THE DESCRIPTION OF THE STUDY MUST FOLLOW THE PICOT FRAMEWORK!!!
*** I HAVE PROVIDED ALL THE INFORMATION
apply findings from the critical review of the literature and other sources to an evidence-based nursing intervention while considering the ethical impact of patient involvement. Additionally, you will explore the use of presentation software as a communication tool for disseminating clinical plans and findings to colleagues and others.
Once a problem is identified, a clinical need is analyzed, and the existing evidence explored, the DNP-prepared nurse is ready to design an intervention. Van Meijel, Gamel, van Swieten-Duijfjes, and Grypdonck (2004) suggested that the literature review should inform the choice of solutions. Interventions should be evidence-based and congruent with the clinical need or problem. The authors contended that “the more closely that an intervention matches the manner in which the problem is experienced, the more effective it is” (p 87). Additionally, the solution must be acceptable to the patients, families, and health care professionals. Incorporating the patient’s preferences into the treatment approach is an important component of most models of evidence-based practice, including the Iowa model of evidence-based practice. Yet what happens when the patient’s preference conflicts with empirical findings?
Aligning patient involvement with scientific evidence and solutions congruent to the problem can be challenging. Applying reported interventions to a unique population or individual can be equally troublesome. For instance, Conn, Cooper, Ruppar, and Russell (2008) cautioned that very few descriptions of published interventions were sufficiently detailed to be replicated or translated into practice. Reed and colleagues concurred, stating that “clinicians cannot be assured that they are practicing evidence-based care without explicit information on the effective dosage” (Reed, Titler, Dochterman, Shever, Kanak, & Picone; 2007, p. 123). Once the intervention is planned or selected, it may be necessary for the DNP-prepared nurse to share the plan with other stakeholders and peers. Often, this means the nurse will use existing presentation technology to deliver a compelling request or to articulate program outcomes.
Required Readings
Use your White and Dudley-Brown text to complete the following:
Chapter 4, “Translation of Evidence to Improve Clinical Outcomes,” pages 61–76. This chapter discusses the importance of translating research evidence into the improvement of patient outcomes.
Chapter 6, “Translation of Evidence for Leadership,” pages 93–112. This chapter discusses translating evidence into purpose for the DNP practitioner-leader.
Chapter 8, “Translation of Evidence for Health Policy,” pages 131–148. This chapter explores the translation of evidence into addressing health policy issues.
As part of this discussion, select and analyze one peer-reviewed journal article in which EBP was applied resulting in a change in practice, policy, or process.
In nine slides with slide notes, prepare a PowerPoint presentation that would be suitable for a professional journal club or grand rounds. The slide deck should contain these elements, based on suggestions from Schwartz, Dowell, Aperi, and Kalet (2007):
Title slide.
Slide notes.
Brief summary of the clinical question and why this study was chosen.
Description of the study following the PICOT framework.
Relevance of the study to the clinical question.
Methods.
Appraisal of the quality of the study design.
Results.
Applicability of results to your patient population.
Reference
Schwartz, M. D., Dowell, D., Aperi, J., & Kalet, A. L. (2007). Improving journal club presentations, or, I can present that paper in under 10 minutes. Evidence-Based Medicine, 12(3), 66–68.
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