EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH SUBDOMAIN

EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH SUBDOMAIN 724.8 – EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH

EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH SUBDOMAIN 724.8 – EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH

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EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH
SUBDOMAIN 724.8 – EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH
Competency 724.8.3: Research Integration – The graduate recognizes the significance of applying research in evidence-based practice, recognizes sources of evidence, and applies ethical principles to evidence-based practice research.

724.8.3-01: Recognize appropriate sources of evidence for nursing practice.

724.8.3-02: Describe ethical principles applicable to a given research task in evidence-based practice.
724.8.3-03: Classify specified clinical knowledge elements as primary research evidence, evidence summary, or evidence-based guideline.
724.8.3-04: Apply specified evidence-based clinical practice guidelines to determine appropriate care in a given situation.
724.8.3-05: Apply specified research findings to improve nursing practice in a given situation.
Introduction:

Recent clinical guidelines suggest that watchful waiting is better than immediately beginning treatment with antibiotics when a child presents with otitis media. A group of nurses in the outpatient clinic decide to use evidence-based research for this practice to help them understand whether this is the appropriate care for the children they see. If they find it is grounded in the research, they will suggest a change in the clinical policy guidelines. They are aware that this policy may be a concern for parents who are used to getting antibiotics immediately when they bring their children to the clinics.

The nurses brought the following sources of evidence to their first meeting: Note on retrieving articles for this assessment:
??AAP/AAFP (2004) is retrieved from the web address provided within the citation below.
??Block (1997), Kelly et al., (in Hay 2007), and McCracken (1998) are all loaded in the undergraduate Nursing EReserves of the WGU library ready for you to download.
???Interviews?

are fictitious evidence that can represent evidence brought by a nurse in any format that you want to apply for this assignment, such as anecdotal evidence/clinical experiences shared by the nurse.

? American Academy of Pediatrics and American Academy of Family Physicians. (2004.) Clinical practice guideline: Diagnosis and management of acute otitis media. Retrieved May 17, 2008, from https://aappolicy.aappublications.org/cgi/content/full/pediatrics;113/5/1451

? Block, S. L. (1997). Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media. Pediatric Infectious Disease Journal, 16, 449?456.
? Kelley, P. E., Friedman, N., Johnson, C. (2007). Ear, nose, and throat. In W. W. Hay, M. J. Levin, J. M. Sondheimer, & R. R. Deterding (Eds.), Current pediatric diagnosis and treatment (18th ed., pp. 459?492). New York: Lange Medical Books/McGraw-Hill.

? McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. Pediatric Infectious Disease Journal, 17, 576?579.
? Results from interviews with parents who have brought their children into the clinic for acute otitis media.
Task:
A. Review the sources of evidence listed above and do the following:
1. Classify the type of each source of evidence as either a general information resource, a filtered resource,or an unfiltered resource.

2. Discuss whether each source of evidence is appropriate for this nursing practice situation.
3. Classify each source of evidence as primary research evidence, evidence summary, evidence-based guideline, or none of these.
B. Review the article (see ?Clinical Practice Guideline? attached below) and do the following:
1. Discuss whether watchful waiting is an appropriate approach for treating children with acute otitis media, based on the evidence presented in the article.

C. Discuss how you would apply the findings in the attached article to improve nursing practice in the clinic.

D. Discuss ethical issues that could arise in researching and changing clinical practice guidelines, based on the evidence-based research.
1. Include issues of vulnerable populations, confidentiality, and informed consent when research involves children.
E. When you use sources, include all in-text citations and references in APA format.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH SUBDOMAIN