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EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/span><\/h2>\n
Sample Answer for EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550 Included After Question<\/strong><\/h2>\n
Description:<\/span>\u00a0<\/span><\/h2>\n
The purpose of this assignment is to provide research evidence in support of the PICOT you developed for your selected topic.<\/span>\u00a0<\/span><\/p>\n
Conduct a search for 10 peer-reviewed, translational research articles published within the last 5 years that demonstrate support for your PICOT. You may include previous research articles from assignments completed in this course. Use the “Literature Evaluation Table” provided to evaluate the articles and explain how the research supports your PICOT.<\/span>\u00a0<\/span><\/p>\n
Once your instructor returns this assignment, review the feedback and make any revisions necessary. If you are directed by your instructor to select different articles in order to meet the assignment criteria or to better support your PICOT, make these changes accordingly. You will use the literature evaluated in this assignment for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.<\/span>\u00a0<\/span><\/p>\n
Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/span>\u00a0<\/span><\/p>\n
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/span>\u00a0<\/span><\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/span>\u00a0<\/span><\/p>\n
You are not required to submit this assignment to LopesWrite.<\/span>\u00a0<\/span><\/p>\n
$\"EVIDENCE-BASED$
EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/figcaption><\/figure>\n
A Sample Answer For the Assignment: EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/strong><\/h2>\n
Title: EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/strong><\/h2>\n
EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/strong><\/p>\n
Medication administration errors are a healthcare<\/a> concern and efforts to prevent and reduce their occurrence can leverage on different interventions that include the use of health information technology (HIT). The susceptibility to medication administration errors (MAEs) among the critically-ill patients is higher than other population or patient demographics (Trimble et al., 2017). Therefore, this EBP project will assess the effectiveness of implementing health information technologies compared to the conventional medication management processes to reduce medication errors among the critically-ill patients.<\/p>\n
EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/a><\/p><\/blockquote>\n
<\/iframe><\/p>\n<h3 style=\"text-align: center;\"><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\">Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/strong><\/a><\/em><\/span><\/h3>\n<table width=\"97%\">\n<tbody>\n<tr>\n<td colspan=\"3\" width=\"97%\">PICOT Question <\/strong><\/td>\n<td width=\"2%\"><\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">P<\/strong><\/td>\n<td width=\"2%\">Population<\/strong><\/td>\n<td colspan=\"2\" width=\"66%\">Among the critically ill patients<\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">I<\/strong><\/td>\n<td width=\"2%\">Intervention<\/strong><\/td>\n<td colspan=\"2\" width=\"66%\">Integration of health information technology in the medication administration process<\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">C<\/strong><\/td>\n<td width=\"2%\">Comparison<\/strong><\/td>\n<td colspan=\"2\" width=\"66%\">Use of conventional or normal medication administration process<\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">O<\/strong><\/td>\n<td width=\"2%\">Outcome<\/strong><\/td>\n<td colspan=\"2\" width=\"66%\">Reduction n medication administration errors<\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">T<\/strong><\/td>\n<td width=\"2%\">Timeframe<\/strong><\/td>\n<td colspan=\"2\" width=\"66%\">Duration of hospital stay<\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">PICOT<\/strong><\/p>\nCreate a complete PICOT statement.<\/td>\n<td colspan=\"2\" width=\"66%\">Among the critically ill patients (P<\/strong>), does the integration of health information technology (I<\/strong>) compared to conventional medication administration process (C<\/strong>), lead to a reduction in medication administration errors (O<\/strong>) during patient\u2019s stay (T<\/strong>)?<\/td>\n<td width=\"2%\"><\/td>\n<\/tr>\n<tr>\n<td width=\"30%\">Problem Statement<\/strong><\/p>\nCreate a problem statement for your PICOT. You will use this problem statement throughout your final written paper.<\/p>\n\u00a0<\/em><\/td>\n<td colspan=\"2\" width=\"66%\">Medication administration errors are a health concern because of the adverse effects that they cause to patients and the need for healthcare providers, especially nurses, to develop interventions based on the use of evidence-based practice. Medication errors lowers quality care and patient outcomes. Medication errrs sometimes cause no harm to patients. However, in most cases, they devastate nurses and are harmful to patients. Nurses are a critical part of the care provision and have a duty to protect patients against errors in the medication administration process. The critically ill patients require close and effective monitoring and nurses remain accountable to anything that happens to the patients (Alotaibi & Federico, 2017). Interventions like the use of health information technology can enhance quality care outcomes and allow nurses to offer the most effective care to patients in critical conditions that include intensive care unit (ICU) (Naidu & Alicia, 2019). Health information technology enhances and transforms healthcare delivery as it leads to a reduction of human errors, facilitates better coordination among the interdisciplinary teams and improves overall practice efficiencies. By using health information technology models like electronic medication administration (e-MAR, barcode scanning and e-prescribing, stakeholders can reduce medication administration errors among nurses and enhance patient safety.<\/td>\n<td width=\"2%\"><\/td>\n<\/tr>\n<tr>\n<td width=\"176\"><\/td>\n<td width=\"100\"><\/td>\n<td width=\"409\"><\/td>\n<td width=\"4\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n<h2>References<\/strong><\/h2>\nAlotaibi, Y. K. & Federico, F. (2017). The impact of health information technology on patient safety. Saudi <\/em><\/p>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Medical Journal, <\/em>38(12):1173-1180. doi: 10.15537\/smj.2017.12.20631<\/p>\nNaidu, M.\u00a0 and Alicia, Y.L.Y.\u00a0 (2019). Impact of Bar-Code Medication Administration and<\/p>\nElectronic Medication Administration Record System in Clinical Practice for an Effective Medication Administration Process. Health,<\/em> 11, 511-526. <a href=\"https:\/\/doi.org\/10.4236\/health.2019.115044\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.4236\/health.2019.115044<\/a><\/p>\nTrimble, A. N., Bishop, B., & Rampe, N. (2017). Medication errors associated with transition from insulin pens<\/p>\nto insulin vials. American Journal of Health-System Pharmacy,<\/em> 74(2), 70-75. doi:10.2146\/ajhp150726<\/p>\n<h2>A Sample Answer 2 For the Assignment: EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/strong><\/h2>\n<h2>Title: EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550<\/strong><\/h2>\n<h3>PICOT Draft <\/strong><\/h3>\n <\/p>\nPart 1: <\/strong><\/p>\nThe selected nursing problem for the project is catheter-associated urinary tract infections (CAUTIs). CAUTIs are infections that patients develop following their insertion with urinary catheters. The issue was selected because of it is a safety and quality issue in nursing practice that is preventable (Smith et al., 2019). Statistics shows that CAUTIs affect about 11 million people in America and 150 million people globally annualy. The statistics make CAUTIs the leading type of hospital-acquired infection globally (Flores-Mireles et al., 2019). CAUTIs have adverse health effects. They act as a source of immense disease burden to the population due to their associated costs. CAUTs prolonge the patients\u2019 hospital stay, demand for specialized care, which increase unnecessary costs for them. CAUTIs may also result in complications such as septicemia, which can lead to death. The risk factors associated with CAUTIs include the use of septic techniques, prolonged catheterization, and poor catheter care by the nurses and other healthcare providers. The topic of CAUTIs is relevant to nursing practice because nurses are primarily involved urinary catheter insertion, care, and removal. The actions they take determine the predisposition of patients to urinary tract infections following catheterization (Podkovik et al., 2019). Therefore, the problem should examined to inform the utilization of best practices in catheter insertion, care, and removal.<\/p>\n <\/p>\nPart II:<\/strong> In the table below, describe the population and the intervention. (You will continue drafting the PICOT, completing the shaded areas in Topic 3<\/em>.)<\/p>\n<table width=\"95%\">\n<tbody>\n<tr>\n<td colspan=\"3\" width=\"100%\">PICOT Question <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">P<\/strong><\/td>\n<td width=\"14%\">Population<\/strong><\/td>\n<td width=\"73%\">Patients being catheterized<\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">I<\/strong><\/td>\n<td width=\"14%\">Intervention<\/strong><\/td>\n<td width=\"73%\">Use of bundled intervention<\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">C<\/strong><\/td>\n<td width=\"14%\">Comparison<\/strong><\/td>\n<td width=\"73%\">Usual care<\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">O<\/strong><\/td>\n<td width=\"14%\">Outcome<\/strong><\/td>\n<td width=\"73%\">Reduction in CAUTIS rate by at least 50%<\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">T<\/strong><\/td>\n<td width=\"14%\">Timeframe<\/strong><\/td>\n<td width=\"73%\">Eight months<\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">PICOT<\/strong><\/td>\n<td colspan=\"2\" width=\"87%\">Among patients requiring urinary catheterization in the medical and surgical ward, does the use of bundled intervention as compared to usual care result in at least 50% reduction in CAUTIs within eight months?<\/p>\n <\/p>\n <\/td>\n<\/tr>\n<tr>\n<td width=\"12%\">Problem Statement<\/strong><\/td>\n<td colspan=\"2\" width=\"87%\">CAUTIs are among the crucial hospital acquired infections with a high prevalence in hospitalized patients. According to evidence, CAUTIs account for 40% of the hospital acquired infections globally. CAUTIs is a considerable public health problem in the USA, with more than 30 million Foley catheters being used annually in hospitals and other healthcare settings (Flores-Mireles et al., 2019). The risk of patients developing CAUTIs largely depend on the duration of catheterization. The risk increses by 3-7% each day following the insertion of a urinary catheter. CAUTIs are associated with adverse health outcomessuch as bacteremia, bladder changes, squamous carcinoma, and cystitis granularis. Patients also incus significant healthcare costs due to prolonged hospitalization and complex care needs (Podkovik et al., 2019). The practice site has experience a rise in CAUTIs. However, an evidence-based intervention has not been adopted for use in CAUTIs prevention and minimization in the organization. The use of bundled interventions have gained popularity over the past years in preventing and minimizing CAUTIs among hospitalized patients. The interventions promote the consistent use of best practices to optimize outcomes such s safety and quality in catheter insertion, care, and removal (Shadle et al., 2021). Despite this, the organization has not considered such an intervention, hence, the focus of the proposed project.<\/p>\n <\/p>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\u00a0<\/strong><\/p>\n\u00a0<\/strong><\/p>\n\u00a0<\/strong><\/p>\n<h2>References<\/strong><\/h2>\nFlores-Mireles, A., Hreha, T. N., & Hunstad, D. A. (2019). Pathophysiology, Treatment, and Prevention of Catheter-Associated Urinary Tract Infection. Topics in Spinal Cord Injury Rehabilitation<\/em>, 25<\/em>(3), 228\u2013240. <a href=\"https:\/\/doi.org\/10.1310\/sci2503-228\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1310\/sci2503-228<\/a><\/p>\nPodkovik, S., Toor, H., Gattupalli, M., Kashyap, S., Brazdzionis, J., Patchana, T., Bonda, S., Wong, S., Kang, C., Mo, K., Wacker, M. R., Miulli, D. E., & Wang, S. (2019). Prevalence of Catheter-Associated Urinary Tract Infections in Neurosurgical Intensive Care Patients\u2014The Overdiagnosis of Urinary Tract Infections. Cureus<\/em>, 11<\/em>(8), e5494. <a href=\"https:\/\/doi.org\/10.7759\/cureus.5494\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.7759\/cureus.5494<\/a> <a href=\"https:\/\/doi.org\/10.1016\/j.jhin.2019.04.010\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.jhin.2019.04.010<\/a><\/p>\nShadle, H. N., Sabol, V., Smith, A., Stafford, H., Thompson, J. A., & Bowers, M. (2021). A Bundle-Based Approach to Prevent Catheter-Associated Urinary Tract Infections in the Intensive Care Unit. Critical Care Nurse<\/em>, 41<\/em>(2), 62\u201371. <a href=\"https:\/\/doi.org\/10.4037\/ccn2021934\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.4037\/ccn2021934<\/a><\/p>\nSmith, D. R. M., Pouwels, K. B., Hopkins, S., Naylor, N. R., Smieszek, T., & Robotham, J. V. (2019). Epidemiology and health-economic burden of urinary-catheter-associated infection in English NHS hospitals: A probabilistic modelling study. The Journal of Hospital Infection<\/em>, 103<\/em>(1), 44\u201354.<\/p>\n<h2>Grading Rubric<\/strong><\/h2>\n<table>\n<thead>\n<tr>\n<td>Performance Category<\/strong><\/td>\n<td>100% or highest level of performance<\/strong><\/p>\n100%<\/strong><\/p>\n16 points<\/strong><\/td>\n<td>Very good or high level of performance<\/strong><\/p>\n88%<\/strong><\/p>\n14 points<\/strong><\/td>\n<td>Acceptable level of performance<\/strong><\/p>\n81%<\/strong><\/p>\n13 points<\/strong><\/td>\n<td>Inadequate demonstration of expectations<\/strong><\/p>\n68%<\/strong><\/p>\n11 points<\/strong><\/td>\n<td>Deficient level of performance<\/strong><\/p>\n56%<\/strong><\/p>\n9 points<\/strong><\/p>\n\u00a0<\/strong><\/td>\n<td>Failing level<\/strong><\/p>\nof performance<\/strong><\/p>\n55% or less<\/strong><\/p>\n0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>\u00a0Total Points Possible= 50 <\/strong><\/td>\n<td>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n<td>\u00a0\u00a0 14 Points<\/strong><\/td>\n<td>13 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n<td>\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Scholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n<td>Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nPresentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nPresentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>\u00a016 Points<\/strong><\/td>\n<td>\u00a014 Points<\/strong><\/td>\n<td>\u00a013 Points<\/strong><\/td>\n<td>11 Points<\/strong><\/td>\n<td>9 Points<\/strong><\/td>\n<td>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Application of Course Knowledge<\/strong><\/p>\nDemonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n<td>Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n<ul>\n<li>Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>\u00a010 Points<\/strong><\/td>\n<td>9 Points <\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td>\u00a06 Points<\/strong><\/td>\n<td>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Interactive Dialogue <\/strong><\/p>\nInitial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\nThe peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\nResponses are substantive and relate to the topic.<\/strong><\/td>\n<td>Demonstrated all <\/strong>of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td>Demonstrated 3 of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<td><\/td>\n<td>Demonstrated 2 of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td>Demonstrated 1 or less of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>8 Points<\/strong><\/td>\n<td>7 Points<\/strong><\/td>\n<td>\u00a06 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n<td>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Grammar, Syntax, APA <\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/p>\nError is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>0-3 errors in APA format<\/li>\n<\/ul>\nAND<\/p>\n<ul>\n<li>Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND<\/p>\n<ul>\n<li>Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>4-6 errors in APA format.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>7-9 errors in APA format.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nThe following was present:<\/p>\n<ul>\n<li>10- 12 errors in APA format<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nThe following was present:<\/p>\n<ul>\n<li>13 – 15 errors in APA format<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>16 to greater errors in APA format.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>0 Points Deducted<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>5 Points Lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Participation<\/strong><\/p>\nRequirements <\/strong><\/td>\n<td>Demonstrated the following:<\/p>\n<ul>\n<li>Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>Failed to demonstrate the following:<\/p>\n<ul>\n<li>Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>0 Points Lost<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>5 Points Lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Due Date Requirements<\/strong><\/td>\n<td>Demonstrated all <\/strong>of the following:<\/p>\n<ul>\n<li>The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\nA minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>Demonstrates one<\/strong> or less<\/strong> of the following.<\/p>\n<ul>\n<li>The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\nA minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550 Sample Answer for EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550 Included After Question Description:\u00a0 The purpose of this assignment is to provide research evidence in support of the PICOT you developed for your selected topic.\u00a0 Conduct a search for 10 peer-reviewed, translational research articles published within the last […]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-14750","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n<title>EVIDENCE-BASED PRACTICE PROJECT PROPOSAL: PICOT NUR 550 - 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