Assignment 3: Evidence-Based Practice Paper
Course Details
Course Code: NURS 350
Course Title: Research in Nursing
University: West Coast University
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Semester: Spring 2026
Level: Undergraduate (Year 2 or 3)
Assessment Weighting: 30%
Due Date: Week 7
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Word Count: 1,050–1,400 words
Context
This assignment introduces evidence-based practice as a foundation for nursing research and clinical decision-making. It aligns with AACN essentials for baccalaureate education, focusing on integrating research evidence with clinical expertise and patient preferences. Students will explore a clinical issue relevant to medical-surgical or community nursing, using skills from prior modules on research methods and ethics. This prepares you for implementing EBP in settings like hospitals or primary care, where evidence informs quality improvement.
Task Description
Formulate a PICOT question on a nursing-related clinical problem, conduct a literature search, and propose an EBP intervention. Summarize and critique at least four peer-reviewed articles, then outline how the evidence could be applied in practice, including potential barriers and evaluation methods.
Requirements
- Select a topic such as pain management, infection control, or patient education.
- Develop a clear PICOT question (Population, Intervention, Comparison, Outcome, Time).
- Search databases like CINAHL or PubMed for articles published within the last 5 years.
- Include a literature summary table and critical appraisal.
- Use APA 7th edition for formatting, citations, and references.
- Submit as a Word document via the course platform, with title page and reference list.
Marking Criteria/Rubric
- PICOT Question and Introduction (15%): Question is focused, relevant, and well-justified. Introduction provides background on the clinical issue.
- Literature Review (30%): At least four articles summarized accurately, with strengths, weaknesses, and relevance discussed.
- EBP Proposal (25%): Clear plan for implementation, including barriers, facilitators, and evaluation.
- Critical Analysis (15%): Demonstrates understanding of evidence quality and applicability to nursing.
- Academic Standards (15%): Adheres to word count, grammar, and APA style.
The PICOT question addressed whether diabetic patients receiving structured education programs showed better glycemic control compared to standard care over six months. Literature revealed consistent findings that nurse-led interventions improved HbA1c levels through self-management strategies. One study highlighted reduced hospital readmissions when education incorporated cultural preferences. Barriers included limited access to resources in rural areas, yet telehealth adaptations mitigated this issue. Evaluation involved pre- and post-intervention surveys to measure adherence. As noted by Melnyk et al. (2023), EBP implementation links directly to enhanced patient safety and outcomes, supporting healthcare ROI. Ongoing monitoring ensured sustained improvements in practice.
- References
- Melnyk, B. M., Gallagher‐Ford, L., Zellefrow, C., Tucker, S., Thomas, B., Sinnott, L. T. and Tan, A. (2018) ‘The first U.S. study on nurses’ evidence‐based practice competencies indicates major deficits that threaten healthcare quality, safety, and patient outcomes’, Worldviews on Evidence‐Based Nursing, 15(1), pp. 16-25. Available at: https://doi.org/10.1111/wvn.12269.
- Chien, L.-Y. (2019) ‘Evidence-based practice and nursing research’, The Journal of Nursing Research, 27(4), p. e29. Available at: https://doi.org/10.1097/jnr.0000000000000346.
- Connor, L., Dean, J., McNett, M., Tume, L. N., Fernandez, R. S., Relf, M. V. and Gonzalez‐Guarda, R. M. (2023) ‘Evidence‐based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review’, Worldviews on Evidence‐Based Nursing, 20(1), pp. 6-15. Available at: https://doi.org/10.1111/wvn.12621.
- Ominyi, J. and Alabi, A. (2025) ‘Enhancing evidence-based practice implementation in acute care: A qualitative case study of nurses’ roles, interprofessional collaboration, and professional development’, Canadian Journal of Nursing Research. Available at: https://doi.org/10.1177/08445621251351056.