Evidence-Based Practice Proposal – Section B: Problem Description

Evidence-Based Practice Proposal – Section B: Problem Description

Subtitles

Introduction

Problem background

Stakeholders and Change agents

PICOT Formulation

The PICOT question

Purposes of the project

Objective of the project

Relevance of the project to nurses

Conclusion

Details:

Write a paper of 500-750 words (not including the title page and reference page) on your proposed problem description for your EBP project. The paper should address the following:

1. Describe the background of the problem. Tell the story of the issue and why it deserves attention.
2. Identify the stakeholders/change agents. Who, or what organizations, are concerned, may benefit from, or are affected by this proposal. List the interested parties, patients, students, agencies, Joint Commission, etc.
3. Use the feedback from the Topic 2 main forum post and refine your PICOT question. Make sure that the question fits with your graduate degree specialization.
4. State the purpose and project objectives in specific, realistic, and measurable terms. The objective should address what is to be gained. This is a restatement of the question, providing focus. Measurements need to be taken before and after the evidence-based practice is introduced to identify the expected changes.
5. 5) Provide supportive rationale that the problem or issue is an important one for nursing to resolve using relevant professional literature sources.
6. Develop an initial reference list to assure that there is adequate literature to support your evidence-based practice project. Follow the “Steps to an Efficient Search to Answer a Clinical Question” box in chapter 3 of the textbook. Use “NUR-699 Search Method Example” to assist you.
7. 7) The majority of references should be research articles. However, national sources such as Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS), Department of Health and Human Resources (HHS), or the Agency for Healthcare Research and Quality (AHRQ) and others may be used when you are gathering statistics to provide the rationale for the problem.
8. Once you get into the literature, you may find there is very little research to support your topic and you will have to start all over again. Remember, in order for this to be an evidence-based project, you must have enough evidence to introduce this as a practice change. If you find that you do not have enough supporting evidence to change a practice, then further research would need to be conducted.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Upon receiving feedback from the instructor, refine “Section B: Problem Description” for your final submission. This will be a continuous process throughout the course for each section.

Rubric

Top of Form Evidence-Based Practice Proposal – Section B: Problem Description   1 Unsatisfactory 0.00% 2 Less than Satisfactory 80.00% 3 Satisfactory 88.00% 4 Good 92.00% 5 Excellent 100.00% 100.0 %Problem Description   100.0 % Describe the background of the problem. Identify the stakeholders/change agents and list the interested parties. Provide the PICOT question. State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list. There is no discernible problem description and/or objectives. The problem selection rationale is not addressed or is minimally addressed. Expected changes before and after the evidence-based practice are not addressed or are minimally addressed. Inaccurate comprehension of material and lack the ability to apply information is revealed. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. The problem description and objectives are addressed, but not all components are included. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous. The problem selection rationale is not addressed or is minimally introduced with no supporting details. Expected changes before and after the evidence-based practice are listed. A lack of comprehension is displayed, but there is an attempt to apply information. A partial initial reference list is developed. There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. The problem description and objectives are stated but may not be fully developed or aligned. The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous. The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Comprehension of the material is exhibited and there is clearly an attempt to integrate and apply information. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. The problem description and objectives are presented and tie together. The stakeholders/change agents – who or what organizations are concerned, may benefit from, or are affected by this proposal – are identified. The problem is in the PICOT format and developed appropriately. Objectives are measurable. The problem selection is justified using literature. Expected changes are outlined. An initial reference list is developed. Integrative and accurate comprehension is demonstrated and information is applied as appropriate. There is comprehensive coverage of subject matter. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. The problem description and objectives are presented in detail and align. The stakeholders/change agents – who or what organizations are concerned, may benefit from, or are affected by this proposal – are described. The problem is in the PICOT format and developed appropriately. Objectives are measurable. The problem selection is justified using literature and supportive examples, not just based on the most current evidence. Expected changes before and after the evidence-based practice are integrated. An initial reference list is developed. Clarity and specificity of comprehension are demonstrated, and all relevant information is synthesized. Coverage extends beyond what is needed to support subject matter. Writer is clearly in command of standard, written, academic English. 100 % Total Weightage     Bottom of Form

Search Method Example

Search Method

A comprehensive electronic search was completed using the following databases:

Cochrane Central Register of Controlled Trials

Cochrane Database of Systematic Reviews

National Guideline Clearinghouse

CINAHL

Ovid

Medline

 

The search included English-only published articles between 1990 and 2005.

Key words used in the search were:

Pediatric asthma education

Self-management

Self-monitoring

Grade school children

Systematic reviews

Randomized controlled trials

 

Search results revealed 75 publications. The abstracts were screened and 10 studies were relevant to pediatric asthma education involving self-management, self-monitoring behaviors, self-efficacy, and educational programs with various interventions. These studies included three systematic reviews, five randomized control trials (RCT), one cohort descriptive study, and one qualitative study. Refer to Appendix A for a complete reference list.

PICOT question

In adult patients with type II diabetes in a family healthcare center (P), how do self-management education programs (I) compare to traditional education (C) influence A1C level over a period of 6 months?

Population/Patient problem: Adult patients with type 2 diabetes in a family healthcare center

Intervention: self-management education programs

Comparison: traditional education

Outcome: Influence AIC level

Time: 6 months period