NUR504 Week 2 Topic 1: Collaborative Learning Community: EBP Agreement

This is a CLC Assignment.

You will be assigned to a CLC group by the instructor.

Within your group, follow the instructions provided in the CLC Assignment: Evidence-Based Practice Project (EBP).

Finalize the CLC Agreement.

CLC Assignment: Evidence-Based Project (EBP)

Group work has benefits and liabilities. Everyone assigned to a CLC is expected to equally participate in the work in terms of time and quality of effort. The assignment should be apportioned to make the best use of the strengths of individual team members. Some of you are natural leaders. Your strengths can be your greatest liabilities. No one wants to be bossed around no matter how skilled the boss. Honest communication is critical to effective group work. The best way to avoid conflict is to set very clear expectations. Then, if someone does not do what is expected, he or she can be referred to the original agreement rather than have the confrontation become personal.

At the end of the project, students will have an opportunity to evaluate each other. These evaluations will be taken into consideration when grading individuals within the group. The grade will be given for the project as compared to the rubric for evaluation. Depending on your evaluations, individual grades will be equal to or less than the overall grade. Course faculty are able to observe the process in the CLC forum. If your work takes place outside the forum, this information will be absent. Be certain, even if you communicate via e-mail, phone, or face-to-face, to record the communication in the CLC forum.

NOTE: The final course of your program will require you to develop and implement an EBP guideline. This is your opportunity to learn the process and perhaps even identify an area of interest. Your choice of a topic for the capstone course should be related to your area of specialty. Each course you take will provide you with the opportunity to investigate theory and empirical literature to identify the relevant evidence you will need to complete this project. The more effort you expend now to learn this process, the easier it will be for you to complete the program efficiently.

Topic 1: Collaborative Learning Community: EBP Agreement

1) Check into your CLC group.

1. a) Describe your prior experience with evidence-based practice (EBP) includingparticipation in developing EBP guidelines or protocols for changing practice.

CLC Agreement

1) Review the CLC Agreement

1. a) Choose one member totransfer the CLC Agreement to the CLC forum, input the CLC’s responses for all sections of the Agreement, and submit the CLC Agreement.
2. b) Each member should provide their contact information on the CLC Agreement and decide what tasks in the Project Management Specifics section they will be responsible for.
3. c) In the CLC Forum, discuss and provide responses for each component of the CLC Agreement. The CLC Group Review Process will be completed at the end of your project.
4. d) Discuss the advantages and disadvantages of working in a team environment.

2) Record all communication in the CLC Forum.

3) Complete the CLC agreement, except for the CLC Group Review Process.

4) Submit the completed CLC Agreement to the instructor at the end of Topic 2.

Topic 2: Collaborative Learning Community: EBP Agreement.

Brainstorm: Initiate conversation regarding potential topics of interest.

1) This should be a nursing related problem, that is, a problem related to nursing practice, advance practice, leadership, or education. .

2) Identify several topics of interest and have individual group members do a quick survey of the literature to be sure that there is evidence available.

3) In order to develop a guideline/protocol, you will need credible resources. Read pages 29-34 for guidance in identifying sources of evidence.

1. a) The course readings include all of the information needed to complete this project. Chapters 1 and 2 provided the necessary information regarding EBP and how to find evidence. Chapter 5 provides strategies for locating credible information. The sooner these chapters are read carefully, with the project in mind, the easier it will be.

4) Record all communication in the CLC Forum.

Topic 3:

Collaborative Learning Community: EBP Identification of Clinical Question

1) Refer to Figure 2.2 in the textbook for the model you will use to complete this project.

1. Note that you will not complete the entire process in this model, you will reach the step entitled,Pilot the change in practice.

2) As a group, finalize your choice of topic.

1. Review the literature regarding clinical problems presented in the previous topic in order to ensure that there is adequate evidence for your choice.
2. State your topic in the form of a problem statement and a foreground question.
3. The course readings include all of the information you need to complete this project.
4. Record all communication in the CLC Forum.

3) Choose one team member to submit the completed assignment and initial reference list to the instructor by the end of Topic4.

Topic 4:

Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence

1) UseFigure 2.1, Evidence hierarchy pyramid, inthe textbook as your guide for the levels of evidence in your reference list.

2) Locate case studies, relevant clinical articles written by experts, research articles,, evidence based guidelines and protocolsand theory that may guide the identification of appropriate solutions. This can include the articles reviewed from topic 3. Note, not all theories will have research that allows them to have a level assigned to them. This does not mean they are not good theories.

3) Appraise the evidence using the guidelines provided on pages 37-40 in the textbook.

1. Use these guidelines to discard references that are untrustworthy or irrelevant.
2. Use Box 2.2 to help with this decision-making process.

4) Use the following to organize the evidence by commonalities and/or contrary findings:

1. Chapter 5in the textbook provides information regarding how to synthesize the article findings.
2. Use the EBP Project Evaluation tool located in resources to consolidate and present the findings

5) Record all communication in the CLC Forum.

Topic 5:

Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence

1) Continue with the articles used inTopic 4.

2) Complete the Synthesis Table for the evidence and variables for the guideline.

1. Limit the articles to no more than ten; two per student in the CLC group would be reasonable.
2. A true proposal would require a comprehensive review of the literature and inclusion of all relevant works.

3) Record all communications in the CLC Forum.

Topic 6:

Collaborative Learning Community: EBP Develop Clinical Guideline and Implementation Plan

1) Initiate work on developing a guideline or protocol based on your search of the literature.

2) Consider how to implement the intervention to test the protocol.

3) Identify potential barriers and describe strategies to gain cooperation from individuals who will be implementing the change.

4) Record all communication in the CLC Forum.

Topic 7:

Collaborative Learning Community: EBP Development Guidelines and Implementation Plan

1. Complete the protocol and write the plan to pilot the change in practice.
2. The Clinical Guidelines should include the problem statement, EBP question, literature review, along with all the tables used to arrive at the conclusion (can be appendices), the clinical protocol, and the implementation plan.. There is no specific template for this guideline/assignment.
3. The Implementation Plan for the protocol should include a timeline with criteria for evaluating the outcomes.
4. Use APA style headings for each section with subheadings as appropriate.
5. References should include all documents used for literature review along with sources used to guide the process.
6. Record all communication in the CLC Forum.
7. Submit the completed assignment to the instructor on the last day of Topic 7 and have one CLC member post the completed assignment all together in Topic 8 discussion forum.

 

MORE INFO 

Collaborative Learning Community: EBP Agreement

Introduction

Collaborative Learning Communities are groups of students, faculty and staff who come together to learn about a particular topic or experience. The goal of these groups is to foster collaborative learning in order to increase the quality of education that occurs at the institution.

Group Agenda

Group agendas are a document that describes the group’s goals for the session. They should be kept up to date, and made available to all members of the group. Group agendas should also be kept confidential; they are not shared with facilitators or other members of your team.

Clinical Scenario

In this clinical scenario, a physician is caring for a patient with congestive heart failure. The patient has been hospitalized for several days and has been unable to eat or drink due to severe dehydration. The physician’s goal is to prevent hospitalization by getting the patient back home as soon as possible.

A team of nurses and social workers have been assigned to assist the physician with this goal. They are working together on developing an EBP agreement that will be shared with other members of the healthcare team (i.e., nurses) who may need assistance in caring for this patient at home or at work sites where they live when they aren’t able or willing to travel long distances outside their communities/counties/states; however, only one member of each group needs access per day so there won’t be any overlap between groups’ schedules if multiple people request time off from work today which will save both parties money because it would take less time away from paid employment during normal working hours plus reduce stress levels during personal lives too!

2-3 Evidence Based Article Summary

In this group, you will read an article about a topic relevant to your field. The article will be submitted by the instructor or provided by the course organizer.

You will then discuss what you think about this article, why it is important, and how it relates to other topics discussed in class. The discussion should be relevant to your respective areas of expertise as well as provide evidence that supports your responses. This process helps build critical thinking skills while reinforcing ideas presented in class or through reading assignments such as EBP agreements (see Section 1).

Evidence Based Nursing Practice Recommendation

The purpose of the evidence based practice recommendation is to assist nurses in making decisions about what nursing care is best for their patients. The benefits of implementing EBP include:

• Increased patient satisfaction and quality of life.

• Improved health outcomes for patients.

Risks include:

• Failure to act on evidence-based findings could lead to harmful consequences for individual patients and hospitals as a whole (e.g., increased mortality rates).

Critical Appraisal of Articles

Critical Appraisal of Articles

The critical appraisal of an article is a process that involves evaluating the quality, strength and relevance of evidence for a clinical practice or intervention. It also involves reviewing the quality, strength and relevance of research studies. A critical review is used to evaluate whether there are any flaws in the design or execution of an intervention (e.g., study population) from which results can be derived (e.g., statistical significance), so that you can make informed decisions about how best to implement it in your practice context (or not).

To conduct a critical review:

• Read all relevant articles within your topic area; this will help identify any gaps in knowledge that need filling with new research findings;

• Identify high level questions/topics relevant to issues raised by existing literature; For example: “Does using video technology improve patient outcomes compared with traditional education?”

Evidence-based Research to Support Recommendation

Evidence-based practice (EBP) is a systematic approach to identifying best practices and evidence-based interventions. EBP aims to provide the best possible care for patients based on current science, in order to improve health outcomes and reduce costs.

To support this process of identifying and implementing evidenced-based practices in your practice, we have created an Evidence-Based Practice Agreement that details what you should do during the collaborative learning experience. The agreement includes sections on how you can use our e-portfolio toolkit as well as other resources available through the Collaborative Learning Community Directory – including templates for developing a culture of evidence-informed practice within your organization (see below).

Stakeholder Support for Recommendation

Stakeholders are the people who will be affected by the recommendation. Stakeholders can be patients, families and caregivers.

Stakeholders may include:

• Patients with severe mental illness and other serious physical illnesses;

• People who care for them;

• Researchers interested in studying how services might best support these individuals’ needs; and

• Other stakeholders that have an interest in improving mental health outcomes for people living with severe mental illness

Anticipated Outcome of Recommendation

The anticipated outcome of the recommendation is to improve patient outcomes, improve patient safety and ensure that patients have access to high quality care.

The expected impact on patient outcomes includes:

• improving timeliness of treatment;

• reducing length of stay;

• improving overall health status (e.g., physical functioning)

The expected impact on patient safety includes:

• Reducing adverse events such as infections and wound infections (including deep tissue injury).

Takeaway:

The takeaways from this activity are:

• Collaboration is a foundational concept that must be understood and nurtured. It is important to recognize the different types of collaboration, as well as its value in promoting effective learning.

• The teacher-student relationship can be strengthened through the use of collaborative activities. These activities help students develop both their individual and group skills, which will ultimately improve classroom performance overall.

• Collaborative learning communities offer opportunities for teachers to engage with each other outside of traditional classroom settings, which helps them grow professionally while providing opportunities for professional development within their own classrooms as well.*

Conclusion

This agreement is a partnership between the Collaborative Learning Community, faculty and students. The purpose of this agreement is to share your knowledge with others through online learning resources and other resources available at your institution. This collaboration will help you become a successful clinician in today’s healthcare environment.