724.8.5 : Foundations of Inquiry
The graduate differentiates between quality improvement processes, evidence based practice, and research.
724.8.6 : Literature Review and Analysis
The graduate demonstrates knowledge of the process and outcomes of conducting a literature review.
724.8.7 : Ethics and Research
The graduate demonstrates understanding of the ethics of nursing research, particularly human subjects’ protections, informed consent, and alignment with
patient and family values and preferences.
724.8.8 : Patient Outcomes
The graduate discriminates between identified standards and practices that do not provide improvements in patient outcomes utilizing relevant sources of
evidence and the application of nursing theory.
724.8.9 : Data Collection, Analysis, and Documentation
The graduate describes the process of data collection, analysis and implementation of evidence that can improve clinical practice from an interprofessional
Evidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions.
Therefore, it is of pivotal importance to understand the basic tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.
In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and review selected research and non-research
evidence to find answers to that question.
Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change
would require the support of many high-quality research studies.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual
source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task
can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each
requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other
submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Discuss the impact of a clinical practice problem on the patient(s) and the organization it affects.
1. Identify the following PICO components of the clinical practice problem:
• patient/population/problem (P)
• intervention (I)
• comparison (C)
• outcome (O)
EBP C361: Matrix Instructions
Author names- The names of the authors as they appear on the reference;
Journal Name- The name of the journal NOT the title of the article;
Research design- quantitative, qualitative, or mixed method;
Sample size; The number of people in the study;
Outcome variable- What the research is trying to measure or change or improve;
Level- See module 3 toolkits appendix C;
Quality- See module 3 toolkits appendix C;
Results/Author’s Suggested Conclusions- Write a couple sentences on how the research supports the intervention being recommended (in your own words)
The research design is quantitative (uses observation, survey/questionnaire, and has numbers in the results), qualitative (uses interviews or focus groups only, has words/themes in the results), or mixed methods. Systematic reviews are also quantitative, qualitative, or mixed methods depending on the types of articles reviewed (the sample size is the number of articles reviewed).
The research levels are pretty straight forward. Quality Improvement Projects and articles without the sections of the research report that you learned about in task 1 are non-research and will not be in the matrix. See levels below:
Level 1: Quantitative (randomized controlled trial) RCTs only or systematic review of RCTs only. If it doesn’t state RCT in the methods, it is not RCT.
Level 2: Quantitative Quasi-Experimental only or systematic reviews of Quasi and RCTs or Quasi only. If it doesn’t state Quasi-Experimental in the methods, it is not this design
Level 3: Everything else is level 3 including qualitative, case-control, cohort, descriptive, and mixed methods study designs. If it is a systematic review that includes level 3 designs then it is level 3 systematic review.
E section revision:
This section should be a minimum of 4-6 sentences. The first sentence names the single intervention that all the articles in the matrix support. For example, “The evidence supports that patient education on fall risk lowers falls.” Then write one sentence each for 2-3 of the studies in the matrix on how each article used education as an intervention to lower falls. Each of the sentences must include an in text citation for that research study. For example, Intentional rounding was shown to decrease falls significantly over 3 months (Smith, Rogers, & Stein, 2014).
References rules for in text citations in E sections:
For the other sections use the
Concepts review step 2;