clearly and precisely.
Demonstrates understanding of content knowledge to serve the purpose of the assignment. Ideas are accurate, well-developed with depth and scope.
Supports with relevant examples / up-to-date referenced evidences.
Identifies possible limitations and impact.
Presents ideas in introduction, content paragraphs and conclusion clearly but not precisely.
Demonstrates content knowledge to partially meet the purpose of the assignment. Ideas show scope but lack depth and are not developed well.
Uses some relevant examples / referenced evidences.
Identifies possible limitations and impact.
Presents ideas in introduction, content paragraphs and conclusion but some are not clear and precise.
Demonstrates vague content knowledge and limited awareness of the purpose of the assignment. Ideas shows narrow scope and little depth and are not developed adequately.
Few relevant examples / referenced evidences.
Identifies few possible limitations or impact.
Presents ideas in introduction, content paragraphs and conclusion but most are not clear and precise.
Demonstrates no awareness to the required content knowledge for the purpose of the assignment. Ideas are often not sound, showing lack of scope and depth.
Does not attempt to illustrate with examples / referenced evidences.
Does not identify possible limitations and impact.
Presents ideas in introduction, content paragraphs and conclusion but all are not clear and precise.
60 marks 48-60 42-47 36-41 30-35 0-29 Planning and organisation · Use of appropriate model / framework
· Coherence and connectedness of ideas
· SHS guide to assignment and APA referencing format
Demonstrates adoption and strong understanding of a model to frame one’s approach to the assignment. Shows smooth and transition of ideas.
Adheres to SHS guide to assignment and APA referencing format in general.
Demonstrates adoption and decent understanding of a model to frame one’s approach to the assignment. Bridges and connects related ideas in many parts of the assignment.
Adheres to SHS guide to assignment and APA referencing format in general.
Demonstrates adoption but partial understanding of a model to frame one’s approach to the assignment. Connects ideas though they may not appear coherent.
Does not adhere to SHS guide to assignment and APA referencing format in general.
Demonstrates adoption but little understanding of a model to frame one’s approach to the assignment. Broadly connects related ideas but generally were not coherent.
Does not adhere to SHS guide to assignment and APA referencing format in general.
Inappropriate use or lack of model to frame one’s approach to the assignment. No attempt made to connect ideas or ideas were randomly presented.
Does not appear to refer to SHS guide to assignment and APA referencing format.
20 marks 16-20 14-15 12-13 10-11 0-9 Individual presentation ability · Sentence construction and grammar
· Choice of words and tone
· Ability to engage audience
· Familiarity with content
Demonstrates a personal and appropriate style with succinct sentence and strong command of English. Engages audience with appropriate strategies to trigger and sustain interest in topic.
Is evidently confident and familiar with content when presenting and when responding to questions.
Demonstrates a decent command of English though may not be succinct. Generally, clear sentence construction and grammar with appropriate choice of words and tone. Use strategies to interest audience.
Shows familiarity with content when presenting and when responding to questions.
Demonstrates reasonable command of English. Sentences lack variations and peppered with some errors. Able to interest audience with content.
Appears to know content but provides incomplete response to questions.
Demonstrates poor command of English with many grammatical and interruptive pronounciation errors. Demonstrates little interest and shows little attempt to engage audience.
Appears not to know content when responding to questions.
Demonstrates unacceptable command of English with widespread grammatical and interruptive pronounciation errors. Demonstrates disinterest with no attempt to engage audience.
Could not respond to questions.
20 marks 16-20 14-15 12-13 10-11 0-9 Important notes: Absence or late attendance: Zero marks awarded unless with valid medical leave.