EBP on Fall Prevention

Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6052_Module04_Week07_Assignment_Rubric Grid View EXIT List View Excellent Good Fair Poor Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tool Worksheet Template. Be sure to include: · An Evaluation Table 45 (45%) – 50 (50%) 40 (40%) – 44 (44%) 35 (35%) – 39 (39%) 0 (0%) – 34 (34%) The critical appraisal accurately and clearly provides a detailed evaluation table. The responses provide a detailed, speci!c, and accurate evaluation of each of the peerreviewed articles selected. The critical appraisal accurately provides an evaluation table. The responses provide an accurate evaluation of each of the peerreviewed articles selected with some speci!city. EBP on Fall Prevention

The critical appraisal provides an evaluation table that is inaccurate or vague. The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected. The critical appraisal provides an evaluation table that is inaccurate and vague or is missing. Part 3B: Evidence-Based Best Practices Based on your appraisal, suggest a best practice that emerges from the research you reviewed. Brie!y explain the best practice, justifying your proposal with APA citations of the research. 32 (32%) – 35 (35%) 28 (28%) – 31 (31%) 25 (25%) – 27 (27%) 0 (0%) – 24 (24%) The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed. The responses accurately suggest a best practice that is adequately aligned to the research reviewed. The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed. The responses accurately and clearly explain in detail the best practice, with su”cient justi!cation of why this represents a best practice in the !eld. The responses provide a complete, detailed, and speci!c synthesis of two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-speci!c resources that fully support the responses provided. The responses accurately explain the best practice, with adequately justi!cation of why this represents a best practice in the !eld. The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. The response integrates at least one outside resource and two or three course-speci!c resources that may support the responses provided. The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justi!cation for why this represents a best practice in the !eld. The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. EBP on Fall Prevention

The response minimally integrates resources that may support the responses provided. The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing. Accurate, complete, and full APA citations are provided for the research reviewed. Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, !ow logically, and demonstrate continuity of ideas. Sentences are carefully focused— neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/intext citations, and reference list. Accurate and complete APA citations are provided for the research reviewed. Inaccurate and incomplete APA citations are provided for the research reviewed. The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justi!cation for why this represents a best practice in the !eld, or are missing. A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. The response fails to integrate any resources to support the responses provided. Inaccurate and incomplete APA citations are provided for the research reviewed or is missing. 5 (5%) – 5 (5%) 4 (4%) – 4 (4%) 3.5 (3.5%) – 3.5 (3.5%) 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for #ow, continuity, and clarity. Paragraphs and sentences follow writing standards for #ow, continuity, and clarity 80% of the time. Paragraphs and sentences follow writing standards for #ow, continuity, and clarity 60– 79% of the time. Purpose, introduction, and conclusion of the assignment is stated  yet is brief and not descriptive. Purpose, introduction, and conclusion of the assignment is vague or o$ topic. EBP on Fall Prevention

Paragraphs and sentences follow writing standards for #ow, continuity, and clarity less than 60% of the time. 5 (5%) – 5 (5%) 4 (4%) – 4 (4%) 3.5 (3.5%) – 3.5 (3.5%) 0 (0%) – 3 (3%) Uses correct grammar, spelling, and punctuation with no errors. Contains a few (one or two) grammar, spelling, and punctuation errors. Contains several (three or four) grammar, spelling, and punctuation errors. Contains many (!ve or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. 5 (5%) – 5 (5%) 4 (4%) – 4 (4%) 3.5 (3.5%) – 3.5 (3.5%) 0 (0%) – 3 (3%) Uses correct APA format with no errors. Contains a few (one or two) APA format errors. Contains several (three or four) APA format errors. Contains many (!ve or more) APA format errors. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. No purpose statement, introduction, or conclusion was provided. Total Points: 100 Name: NURS_6052_Module04_Week07_Assignment_Rubric EXIT Critical Appraisal Tool Worksheet Template Evaluation Table Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research Article #1 Article #2 Article #3 Article #4 Full APA formatted citation of selected article. Evidence Level * (I, II, or III) Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).** Design/Method Describe the design and how the © 2018 Laureate Education Inc. 1 study was carried out (In detail, including inclusion/exclusion criteria). Sample/Setting The number and characteristics of patients, attrition rate, etc. Major Variables Studied List and define dependent and independent variables Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done). Data Analysis Statistical or Qualitative findings (You need to enter the actual numbers determined by the statistical tests or qualitative data). Findings and Recommendations General findings and recommendations of the research Appraisal and Study Quality © 2018 Laureate Education Inc. 2 Describe the general worth of this research to practice. What are the strengths and limitations of study? What are the risks associated with implementation of the suggested practices or processes detailed in the research? What is the feasibility of use in your practice? Key findings Outcomes General Notes/Comments © 2018 Laureate Education Inc. 3 *These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide • Level I Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis • Level II Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without metaanalysis • Level III Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis EBP on Fall Prevention

• Level IV Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence • Level V Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence **Note on Conceptual Framework • The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework • Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework. • As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.” • Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature. • Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two. © 2018 Laureate Education Inc. 4 References The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. EBP on Fall Prevention

Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-basedpractice/_docs/appendix_c_evidence_level_quality_guide.pdf Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26. Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework © 2018 Laureate Education Inc. 5 … EBP on Fall Prevention