EBP Guideline or Position Paper

EBP Guideline or Position Paper

POI Step 1 Completed: See attached file, Step 1 POI.

There are 2 Sections to this assignment: Phenomenon of Interest (POI) and Evidence Based Practice (EBP) Guideline/Position Statement Paper.

POI Selection Steps:

Step 1:

Choose a topic to work on throughout the ENTIRE semester. Students may seek approval on the same topic used in another course, but it is not guaranteed that approval for one course may be automatically approved in this course as the focus and requirements are unique to 608.  All topics must be approved prior to beginning the Module 2 Assignment. Choose a topic that provides enough *Quantitative and Qualitative literature support to effectively research AND locate an Evidenced Based Practice Guidelines/Clinical Practice Guideline OR Position Statement (only 1 is needed) to support your papers.  

If you have taken this course previously, it is in your best interest to choose a different topic. You are at risk of self-plagiarism/academic misconduct. No prior work in this course or any other work should ever be submitted for any of the assignments.

*You will be required to find 1 quantitative single study, 1 quantitative meta-analysis, 1 qualitative single study and 1 qualitative meta-synthesis, meta-ethnography, meta-study, meta-summary, critical interpretive synthesis or systematic review

State the following in the forum area for approval:

1. Clearly identify the problem you are interested in and why it is important to your role as an Advanced Practice Nurse or in Advanced Nursing Practice , the facility, unit or population you serve. (1-3 sentences)
2. State the title of the Clinical Practice Guideline or Position Statement you located. Note: you will look for an Evidence Based or Clinical Practice Guideline or Position Statement (vetted/recognized by a national agency or organization and not opinion based) to support the topic you are interested in by providing the title. Faculty will NOT pre-approve your guideline, but this step serves as a way for you to ensure that a guideline exists for your proposed POI (see examples below of clinical practice guidelines and evidence based practice guidelines and position statements to ensure you are correctly identifying one). Note: simply because the word guideline or recommendation is in the title does not mean that is the case. You must check to ensure that it means the requirements.

Do you need assistance with your POI or Guideline? Review these documents.

POI Suggestions to get you started on selecting a topic if you are not sure where to begin open the What is a Phenomenon of Interest.pdf

Download What is a Phenomenon of Interest.pdf

Searching for a Guideline use this document to help find a guideline Searching for a Guideline.docx

Download Searching for a Guideline.docx

Examples of Guidelines

• EBP Example Clinical Practice Guideline (Update)_ Earwax (Cerumen Impaction).pdf
• Download EBP Example Clinical Practice Guideline (Update)_ Earwax (Cerumen Impaction).pdf
• EXAMPLE EBP Clinical practice guidelines for the management of rotator cuff syndrome in the workplace Clinical Practice Guidelines.pdf
• Download EXAMPLE EBP Clinical practice guidelines for the management of rotator cuff syndrome in the workplace Clinical Practice Guidelines.pdf
• Example of a Position Statement 
• Download Example of a Position Statement 

1. State the topics searched by indicating the (a) database with ### results, (you can further narrow this to the specific types of research if desired or place in a table format). You are not required to include the titles of the research studies. Perform a search of your topic and specifically look for single studies, both qualitative and quantitative, a meta-analysis, meta-synthesis and/or qualitative/quantitative systematic review. You must have several types of research studies (as designated in the assignments) for this course. If you are lacking ample studies in this area you may have difficulty with the next several assignments. Again this step is serving as a safeguard for you to ensure enough research exists on your proposed POI. Indicate in the discussion:

In Module 3: you will need to locate a single quantitative study and a meta-analysis or quantitative systematic review. In Module 4: you will need to locate a single qualitative study and meta-synthesis or qualitative systematic review, meta-ethnography, meta-summary, meta-study, critical interpretive synthesis OR thematic synthesis. Therefore, be sure your POI topic is rich enough in research to ensure you can find these varieties of studies.

1. If needed, after you answer 1-3, you may be asked to address concerns or additional questions with your faculty. While this assignment is marked as complete or incomplete here, it will be part of your grade in the Module 2 Paper therefore, you must receive approval by the due date to avoid loss of points.

Step 2:

Obtain approval for your selected POI by the due date; once completed move to the steps below to complete the assignment.

EBP Guideline/Position Statement Paper Steps: Do not start this section until you have received faculty approval for your topic. 

Background Information for the assignment:

Health care policies are developed and implemented based on EBP. advanced practice nurses (APNs) serve a critical role in this implementation process: evaluating and critiquing EBP to inform, create and change the delivery of health care while guiding policy formation. Since policies promote the care of the patients, they are often governed by other agencies or organizations. For example, the World Health Organization describes health policy as actions that have been instituted by local, state and national government entities to influence health care outcomes. Even the International Council of Nurses feels that EBP is a problem-solving approach that influences decision making in the clinical setting (Hall & Roussel, 2017, p. 248-249).

APNs must determine the strength of the recommendations and guidelines to regulate whether policy changes are warranted. Through this process the APN may begin with a clinical question in mind before searching the literature on the proposed changes needed. This question is typically presented in a PICO framework, which shapes how the question is searched, the outcomes intended, and timing of those outcomes (Hall & Roussel, 2017, Ch. 14). PICO stands for Patient or Population; Intervention; Comparison and Outcome.

Approximate lengths of each section outlined below.

Step 1: Introduction

A good introduction should be no more than 1 paragraph grabbing the reader’s attention providing insight to the POI and significance to the APN’s role. End with a strong thesis or purpose statement. Note: the thesis should be condensed to 1 brief purpose statement.

Step 2: POI Significance: 

Discuss why this POI is significant to your role as an APN. How will it change practice? Why did you select this topic? Next, discuss all 3 measures: structural, process and outcomes by comparing them to one another or identifying how/what is different. What expected structural, process OR outcome measures are you hoping to see with instituting a change in practice? You must clearly identify the measure you are evaluating in this example and it should relate directly to your POI. To see a more thorough discussion on these measures, review the following information. (2-3 paragraphs)

AHRQ Structural, Process or Outcome Measures–

Links to an external site.

this link provides an overview of process, structural and outcome measures. Be sure to specify the type of measure you would expect with your implementation of EBP into practice. You must show understanding of the measure itself in your discussion.

Step 3 PICO :

You will include a PICO framework AND the clinical question in this section. Follow these directions as specified.

Outline the PICO framework by listing (do not write in a paragraph format) P-population or patients, I-intervention, C-comparison, and O-outcomes as it relates to your POI. Then develop the clinical question by including all parts of the PICO framework in the question. Be as specific as possible in both the PICO framework development and clinical question and avoid phrases such as: “compared to the standard practice” , or “compared to the current practice” because faculty do not know what the normal practice or standard practice is at your facility.

EXAMPLE: Be sure to include a heading for this section i.e. PICO/Clinical Question.

PICO -center this heading p. 48-49 APA book

P: children in the acute care setting that are between 3 and 18 years of age, not including non-verbal children

I: implementation of non-pharmacologic pain interventions i.e. (art therapy, music, dim lights, etc.).

C: pharmacologic interventions (Tylenol, motrin, narcotics)

O: more effective at reducing pain as measured by decreased pain ratings on approved pain scales, stable vital signs, behavior

Clinical Question: In pediatric patients aged 3 years to 18 years (P) is the implementation of non-pharmacologic pain interventions (I) more effective (O) than pharmacologic interventions (C ) in reducing pain as evidence by: decreased pain ratings, stable vital signs, behavior assessments?

Step 4 Tool Completion: 

To provide an overview of the guideline OR position statement use the tool below. You will need to address each question or section of the tool as it applies to the required information; missing information may cause you to lose points. You must submit the completed tool with the assignment. Please attach the completed tool separately to the assignment area. Faculty need to see your analysis of the guideline for full credit. Use the link below to complete. You can save the document as a pdf, use the edit function to fill in or handwrite and scan back into the assignment area. 

Evaluation Tool for Guideline OR Position Statement Word Document

Download Evaluation Tool for Guideline OR Position Statement Word Document

Example of how to complete the tool-

Download Example of how to complete the tool-

do not use this document for your appraisal but as a guide only

Step 5 Critique of Guideline/Position Statement:

Critique the guideline or position statement by discussing ALL of the following and including appropriate support from your guideline/statement selection: (2-3 pages)

(1) purpose/aim of the recommendation/position statement-are they clear, current and relevant to your population?

(2) Recommendations or objectives of the guideline/statement

(3) Who (authors, groups, organizations) developed the guideline/position statement and what biases or funding did they receive? Did the authors, groups or organization have a valued interest in the guideline, why or why not? Remember to consider the author’s role professionally as part of your answer.

(4) Describe if they information is credible and justify your answer. What makes information credible? Is their truth in the data, interventions recommended, or studies used to support recommendations, how do you know?

(5) What levels of evidence were used to support each recommendation statement-look at the studies and resources used to develop the guideline or position statement. What levels of evidence were these resources/studies? Are those individual studies/resources of strong or weak on the evidence hierarchy? How do you know and does it influence the overall recommendation or guideline?

(6) Based on the level of evidence used to support the recommendation statements, is the overall quality of that evidence high/low and how does that influence your decision to implement this recommendation or practice guideline into your practice? Fully support with evidence from the literature.

Step 6 Quality Improvement:

Explain how this guideline or position statement would impact quality improvement by addressing 2 of the bioethical principles: justice, autonomy, beneficence, or non-maleficence. Students must demonstrate full understanding of each principle discussed. (1-2 paragraphs)

Step 7 Conclusion:

Conclude the entire paper by summarizing each section. Do not repeat what you did in the paper, but summarize the findings. Never include new findings in the conclusion. (1 paragraph)

Step 8 Guideline/Position Statement Attachment:

Include a copy of the full guideline or position statement as an attachment or merged to the paper after the resources. Faculty must be able to have full and direct access to your guideline or position statement to determine if you selected and analyzed accordingly on your tool to receive full credit. If you are reviewing a guideline or position statement that has been updated, than you must be sure to provide the full and original guideline/position statement for your faculty. Therefore, you may need to submit more than 1 document for step 8 to satisfy this rubric item.

Step 9 Turnitin:

You are required to submit this paper to Turnitin by visiting https://www.turnitin.com/. Review the originality report and change any phrases or sentences that you need to. You can re-submit the assignment if needed. Failure to submit to Turnitin by the due date will result in a late penalty deduction. Faculty will view your similarity report upon submission.

See Rubric for specific guidelines on scholarship deductions.

Page limit: 6 max pages excluding title page, references and any attachments included. Students should write in third person only for all sections of this paper. First person pronouns are not permitted. Paper should be submitted to the Assignment area.

References: you should include at least 2 additional peer reviewed references other than the guideline or position statement selected. All references and guideline/position statement should be current, no older than 5 yrs. unless that guideline or position statement remains the gold standard (support with evidence). You must get any guideline or position statement approved if it older than 5 years.

Submission Info.: Submit your paper with the title page, paper, references into the assignment area. Be sure to also include a copy of your appraisal tool and guideline or position statement as separate and individual attachments to the assignment area. Upload as a Microsoft Word or Adobe PDF to the assignment area.

To see the rubric, go the next section of the Module and click on the Rubric link.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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 the 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 Loud-cloud 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 over-utilization of direct quotes in DQs and assignments at the Master’s 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. EBP Guideline or Position Paper

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, 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 Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 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. EBP Guideline or Position Paper

• 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. EBP Guideline or Position Paper

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