[Answered 2024] NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines – Homework Solution

[Answered 2024] NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines – Homework Solution

Purpose

Analyzing Published Research Guidelines

The purpose of this paper is to interpret the two articles identified as most important to the group topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

  1. Apply research principles to the interpretation of the content of published research (POs 4 and 8)
  2. Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 120 points

NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines
NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines

Preparing the assignment

  1. Follow these guidelines when completing this Speak with your faculty member if you have questions.
  2. Please make sure you do not duplicate articles within your
  3. The paper will include the following:
    1. Clinical Question (10 points/8%)
      1. Describe the problem: What is the focus of your group’s work?
      2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional
      3. Purpose of the paper: What will your paper do or describe?

***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.

  1. Use Evidence Matrix Table Template: Data Summary – (50 points/42%)

Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.

  1. References (recent publication within the last 5 years)
  2. Purpose/Hypothesis/Study Question(s)
  3. Variables: Independent (I) and Dependent (D)
  4. Study Design
  5. Sample Size and Selection
  6. Data Collection Methods
  7. Major Findings (Evidence)
  1. Description of Findings (50 points/42%)

Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.

  1. Compare and contrast variables within each
  2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, ?
  3. Participant demographics and
  4. Instruments used, including reliability and
  5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
  6. Next steps: Identify two questions that can help guide the group’s
  1. Conclusion (5 points/4%)

Review major findings in a summary paragraph.

  1. Evidence to address your clinical
  2. Make a connection back to all the included
  3. Wrap up the assignment and give the reader something to think
  1. APA Format (5 points/4%)
    1. Correct grammar and spelling
    2. Include a title and reference page
    3. Use of headings for each section:
      • Problem
      • Synthesis of the Literature
        • Variables
        • Methods
        • Participants
        • Instruments
        • Implications for Future Work
  1. Conclusion
  2. Adheres to current APA formatting and guidelines
  3. Include at least two (2) scholarly, current (within 5 years) primary sources other than the textbook
  4. 3-4 pages in length, excluding appendices, title, and reference pages
NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines

For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Clinical Question

(10 points/8%)

10 points 9 points 8 points 3 points 0 points
Required criteria

1.        Describe the problem: What is the focus of your group’s work?

2.        Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.

3.        Purpose of the paper: What will your paper do or describe?

Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
Evidence Matrix Table: Data Summary (Appendix A)

(50 points/42%)

50 points 43 points 38 points 19 points 0 points
Required criteria

Categorize items in the Matrix Table, including proper intext citations and reference list entries for each article.

1.        References (recent publication within the last 5 years)

2.        Purpose/Hypothesis/Study Question(s)

3.        Variables: Independent (I) and Dependent (D)

4.        Study Design

5.        Sample Size and Selection

6.        Data Collection Methods

7.        Major Findings (Evidence)

Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented.
Description of Findings

(50 points/42%)

50 points 43 points 38 points 19 points 0 points
Required criteria

Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article.

1.        Compare and contrast variables within each study.

2.        What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?

3.        Participant demographics and information.

Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 requirements for section. Includes 3 or less requirements for section. No requirements for this section presented.
NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines
Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
4.        Instruments used, including reliability and validity.

5.        How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?

6.        Next steps: Identify two questions that can help guide the group’s

work.

Conclusion

(5 points/4%)

5 points 4 points 3 points 2 points 0 points
Required criteria

Review major findings in a summary paragraph.

1.        Evidence to address your clinical problem.

2.        Make a connection back to all the included sections.

3.        Wrap up the assignment and give the reader something to think about.

Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
APA Format

(5 points/4%)

5 points 4 points 3 points 2 points 0 points
Required criteria

1.        Correct grammar and spelling

2.        Include a title and reference page

3.        Use of headings for each section:

o     Problem

o     Synthesis of the Literature

§   Variables

§   Methods

§   Participants

§   Instruments

§   Implications for Future Work

4.        Conclusion

5.        Adheres to current APA formatting and guidelines

6.        Includes at least two (2) scholarly, current (within 5 years) primary sources other than the textbook

7.        3-4 pages in length excluding appendices, title, and reference pages

Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented.
Total Points Possible = 120 points

ORDER

NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines

Appendix A

EVIDENCE MATRIX TABLE

 

 

 

 

Article

 

References

Purpose Hypothesis

Study Question(s)

Variables Independent(I) Dependent(D)  

Study Design

Sample Size & Selection Data Collection Methods  

Major Finding(s)

1 Smith, L. (2013). What How do educational support D-Dietary Quantitative N- 18 Focus Groups Support and education
(SAMPLE should I eat? A focus for groups effect dietary modifications modifications Convenience improved compliance with
ARTICLE) those living with diabetes. in patients with diabetes? I-Education sample-selected dietary modifications.
Journal of Nursing from local support
Education, 1(4), 111-112. group in Pittsburgh,
PA
1
2
3
4
5

 

Evidence Matrix Table

 

Article

 

References

Purpose

Hypothesis

Study Question(s)

Variables

Independent(I)

Dependent(D)

Study Design Sample

Size &

Selection

Data Collection

Methods

 

Major Finding(s)

1

(SAMPLE ARTICLE)

Smith, L. (2013).

What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.

How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications

I-Education

Qualitative N- 18

Convenience sample-selected from local support group in Pittsburgh, PA

Focus Groups Support and education improved compliance with dietary modifications.
1
2
3
4
5

 SAMPLE ANSWER

Analyzing Published Research

The Problem

The focus of our group’s work is on understanding and evaluating the impact of communication on the outcomes and satisfaction of terminally ill patients during their stay in ICU. The problem revolves around the nature of communication, specifically differentiating between therapeutic and non-therapeutic communication, and how these communication styles influence the experiences of patients facing terminal illnesses.

Significance of the Problem

The significance of this problem lies in recognizing the crucial role communication plays in the care of terminally ill patients. Effective communication has been linked to positive health outcomes, improved emotional well-being, and enhanced patient satisfaction. In contrast, inadequate or non-therapeutic communication may lead to increased distress, misunderstandings, and a decline in the overall quality of care. Statistics and support from government or professional organizations will be sought to emphasize the prevalence and impact of communication issues in end-of-life care.

Purpose of the Paper

The purpose of our paper is to explore and analyze the influence of therapeutic and non-therapeutic communication on terminally ill patients’ outcomes and satisfaction during their hospital stay. The paper aims to provide insights into the patterns, challenges, and potential improvements in communication practices in end-of-life care. Additionally, it seeks to contribute evidence-based knowledge that can guide healthcare professionals in optimizing communication strategies to enhance the overall well-being and satisfaction of patients facing terminal illnesses.

Description of Findings

The two selected articles, Zare et al. (2023) and Hyun-Jung et al. (2022), present distinct variables, study designs, participant demographics, and instruments in their exploration of therapeutic communication in healthcare settings. Zare et al.’s quantitative study in the ICU setting utilized variables such as caring behaviors, with a focus on pre-test/post-test scores in a control and intervention group.

This experimental approach involved a two-day therapeutic communication training workshop for the intervention group, demonstrating a clear cause-and-effect relationship between the intervention and improved caring behaviors. In contrast, Hyun-Jung et al.’s qualitative phenomenological study explored the therapeutic communication experiences of nurses caring for patients with hematology. Variables in this study included the multifaceted themes derived from the focus group interviews, providing an enhanced understanding of communication in a specific healthcare context.

The study designs also differed, with Zare et al. employing a quantitative experimental design and Hyun-Jung et al. opting for a qualitative phenomenological approach. Zare et al.’s study demonstrated a higher level of confidence due to its experimental nature, with a clear intervention and control group. In contrast, Hyun-Jung et al.’s study, while providing rich insights into the experiences of nurses, may be considered less generalizable due to the qualitative methodology.

Participant demographics in Hyun-Jung et al.’s study included 20 nurses from a tertiary care hospital in Korea, with diverse clinical experiences and educational backgrounds. In contrast, Zare et al. did not provide detailed participant demographics, which limits the ability to generalize findings to a broader population.

In terms of instruments, Zare et al. utilized a caring behaviors questionnaire without clear mention of reliability and validity. On the other hand, Hyun-Jung et al. applied Colaizzi’s phenomenological method to generate themes from focus group interviews, but they did not explicitly discuss instrument reliability and validity.

Both studies contribute valuable evidence to the understanding of therapeutic communication in healthcare, with Zare et al. highlighting the effectiveness of communication training in an ICU setting, and Hyun-Jung et al. offering a comprehensive exploration of communication experiences in hematology care. To further address the clinical problem at hand, additional research is needed to bridge the gap between quantitative and qualitative findings, exploring tailored communication strategies that can be systematically implemented in end-of-life care settings. Additionally, future studies should consider the impact of various contextual factors, such as the presence of a global pandemic, on therapeutic communication in healthcare.

NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines

Conclusion

The integration of findings from the two selected articles contributes valuable insights into the role of therapeutic communication in healthcare settings. Zare et al. (2023) demonstrated through an experimental study that therapeutic communication skills training significantly improves the caring behaviors of ICU nurses. This finding supports the clinical problem at hand, emphasizing the positive impact of effective communication on patient outcomes and satisfaction, particularly in the context of end-of-life care.

On the other hand, Hyun-Jung et al. (2022) explored the experiences of nurses caring for patients with hematology using a qualitative phenomenological approach, revealing multifaceted themes and categories that influence therapeutic communication. Despite the different methodologies employed, both studies highlight the importance of tailored communication strategies for specific healthcare contexts.

The comprehensive participant demographics provided by Hyun-Jung et al. deepen our understanding of the varied backgrounds influencing communication practices. As we navigate the complexities of communication in healthcare, these findings call for further exploration and consideration of improved interventions to enhance therapeutic communication, ensuring optimal care for patients facing terminal illnesses.

 

References

Hyun-Jung, L., Park, B., Mi-Jin, S., & Do-Yeon, K. (2022). Therapeutic communication experiences of nurses caring for patients with hematology. Healthcare, 10(12), 2403.

Zare, F., Farokhzadian, J., Nematollahi, M., Miri, S., Mohammad, A. Z., & Foroughameri, G. (2023). Therapeutic communication skills training: An effective tool to improve the caring behaviors of ICU nurses. Acta Medica Iranica, 61(5), 294-296.

NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines

 

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