Epidemiology and Population Health NURS 6700 Course Description
NURS 6700: Epidemiology and Population Health (5 credits) Course Description In this course, students examine the foundations, processes, and application of evidence-based practice (EBP) in advanced nursing roles. Emphasizing the integration of best available research evidence with clinical expertise and patient/family preferences, students learn to systematically identify clinical problems, formulate answerable questions, search and critically appraise literature, synthesize findings, and implement and evaluate practice changes. The course prepares scholar-practitioners to lead EBP initiatives that improve patient outcomes, enhance quality and safety, reduce costs, and promote health equity. Students explore barriers to EBP implementation, strategies for organizational change, and ethical considerations in translating evidence into diverse practice settings. Through a progressive course project, students develop a comprehensive EBP proposal addressing a real-world clinical or systems issue. Prerequisites: Graduate standing and completion of a prior research or statistics course (e.g., NURS 6052 or equivalent recommended). Course Competencies: Students will align with Walden University’s mission of positive social change by applying EBP to address health disparities and improve population health outcomes. Course Learning Outcomes By the end of this course, students will be able to: Formulate focused clinical or systems questions using frameworks such as PICOT. Conduct comprehensive literature searches using appropriate databases and information literacy skills. Critically appraise quantitative, qualitative, and mixed-methods research for validity, reliability, and applicability. Synthesize evidence to determine best practices and recommendations for practice change. Develop and evaluate strategies for implementing and sustaining EBP changes in complex healthcare environments. Analyze ethical, legal, cultural, and organizational factors influencing EBP adoption. Disseminate EBP findings effectively to stakeholders. Required Resources Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer. Additional peer-reviewed articles, Walden Library databases (CINAHL, PubMed, Cochrane, etc.), and course readings provided in Canvas. Weekly Assignment Topics and Guides The course follows an 11-week format. Each week includes: Discussion (main post + responses). Assignment (individual or project milestone). Quizzes or short activities as applicable. Week 1: Introduction to Evidence-Based Practice and the Scholar-Practitioner Role Topics: Definitions and models of EBP; historical evolution; relationship to research, quality improvement (QI), and performance improvement; Walden’s scholar-practitioner philosophy and social change. Assignment: Discussion – Introduce yourself and describe a clinical problem in your practice setting that could benefit from EBP. Initial EBP Project Topic Proposal (1–2 pages: identify a problem and preliminary PICOT question). Guide: Use the Melnyk model or Iowa Model to frame your thinking. Cite at least 3 scholarly sources. Week 2: Formulating Clinical and Systems Questions Topics: PICOT/PICO frameworks; types of questions (therapy, diagnosis, prognosis, etiology, meaning); refining broad problems into focused, searchable questions. Assignment: Refined PICOT Question and Background Significance Paper (3–4 pages). Guide: Clearly state the population, intervention, comparison, outcome, and time. Provide epidemiological or clinical rationale with current statistics. Submit for instructor feedback (this becomes the foundation for the final project). Week 3: Searching for and Acquiring Evidence Topics: Information literacy; advanced search strategies in nursing and healthcare databases; grey literature; levels of evidence hierarchies; systematic reviews and meta-analyses. Assignment: Literature Search Strategy and Results Table (include PRISMA flow diagram or search log). Guide: Conduct a systematic search yielding at least 10–15 high-quality sources. Document keywords, Boolean operators, limits, and results. Use a matrix to organize findings. Week 4: Critical Appraisal of Quantitative Research Topics: Research designs (RCTs, cohort, case-control, etc.); validity, reliability, bias, statistical significance vs. clinical significance; appraisal tools (e.g., CASP, CONSORT). Assignment: Critical Appraisal of Two Quantitative Studies (using a structured tool; 4–5 pages total). Guide: Select studies relevant to your PICOT. Evaluate strengths, limitations, and applicability to your population. Week 5: Critical Appraisal of Qualitative and Mixed-Methods Research Topics: Qualitative paradigms and designs; trustworthiness (credibility, transferability, dependability, confirmability); mixed-methods integration; appraisal tools (e.g., CASP Qualitative). Assignment: Critical Appraisal of One Qualitative or Mixed-Methods Study + Synthesis Matrix Update. Guide: Focus on how qualitative evidence complements quantitative findings for a holistic understanding. Week 6: Synthesis of Evidence and Recommendations Topics: Systematic review processes; grading evidence (e.g., GRADE system); developing evidence-based recommendations; gaps in the literature. Assignment: Evidence Synthesis and Preliminary Recommendations Paper (5–6 pages). Guide: Create a synthesis table. Rate the strength of the body of evidence and propose practice or policy changes. Week 7: Implementation Science and Models for EBP Change Topics: Implementation frameworks (e.g., Iowa Model, PARiHS, EPIS, CFIR); change theory (Rogers’ Diffusion of Innovations, Kotter’s model); stakeholder engagement; barriers and facilitators. Assignment: EBP Implementation Plan Draft (include SWOT analysis or driver diagram). Guide: Address organizational culture, resources, leadership support, and potential resistance. Week 8: Evaluation of EBP Outcomes and Sustainability Topics: Outcome measurement (structure, process, outcome indicators); data collection methods; sustainability strategies; dissemination of results. Assignment: Evaluation and Sustainability Plan (part of project). Guide: Define measurable outcomes aligned with your PICOT. Discuss tools for long-term maintenance of change. Week 9: Ethical, Legal, Cultural, and Equity Considerations in EBP Topics: Ethical principles in EBP; IRB considerations for practice change vs. research; cultural competence and health equity; addressing disparities through EBP. Assignment: Ethical Analysis Discussion + Project Integration. Guide: Reflect on how your project promotes social justice and inclusive care. Week 10: Leadership in EBP and Interprofessional Collaboration Topics: Role of advanced practice nurses and leaders in fostering EBP culture; interprofessional teams; policy implications. Assignment: Stakeholder Presentation Outline or Script (PowerPoint or narrated slides). Guide: Prepare to “pitch” your EBP project to a hypothetical leadership team or committee. Week 11: Course Synthesis, Dissemination, and Reflection Topics: Dissemination strategies (posters, publications, presentations); personal reflection on growth as a scholar-practitioner; future EBP applications. Assignment: Final EBP Project Paper (12–15 pages) + Reflective Journal. Guide: Compile all prior milestones into a cohesive scholarly paper (APA 7th ed.). Include executive summary, literature synthesis, implementation/evaluation plan, and dissemination strategy. Submit to Turnitin. Grading: Discussions (20%), Weekly Assignments/Milestones (40%), Final Project Paper (30%), Reflection and Participation (10%). Late policy and rubric details provided in the syllabus. This course emphasizes practical application, progressive skill-building, and a culminating scholarly project suitable for portfolio development or future DNP project foundation.
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