Levels of Evidence

INTRODUCTION
This module will examine the interconnectedness of evidence-based practice with nursing research. Attention to the development and evaluation of evidence is paramount for synthesizing current practice into the professional role of nursing.
MODULE OBJECTIVES
Upon completing the module, the student will be able to:

1. Explain the development of evidence-based nursing, quality improvement, and nursing research.
2. Demonstrate the ability to use tools such as ranking instruments and research entities in the implementation of competent EBP nursing care.
   LEARNING ACTIVITIES
   1. Complete suggested readings.
3. Access and view the narrative PowerPoint file Getting Started with EBP. (Links to an external site.)
4. Participate in the appropriate non-graded discussion forum per the class schedule for clarification of module materials as needed.
5. Participate in the scheduled ZOOM sessions - optional.
6. Levels of Evidence VoiceThread assignment – (25%)
   SUGGESTED TEXTBOOK READINGS
   Boswell & Cannon (2020): Chapters 2, 3, 4, 7.
   OPTIONAL RESOURCES
   Amato, S., Kerber, K., Yurko, L., & Mion, L.C. (2009). Your role in hardwiring EBP strategies. Nursing Management, 40(6), 13-15. DOI: 10.1097/01.NUMA.0000356627.80469.ef
   Fineout-Overholt, E. (2019). A guide to critical appraisal of evidence. Nursing Critical Care, 14(3), 24–30. https://doi.org/10.1097/01.ccn.0000554830.12833.2f
   Larkin, M.E., Cierpial, C.L., Vannderboom, T., Anspach, K., Grealish, K., Ball, S., & Griffith, C.A. (2009). Research ambassadors: Bringing findings to the bedside. Nursing Management, 40(10), 20-23. DOI: 10.1097/01.NUMA.0000361805.74369.23
   Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49-52. DOI: 10.1097/01.NAJ.0000363354.53883.58
   Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice: Step by step: The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51-53. DOI: 10.1097/01.NAJ.0000366056.06605.d2
   Mourfield, N.M., & Medcalfe, S. (2009). How much time do you spend reviewing research per week? Nursing Management, 40(12), 13-16. DOI: 10.1097/01.NUMA.0000365464.94098.a7
   Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidence-based practice, Step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41-47. DOI: 10.1097/01.NAJ.0000372071.24134.7e
   ASSIGNMENTS
   Level of Evidence Assignment (How To)
   Levels of Evidence VoiceThread:
   The practical rationale for the Levels of Evidence assignment: This assignment showcases the different level of evidence tools which could be used in daily practice to improve and support the evidence used as a foundation for the health care practices.
   Please access this article from the library for this assignment:
   Fitzwater, J., Johnstone, C., Schippers, M., Cordoza, M., & Norman, B. (2019). A comparison of oral, axillary, and temporal artery temperature measuring devices in adult acute care. MEDSURG Nursing, 28(1), 35–41.
   Each student will select one ranking tool to discuss within a VoiceThread PowerPoint presentation. You are expected to use the ranking tool to grade the assigned article.
7. Your VoiceThread must be thoughtful, meaningful, informative, accurate, relevant to the topic, and demonstrates student learning.
8. Your presentation should include no more than five (5) slides that follow best practices for PPT slide presentations.
    The title slide must include your name and the ranking tool used
    A brief overview of the selected ranking tool
    The score for the assigned research article and the rationale for the score
    Brief thoughts on what nursing practice settings this ranking tool will be most useful
    The reference slide must be formatted using APA
9. Your presentation should be a minimum of 3 minutes and a maximum of 5 minutes.
10. Demonstrate your continued engagement by providing brief replies to two different colleagues’ VoiceThread presentations related to a discussion about the effectiveness of a tool in your nursing practice setting. Responses are thoughtful, meaningful, relevant to the initial presentation, and demonstrate student learning. Replies should be a minimum of 1 minute and a maximum of 2 minutes.
    Examples of Ranking Tools
    Several webpages for ranking tools are in the following table.
    If you find another ranking tool, you can use it in place of one of these. Please communicate with your course instructor that you will be using a different ranking tool and supply the resource.
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     AACN Levels of Evidence:
     Choosing the Best Evidence to Guide Clinical Practice (Links to an external site.)
     AACN Levels of Evidence: What’s New? (Links to an external site.)
     Johns Hopkins Nursing EBP: Levels of Evidence (Links to an external site.)
     Melnyk’s Hierarchy of Evidence (Links to an external site.)
     Oxford Centre for Evidence-Based Medicine 2011 Levels of Evidence (Links to an external site.)
     U.S. Prevention Services Task Force Strength of Recommendations (Links to an external site.)
    Resources for creating and submitting VoiceThread Assignments
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     https://wp.voicethread.com/howto/creating-a-new-voicethread-2/ (Links to an external site.)
     https://wp.voicethread.com/howto/canvas-2/ (Links to an external site.)

Sample Solution