NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

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Learning Objectives – NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

Students will:

• Analyze the impact of patient preferences on clinical decision making
• Analyze decision aids
• Analyze opportunities for change within healthcare organizations
• Recommend evidence-based organizational changes using an evidence-based practice approach to decision making
• Recommend strategies for effective dissemination of information
• Identify measurable outcomes addressed by evidence-based changes

Photo Credit: Caiaimage/Robert Daly/Getty images

Learning Resources – NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232)

Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186

Note: You will access this article from the Walden Library databases.

Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396

Note: You will access this article from the Walden Library databases.

Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483

Note: You will access this article from the Walden Library databases.

Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x

Note: You will access this article from the Walden Library databases.

Discussion: Patient Preferences and Decision Making

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

To Prepare:

• Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
• Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
  • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 8

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

By Day 6 of Week 8

Respond to at least two of your colleagues on two different days and offer alternative views on the impact of patient preferences on treatment plans or outcomes, or the potential impact of patient decision aids on situations like the one shared.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 8

To participate in this Discussion:

Week 8 Discussion

Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.

In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

To Prepare:

• Reflect on the four peer-reviewed articles you critically appraised in Module 4.
• Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.

The Assignment: (Evidence-Based Project)

Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

• Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
• Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
• Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
• Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
• Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
• Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
• Add a lessons learned section that includes the following:
  • A summary of the critical appraisal of the peer-reviewed articles you previously submitted
  • An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides).NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

By Day 7 of Week 9

Submit Part 5 of your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK9Assgn+last name+first initial.(extension)” as the name.
• Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 9 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.
• Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

Grading Criteria

To access your rubric:

Week 9 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 9

To submit your Assignment:

Week 9 Assignment

To go to the next week:

Module 6

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6052_Module05_Week09_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

· Briefly describe your healthcare organization, including its culture and readiness for change.
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
18 (18%) – 20 (20%)
The presentation clearly and accurately describes in detail a healthcare organization, including a detailed explanation of its culture and readiness for change.

The presentation clearly and accurately describes in detail a current problem or opportunity for change.

An accurate, specific, and detailed description of the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general is provided.
16 (16%) – 17 (17%)
The presentation accurately describes a healthcare organization, including an accurate explanation of its culture and readiness for change.

The presentation accurately describes a current problem or opportunity for change.

An accurate description of the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with the change implementation in general is provided.
14 (14%) – 15 (15%)
The presentation inaccurately or vaguely describes a healthcare organization, including an inaccurate or vague explanation of its culture and readiness for change.

The presentation inaccurately or vaguely describes a current problem or opportunity for change.

An inaccurate or vague description of the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with the change implementation in general is provided.
0 (0%) – 13 (13%)
The presentation inaccurately and vaguely describes a healthcare organization, including an inaccurate and vague explanation of its culture and readiness for change, or is missing.

The presentation inaccurately and vaguely describes a current problem or opportunity for change or is missing.NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)

An inaccurate and vague description of the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with the change implementation in general is provided or is missing.
· Propose an evidence-based idea for a change in practice using an evidence-based practice approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer-reviewed articles you selected to support your thinking.
32 (32%) – 35 (35%)
The presentation clearly and accurately proposes in detail an evidence-based idea for a change in practice that is fully aligned to an evidence-based practice approach for decision making.

The presentation clearly and accurately describes in detail a plan for knowledge transfer of this change, including a detailed plan for knowledge creation, dissemination, and organizational adoption and implementation that is specific.

The presentation clearly and accurately describes in detail the measurable outcomes desired for the implementation of the evidence-based change.

The presentation includes accurate, complete, and full APA citations of the supporting evidence-based peer-reviewed articles selected.
28 (28%) – 31 (31%)
The presentation accurately proposes an evidence-based idea for a change in practice that is adequately aligned to an evidence-based practice approach for decision making.

The presentation accurately describes a plan for knowledge transfer of this change, including a plan for knowledge creation, dissemination, and organizational adoption and implementation that is adequate.

The presentation accurately describes the measurable outcomes desired for the implementation of the evidence-based changes.

The presentation includes accurate APA citations of the supporting evidence-based peer-reviewed articles selected.
25 (25%) – 27 (27%)
The presentation inaccurately or vaguely proposes an evidence-based idea for a change in practice that may be aligned to an evidence-based practice approach for decision making.

The presentation inaccurately or vaguely describes a plan for knowledge transfer of this change, including a plan for knowledge creation, dissemination, and organizational adoption and implementation that may be relevant.

The presentation inaccurately or vaguely describes the measurable outcomes desired for the implementation of the evidence-based change.

Inaccurate and incomplete APA citations of the supporting evidence-based peer-reviewed articles selected are provided.
0 (0%) – 24 (24%)
The presentation inaccurately and vaguely proposes an evidence-based idea for a change in practice that is not aligned to an evidence-based practice approach for decision making or is missing.

The presentation inaccurately and vaguely describes a plan for knowledge transfer of this change, including a plan for knowledge creation, dissemination, and organizational adoption that implementation that is incomplete, or is missing.

The presentation inaccurately and vaguely describes the measurable outcomes desired for the implementation of the evidence-based change or is missing.

Inaccurate and incomplete APA citations of the supporting evidence-based peer-reviewed articles selected are provided or are missing.
Add a lessons learned section that includes:

· A summary of the critical appraisal of the peer-reviewed articles you previously submitted.
· What did you learn from completing the evaluation table?
· What did you learn from completing the levels of evidence table?
· What did you learn from completing the outcomes synthesis table?
27 (27%) – 30 (30%)
The presentation clearly and accurately summarizes in detail the critical appraisal process of the peer-reviewed articles previously submitted.

The presentation thoroughly describes in detail at least one lesson learned from completing the evaluation table that is specific.

The presentation thoroughly describes in detail at least one lesson learned from completing the levels of evidence table that is specific.

The presentation thoroughly describes in detail at least one lesson learned from completing the outcomes synthesis table that is specific.

The presentation provides a complete, detailed, and specific synthesis of two outside resources reviewed on the lessons learned explained. The presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
24 (24%) – 26 (26%)
The presentation accurately summarizes the critical appraisal process of the peer-reviewed articles previously submitted.

The presentation accurately describes at least one lesson learned from completing the evaluation table that may include some specificity.

The presentation accurately describes at least one lesson learned from completing the levels of evidence table that may include some specificity.

The presentation accurately describes at least one lesson learned from completing the outcomes synthesis table that may include some specificity.

The presentation provides an accurate synthesis of at least one outside resource reviewed related to the lessons learned explained. The presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation.
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely summarizes the critical appraisal process of the peer-reviewed articles previously submitted.

The presentation inaccurately or vaguely describes at least one lesson learned from completing the evaluation table and may lack some specificity.

The presentation inaccurately or vaguely describes at least one lesson learned from completing the levels of evidence table and may lack some specificity.

The presentation inaccurately or vaguely describes at least one lesson learned from completing the outcomes synthesis table and may lack some specificity.

The presentation provides a vague or inaccurate synthesis of outside resources reviewed related to the lessons learned explained. The response minimally integrates resources that may support the presentation.NURS-6052 Module 5: Evidence-Based Decision Making (Weeks 8-9)
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely summarizes the critical appraisal process of the peer-reviewed articles previously submitted or is missing.

The presentation inaccurately and vaguely describes at least one lesson learned from completing the evaluation table and lacks specificity or is missing.

The presentation inaccurately and vaguely describes at least one lesson learned from completing the levels of evidence table that lacks specificity or is missing.

The presentation inaccurately and vaguely describes at least one lesson learned from completing the outcomes synthesis table that lacks specificity or is missing.

The presentation provides a vague and inaccurate synthesis of no outside resources related to the lessons learned explained or is missing. The presentation fails to incorporate any resources to support the responses provided.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting—The paper follows correct format for title page, headings, font, spacing, margins, indentations, page numbers, running

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