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    – ## WK1Assign.docx – ## AppendixBQuestionDevelopmentweek1.docx **## WK1Assign.docx** **PROJECT TOPIC.** Will a staff education project on early recognition of burnout in nurses increase nurses' knowledge in an outpatient psych unit. ? **## AppendixBQuestionDevelopmentweek1.docx** Question Developme…

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    Assignment Prompt & Instructions

    – ## WK1Assign.docx

    – ## AppendixBQuestionDevelopmentweek1.docx

    **## WK1Assign.docx**

    **PROJECT TOPIC.**

    Will a staff education project on early recognition of burnout in nurses increase nurses' knowledge in an outpatient psych unit. ?

    **## AppendixBQuestionDevelopmentweek1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    **## AppendixBQuestionDevelopmentweek1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    **## WK1Assign.docx**

    **PROJECT TOPIC.**

    Will a staff education project on early recognition of burnout in nurses increase nurses' knowledge in an outpatient psych unit. ?

    **## AppendixBQuestionDevelopmentweek1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    **## WK1Assign.docx**

    **PROJECT TOPIC.**

    Will a staff education project on early recognition of burnout in nurses increase nurses' knowledge in an outpatient psych unit. ?

    **## AppendixBQuestionDevelopmentweek1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    – 1
    – 2

  • [Solved] Qimp2

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    – To assess a clinical issue that is the focus of the Quality Improvement Project. – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. **Content Requirements:** 1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical i…

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    – To assess a clinical issue that is the focus of the Quality Improvement Project.
    – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project.
    **Content Requirements:**
    1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified.
    2. Analyze the SWOT data to provide the foundation for an action plan for quality improvement.

  • [Solved] Discussion: Systematic Reviews in Evidence-Based Nursing Practice

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    1. Definition and Purpose – Define what a systematic review is and explain how it differs from other types of literature reviews (e.g., narrative reviews). – Discuss the importance of systematic reviews in nursing research and evidence-based practice. 2. Application – Choose a clinical question…

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    Assignment Prompt & Instructions

    1. Definition and Purpose
    – Define what a systematic review is and explain how it differs from other types of literature reviews (e.g., narrative reviews).
    – Discuss the importance of systematic reviews in nursing research and evidence-based practice.
    2. Application
    – Choose a clinical question or topic of interest. Search for a recent (within the last 5 years) systematic review related to that topic.
    – Summarize the main findings of the review and explain how it contributes to the current understanding of the topic.
    – Reflect on how the review could be applied in your clinical practice or research.
    3. Critical Thinking
    – Briefly describe one potential limitation or challenge of using systematic reviews to guide practice.

  • [Solved] discussion

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    In-depth study guidance and analytical solution covering discussion.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing homework0928

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    – ## InstructionsforInternationalreflection.docx **## InstructionsforInternationalreflection.docx** **Instructions:** Before beginning your reflection, please **review the conference objectives** from the conference. Your responses should demonstrate how your learning and experiences connect to thes…

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    – ## InstructionsforInternationalreflection.docx

    **## InstructionsforInternationalreflection.docx**

    **Instructions:**

    Before beginning your reflection, please
    **review the conference objectives** from the conference. Your responses should demonstrate how your learning and experiences connect to these objectives.

    You are expected to respond to
    **five prompts in total, one question from each category** below. Each response should be thoughtful, detailed, and draw on specific examples from the day’s activities and discussions. Your total reflection should be
    **500–600 words.**

    Where appropriate,
    **incorporate at least one evidence-based resource** (e.g., scholarly articles, professional guidelines, authoritative reports) to support your reflection. Use
    **APA style** for any in-text citations and references. Responses should be written in a professional tone, be well-organized, and free of grammatical errors.

    **Conference Objectives**

    By the conclusion of this
    **interprofessional and cross-cultural learning experience**, participants will be able to:

    1. Compare and contrast the preparation, education, and scope of practice for Nurse Practitioners in the United States and the Netherlands, identifying key similarities and differences.

    2. Engage in interprofessional education (IPE) with NP, PA, OT, PT, and MAT students and faculty to promote understanding of collaborative care approaches.

    3. Apply clinical reasoning through illness script formation and structured OSCE case analysis, integrating evidence-based decision-making.

    4. Demonstrate cultural humility and curiosity when exploring international perspectives on advanced practice roles and patient care.

    5. Participate in standardized patient encounters to enhance diagnostic reasoning, communication skills, and reflective practice in a simulated environment.

    6. Reflect on professional growth by synthesizing insights from cross-cultural and interprofessional learning experiences.

    **Educational Pathways** _(Choose one)_

    1. What is one key difference between Nurse Practitioner education in the Netherlands and in the United States that surprised you, and why?

    2. How might differences in NP preparation influence patient care or the NP role in each

    **Interprofessional Education (IPE)** _(Choose one)_

    1. Describe a meaningful interaction you had with someone from another profession (NP, PA, OT, PT, MAT). What did you learn from it?

    2. How could insights from today’s IPE activities improve collaboration in your future practice?

    **Clinical Reasoning & Simulation** _(Choose one)_

    1. How did the illness script formation or standardized patient scenario challenge or reinforce your clinical reasoning?

    2. What strategies did you use to integrate evidence-based decision-making in today’s cases?

    **Cultural Humility & Global Perspective** _(Choose one)_

    1. What did you learn today about cultural or systemic differences in healthcare delivery?

    2. How might you adapt your own approach to patient care based on insights from this international exchange?

    **Personal & Professional Growth** _(Choose one)_

    1. What is the single most valuable takeaway from today’s event for your professional development?

    2. What surprised, challenged, or inspired you most during the day?

    **## InstructionsforInternationalreflection.docx**

    **Instructions:**

    Before beginning your reflection, please
    **review the conference objectives** from the conference. Your responses should demonstrate how your learning and experiences connect to these objectives.

    You are expected to respond to
    **five prompts in total, one question from each category** below. Each response should be thoughtful, detailed, and draw on specific examples from the day’s activities and discussions. Your total reflection should be
    **500–600 words.**

    Where appropriate,
    **incorporate at least one evidence-based resource** (e.g., scholarly articles, professional guidelines, authoritative reports) to support your reflection. Use
    **APA style** for any in-text citations and references. Responses should be written in a professional tone, be well-organized, and free of grammatical errors.

    **Conference Objectives**

    By the conclusion of this
    **interprofessional and cross-cultural learning experience**, participants will be able to:

    1. Compare and contrast the preparation, education, and scope of practice for Nurse Practitioners in the United States and the Netherlands, identifying key similarities and differences.

    2. Engage in interprofessional education (IPE) with NP, PA, OT, PT, and MAT students and faculty to promote understanding of collaborative care approaches.

    3. Apply clinical reasoning through illness script formation and structured OSCE case analysis, integrating evidence-based decision-making.

    4. Demonstrate cultural humility and curiosity when exploring international perspectives on advanced practice roles and patient care.

    5. Participate in standardized patient encounters to enhance diagnostic reasoning, communication skills, and reflective practice in a simulated environment.

    6. Reflect on professional growth by synthesizing insights from cross-cultural and interprofessional learning experiences.

    **Educational Pathways** _(Choose one)_

    1. What is one key difference between Nurse Practitioner education in the Netherlands and in the United States that surprised you, and why?

    2. How might differences in NP preparation influence patient care or the NP role in each

    **Interprofessional Education (IPE)** _(Choose one)_

    1. Describe a meaningful interaction you had with someone from another profession (NP, PA, OT, PT, MAT). What did you learn from it?

    2. How could insights from today’s IPE activities improve collaboration in your future practice?

    **Clinical Reasoning & Simulation** _(Choose one)_

    1. How did the illness script formation or standardized patient scenario challenge or reinforce your clinical reasoning?

    2. What strategies did you use to integrate evidence-based decision-making in today’s cases?

    **Cultural Humility & Global Perspective** _(Choose one)_

    1. What did you learn today about cultural or systemic differences in healthcare delivery?

    2. How might you adapt your own approach to patient care based on insights from this international exchange?

    **Personal & Professional Growth** _(Choose one)_

    1. What is the single most valuable takeaway from today’s event for your professional development?

    2. What surprised, challenged, or inspired you most during the day?

  • [Solved] Deliverable 2: The Clinical Problem

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    PICOT: In adult patients undergoing surgery using general anesthesia or regional anesthesia, do active warming strategies prior to the anesthesia ready time compared to warming strategies initiated after anesthesia ready time decrease incidence of hypothermia during intraoperative period throughout …

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    PICOT: In adult patients undergoing surgery using general anesthesia or regional anesthesia,
    do active warming strategies prior to the anesthesia ready time compared to warming strategies initiated after anesthesia ready time decrease incidence of hypothermia during intraoperative period throughout PACU stay?
    This assignment requires the student to identify, retrieve, summarize, and synthesize relevant literature focused on a specific clinical question (PICO) or project purpose agreed upon with Faculty and the immersion mentor. The assignment must use AMA format and should include a DNP Project Title, PICO question or Purpose, Problem Statement, and References. **This document will be used to support the beginning of the DNP Project development.**
    **DNP Project Title:** Identify a title that incorporates key components of the PICO Question or Purpose. The title should not include more than 80 characters. The title will often be revised prior to the Approval Meeting (Deliverable 5).
    **PICO Question or Purpose:** A format used to guide the development of the DNP Project is the formulation of a PICO clinical question (population, intervention, comparison and outcome) or purpose. Most often the PICO question or purpose will be revised and refined by the evidence and discussions with the DNP Project Team.
    **Problem Statement:** There are a number of resources available to guide the development of a succinct problem statement (see Moran et al., 2020, pgs. 133-135, 282-283). Please address the following six components in developing the Problem Statement:
    "1. Problem identification: What is wrong with the current situation?
    2. Background: What is the nature of the problem, the context of the situation that readers need to understand?
    3. Scope of the problem: How big a problem is it; how many people are affected?
    4. Consequences of the problem: What is the cost of not fixing the problem?
    5. Knowledge gaps: What information about the problem is lacking?
    6. Proposal solution: What is the basis for believing that the proposed study would contribute to the solution of the problem?” (Polit & Beck, 2008, pg. 92).
    \
    EXEMPLARYPAPERDELIVERABLE1.docx](https://www.sweetstudy.com/files/exemplarypaperdeliverable1-docx-10411201 "EXEMPLARYPAPERDELIVERABLE1.docx")
    \
    1Forcedairprewarmingpreventshypothermiaduringlivingdonorlivertransplantation-arandomizedcontrolledtrial.pdf](https://www.sweetstudy.com/files/1forcedairprewarmingpreventshypothermiaduringlivingdonorlivertransplantation-arandomizedcontrolledtrial-pdf "1Forcedairprewarmingpreventshypothermiaduringlivingdonorlivertransplantation-arandomizedcontrolledtrial.pdf")
    \
    5RedistributionalHypothermiaPreventionbyPrewarmingwithForced-Air-ExploratoryOpenRandomizedClinicalTrialofEfcacy.pdf](https://www.sweetstudy.com/files/5redistributionalhypothermiapreventionbyprewarmingwithforced-air-exploratoryopenrandomizedclinicaltrialofefcacy-pdf "5RedistributionalHypothermiaPreventionbyPrewarmingwithForced-Air-ExploratoryOpenRandomizedClinicalTrialofEfcacy.pdf")
    \
    13Comparisonofupperandlowerbodyforcedairblankettopreventperioperativehypothermiainpatientswhounderwentspinalsurgeryinproneposition-arandomizedcontrolledtrial.pdf](https://www.sweetstudy.com/files/13comparisonofupperandlowerbodyforcedairblankettopreventperioperativehypothermiainpatientswhounderwentspinalsurgeryinproneposition-arandomizedcontrolledtrial-pdf "13Comparisonofupperandlowerbodyforcedairblankettopreventperioperativehypothermiainpatientswhounderwentspinalsurgeryinproneposition-arandomizedcontrolledtrial.pdf")
    \
    16Effectsofapreoperativeforced-airwarmingsystemforpatientsundergoingvideo-assistedthoracicsurgery.pdf](https://www.sweetstudy.com/files/16effectsofapreoperativeforced-airwarmingsystemforpatientsundergoingvideo-assistedthoracicsurgery-pdf "16Effectsofapreoperativeforced-airwarmingsystemforpatientsundergoingvideo-assistedthoracicsurgery.pdf")
    \
    11ResistiveWarmingMattressForced-AirWarmingSystemoraCombinationoftheTwointhePreventionofIntraoperativeInadvertentHypothermia-ARandomizedTrial.pdf](https://www.sweetstudy.com/files/11resistivewarmingmattressforced-airwarmingsystemoracombinationofthetwointhepreventionofintraoperativeinadvertenthypothermia-arandomizedtrial-pdf "11ResistiveWarmingMattressForced-AirWarmingSystemoraCombinationoftheTwointhePreventionofIntraoperativeInadvertentHypothermia-ARandomizedTrial.pdf")
    \
    6EfficacyofactiveforcedairwarmingduringinductionofanesthesiatopreventinadvertentperioperativehypothermiainintraoperativewarmingpatientsComparisonwithpassivewarmingarandomizedcontrolledtrial.pdf](https://www.sweetstudy.com/files/6efficacyofactiveforcedairwarmingduringinductionofanesthesiatopreventinadvertentperioperativehypothermiainintraoperativewarmingpatientscomparisonwithpassivewarmingarandomizedcontrolledtrial-pdf "6EfficacyofactiveforcedairwarmingduringinductionofanesthesiatopreventinadvertentperioperativehypothermiainintraoperativewarmingpatientsComparisonwithpassivewarmingarandomizedcontrolledtrial.pdf")
    \
    10WarmingwithacompositewarmingstrategyreducesintraoperativehypothermiainpatientsundergoingopenhepatectomyforlivercancerArandomizedcontrolledstudy.pdf](https://www.sweetstudy.com/files/10warmingwithacompositewarmingstrategyreducesintraoperativehypothermiainpatientsundergoingopenhepatectomyforlivercancerarandomizedcontrolledstudy-pdf "10WarmingwithacompositewarmingstrategyreducesintraoperativehypothermiainpatientsundergoingopenhepatectomyforlivercancerArandomizedcontrolledstudy.pdf")
    \
    7TheEffectofBriefWarmingduringInductionofGeneralAnesthesiaandWarmedIntravenousFluidonIntraoperativeHypothermiainPatientsUndergoingUrologicSurgery.pdf](https://www.sweetstudy.com/files/7theeffectofbriefwarmingduringinductionofgeneralanesthesiaandwarmedintravenousfluidonintraoperativehypothermiainpatientsundergoingurologicsurgery-pdf "7TheEffectofBriefWarmingduringInductionofGeneralAnesthesiaandWarmedIntravenousFluidonIntraoperativeHypothermiainPatientsUndergoingUrologicSurgery.pdf")
    \
    8Aggressiveintraoperativewarmingversusroutinethermalmanagementduringnon-cardiacsurgeryPROTECT-amulticentreparallelgroupsuperioritytrial.pdf](https://www.sweetstudy.com/files/8aggressiveintraoperativewarmingversusroutinethermalmanagementduringnon-cardiacsurgeryprotect-amulticentreparallelgroupsuperioritytrial-pdf "8Aggressiveintraoperativewarmingversusroutinethermalmanagementduringnon-cardiacsurgeryPROTECT-amulticentreparallelgroupsuperioritytrial.pdf")
    \
    3ClinicalEfficacyof10MinofActivePrewarmingforPreservingPatientBodyTemperatureduringPercutaneousNephrolithotomy-AProspectiveRandomizedControlledTrial.pdf](https://www.sweetstudy.com/files/3clinicalefficacyof10minofactiveprewarmingforpreservingpatientbodytemperatureduringpercutaneousnephrolithotomy-aprospectiverandomizedcontrolledtrial-pdf "3ClinicalEfficacyof10MinofActivePrewarmingforPreservingPatientBodyTemperatureduringPercutaneousNephrolithotomy-AProspectiveRandomizedControlledTrial.pdf")
    \
    12Theoptimalwarmingstrategytoreduceperioperativehypothermia-Aprospectiverandomizednon-blindedclinicaltrial.pdf](https://www.sweetstudy.com/files/12theoptimalwarmingstrategytoreduceperioperativehypothermia-aprospectiverandomizednon-blindedclinicaltrial-pdf "12Theoptimalwarmingstrategytoreduceperioperativehypothermia-Aprospectiverandomizednon-blindedclinicaltrial.pdf")
    \
    4EffectofPrewarmingonPerioperativeHypothermiainPatientsUndergoingLoco-RegionalorGeneralAnesthesia-ARandomizedClinicalTrial.pdf](https://www.sweetstudy.com/files/4effectofprewarmingonperioperativehypothermiainpatientsundergoingloco-regionalorgeneralanesthesia-arandomizedclinicaltrial-pdf "4EffectofPrewarmingonPerioperativeHypothermiainPatientsUndergoingLoco-RegionalorGeneralAnesthesia-ARandomizedClinicalTrial.pdf")
    \
    14Comparisonoftwoforcedairwarmingsystemsforpreventionofintraoperativehypothermiaincarcinomacolonpatients-aprospectiverandomizedstudy.pdf](https://www.sweetstudy.com/files/14comparisonoftwoforcedairwarmingsystemsforpreventionofintraoperativehypothermiaincarcinomacolonpatients-aprospectiverandomizedstudy-pdf "14Comparisonoftwoforcedairwarmingsystemsforpreventionofintraoperativehypothermiaincarcinomacolonpatients-aprospectiverandomizedstudy.pdf")
    \
    15Comparisonoftwodifferentusesofunderbodyforcedairwarmingblanketsforthepreventionofhypothermiainpatientsundergoingarthroscopicshouldersurgery-aprospectiverandomizedstudy.pdf](https://www.sweetstudy.com/files/15comparisonoftwodifferentusesofunderbodyforcedairwarmingblanketsforthepreventionofhypothermiainpatientsundergoingarthroscopicshouldersurgery-aprospectiverandomizedstudy-pdf "15Comparisonoftwodifferentusesofunderbodyforcedairwarmingblanketsforthepreventionofhypothermiainpatientsundergoingarthroscopicshouldersurgery-aprospectiverandomizedstudy.pdf")
    \
    2Effectofprewarmingonbodytemperatureinshorttermbladderorprostatictransurethralresectionundergeneralanesthesia-Arandomizeddoubleblindcontrolledtrial.pdf](https://www.sweetstudy.com/files/2effectofprewarmingonbodytemperatureinshorttermbladderorprostatictransurethralresectionundergeneralanesthesia-arandomizeddoubleblindcontrolledtrial-pdf "2Effectofprewarmingonbodytemperatureinshorttermbladderorprostatictransurethralresectionundergeneralanesthesia-Arandomizeddoubleblindcontrolledtrial.pdf")
    \
    9Effectof10MinutesofPrewarmingandPrewarmedIntravenousFluidAdministrationontheCoreTemperatureofPatientsUndergoingTransurethralSurgeryunderGeneralAnesthesia.pdf](https://www.sweetstudy.com/files/9effectof10minutesofprewarmingandprewarmedintravenousfluidadministrationonthecoretemperatureofpatientsundergoingtransurethralsurgeryundergeneralanesthesia-pdf "9Effectof10MinutesofPrewarmingandPrewarmedIntravenousFluidAdministrationontheCoreTemperatureofPatientsUndergoingTransurethralSurgeryunderGeneralAnesthesia.pdf")

  • [Solved] Powerp, EVP assign

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    Create a 6- to 7-slide PowerPoint presentation in which you do the following: – Identify and briefly describe your chosen clinical issue of interest. – Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. – Identify the four research databases that you use…

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    Assignment Prompt & Instructions

    Create a 6- to 7-slide PowerPoint presentation in which you do the following:
    – Identify and briefly describe your chosen clinical issue of interest.
    – Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
    – Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
    – Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
    – Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

  • [Solved] Mod 6. DiscussionCL

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    _**NP Women's Health Weekly Clinical Experience 1: Topic-Evaluation of Dyspareunia**_ Describe your clinical experience for this week. – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan o…

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    _**NP Women's Health Weekly Clinical Experience 1: Topic-Evaluation of Dyspareunia**_
    Describe your clinical experience for this week.
    – Did you face any challenges, any success? If so, what were they?
    – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
    – Mention the health promotion intervention for this patient.
    – What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
    – Support your plan of care with the current peer-reviewed research guideline.
    Post should be 500 words, in current APA style with at least 2 current academic sources.
    Textbook(s) • Schuiling, K. D., & Likis, F. E. (2022). Gynecologic Health Care: with an Introduction to Prenatal and Postpartum Care (4th ed.). Jones & Bartlett Learning. ISBN: 9781284182347 • Fitzgerald, M. A. (2017). Nurse Practitioner Certification Examination and Practice Preparation. Philadelphia, PA: F.A. Davis Company. ISBN: 978-0803660427

  • [Solved] 585 Collaboration week 7

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    Executive Solution Overview

    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **Include the following sections**: 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. – Consider the available method…

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.
    **Include the following sections**:
    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
    – Consider the available methods for disseminating research. Which two methods appeal to you and why?
    – Which method of dissemination will be most effective for your future practice?
    – What steps can you take to share the results of your Week 7 project in a professional setting?
    Please provide AI and Similarity report

  • [Solved] 585 Assigment week 7

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    Executive Solution Overview

    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. **General Instructions** To implement evidence-based practice, advanced practice nurses must evaluate current research findings for application to practice. Create a PowerPoin…

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
    **General Instructions**
    To implement evidence-based practice, advanced practice nurses must evaluate current research findings for application to practice. Create a PowerPoint Presentation and address the following requirements:
    1. Download the [Week 7 Evidence-Based Practice Change template](https://chamberlain.instructure.com/courses/181625/files/36898064?wrap=1 "NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx") [Download Week 7 Evidence-Based Practice Change template](https://chamberlain.instructure.com/courses/181625/files/36898064/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F1fb680b6-ceb6-42d8-9013-042d782d57d5%2FNR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NTg5MTUxMDEsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzFmYjY4MGI2LWNlYjYtNDJkOC05MDEzLTA0MmQ3ODJkNTdkNS9OUjU4NU5QX1dlZWtfN19JRXZpZGVuY2VfQmFzZWRfUHJhY3RpY2VfQ2hhbmdlX1RlbXBsYXRlLnBwdHgiLCJqdGkiOiJhM2FkODY1NS0wMzIzLTQzYTUtOGNhZS0xYzI4M2M1MTg4ZDQiLCJob3N0IjpudWxsLCJleHAiOjE3NTkwMDE1MDF9.7sMLK0IOdXlbbHI1MA5jAZZZWG8zndvMRnLR7F9n7fCj0o0Z1mOfZEaX9EE__Z5rurnnNqjOf4YHuJDD-inmyA "Open this document with ReadSpeaker docReader"). Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.
    2. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.
    3. Use PowerPoint's Notes Page view feature to include speaker notes. Speaker notes should be included for all slides except the title and reference slides. Use complete sentences.
    4. Use APA in-text citations and complete references to support your PICOT quality improvement project.
    5. Abide by Chamberlain University's academic integrity policy.
    **Include the following sections (detailed criteria listed below and in the grading rubric)**.
    1. **Title Slide**
    2. **Introduction** **(1-2 slides)**
    1. Identify and describe the patient-focused practice issue.
    2. Explain the significance of the issue and its impact on patient health outcomes, nursing practice, or healthcare delivery. You may use the description of the issue completed in Week 1.
    3. Provide an in-text citation from a scholarly source to support your writing.
    3. **PICOT Question (1 slide)**
    1. Include your PICOT question from Weeks 2 and 5 in sentence format.
    2. Include the required elements in the PICOT statement (P – population and problem, I – intervention, C – comparison, O – outcome, T – timeframe for outcome achievement). You may use the PICOT question and elements developed in Week 2.
    4. **Findings (2-3 slides)**
    1. Present the findings of the Literature Summary completed in Week 5.
    2. Provide a 1-2 sentence overview of the results of each of the five studies related to the PICOT question.
    3. Provide an in-text citation from a scholarly source to support your writing.
    5. **Synthesis (1-2 slides)**
    1. Discuss common themes found in the literature.
    2. Explain any gaps found in the literature related to the PICOT question.
    3. Identify whether the evidence in the literature was sufficient to support the intervention in the PICOT question.
    4. Provide an in-text citation from at least two scholarly sources to support your writing.
    6. **Recommendations (1-2 slides)**
    1. Based on your literature review, what are your recommendations [implement practice change or conduct additional research]?
    2. Identify the stakeholders impacted by your recommendation.
    3. Discuss the resources needed to implement your recommendation.
    4. Provide an in-text citation from a scholarly source to support your writing.
    7. **References**
    1. Provide complete references in APA format; you may use bullets. Hanging indents are not required.
    2. Please include the Chamberlain University permalink to the direct full copy of the articles.
    8. **Speaker Notes**
    1. Speaker notes are provided for each slide (except the title and reference slides).
    2. Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate references.
    **Presentation Format**
    1. The presentation is a total of 8-11 slides.
    2. Slide information is succinct and presented with bulleted points.
    3. Color schemes, font style, and size are consistent on each slide.
    4. A minimum of 18-point font is used and appropriate for audience reading.
    5. Graphics and images (if used) are professional and appropriate.
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    NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx](https://www.sweetstudy.com/files/nr585np-week-7-ievidence-based-practice-change-template-pptx-10410889 "NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx")