MN504 Unit 1 Assignment

Sep 23rd, 2015
Health & Medical
Price: $25 USD

Question description


This Assignment is helpful in developing the groundwork for understanding and integrating evidence-based practice in healthcare throughout the rest of the course. In this Assignment you will have the chance to see how the research you look for can be applied in the work you do in your practice.


You will select a topic relevant to your practice area,(nursing in Labor and Delivery unit)

-Example of topics could be

1-Use of prstaglandins or oxitocin for labor induction vs spontaneous labor

2-Benefits of skin to skin and breasfeeding immediately after delivery

3-Benefits of transition baby and mom in the same room.

or any other that you could come up with.

From the chapter readings and discussion, formulate a 3–5 page scholarly paper in APA format, providing an overview of the terms and function of EPB. An introduction, discussion and conclusion is expected in the overview on this topic


Formulate the question.

Using the Cochrane database, research the question using the PICOT model and key words.

Write a 3–5 page paper, reviewing evidence-based practice, as it relates to your practice question and integrate feedback from the instructor and/or peers.

Include a minimum of three evidence-based references

use APA 6th edition format


National Committee on Quality Assurance. (2015).

Cochrane Collaboration

During this unit you will learn a key search engine used in Evidence-Based Practice (EBP) in nursing/healthcare, the Cochrane Collaboration. The Cochrane Collaboration database is recognized as the authority in medical research, and grounded in the principles of evidence-based medicine. As an advanced practice nurse, you will find that there are plenty of opportunities to work with the Cochrane Collaboration data to transform practice settings, using the information/research gathered to implement projects that are based on such evidence. For example, searching the database for your practice questions will provide you with the most reliable research.

Components Inherent to Evidence-Based Practice

As an advanced practice nurse, it is important to determine the difference between internal and external evidence in order to understand EBP specifically. External evidence is driven by research outside the realm of a practice. Internal evidence is generated by practice, specifically quality improvement projects in healthcare. Quality improvement projects can result in evidence that is internally based. For example, a quality initiative to improve hand washing techniques in a healthcare facility where hand washing incidence is low. Through an internal quality improvement project, the evidence may substantiate that washing hands at sequential times would increase EBP practice at a particular practice.

The Seven Steps of Evidence-Based Practice Inquiry

The core steps of EBP inquiry should become part of your mindset, as a Master’s degree student, starting with cultivating a spirit of inquiry. This leads to the burning question, known as the PICOT question, which will guide you in your search for the best evidence. The PICOT question sets the stage for the searching process and without a question formatted using PICOT, it is nearly impossible to search the evidence appropriately. When the evidence is found, it much be critically appraised and raised to the next level of expertise and patient preference, in order to generate a project that is suited for both patient and practice. Evaluation is a key component of this process, as the evidence practice change is only as good as the results generated. For each and every EBP, it is expected that the results will be disseminated in some capacity, to benefit the growth of the field research and practice.

Qualities of Compelling Clinical Questions

The qualities of compelling clinical questions must include question that are relevant to the practice, and that will generate the knowledge base that is being sought. The Clinical Quality of the questions will allow the researcher to have ample evidence to work with and build a practice change, based on high quality evidence. On the same token, if it is not a quality clinical question, than the research reviewed and discovered will also not be quality, and will lead the learner away from a high quality EBP.

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School: New York University

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