wordpress-seo domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/intelligentwr/nursingassignmentcrackers/wp-includes/functions.php on line 6114Describe the levels of evidence and provide an example of the type of practice change that could result from each NRS 433<\/strong><\/p>\n Describe the “levels of evidence”<\/a> and provide an example of the type of practice change that could result from each.<\/p>\n Health care profession requires professionals to be lifelong learners and educators to promote health, prevent disease and to bring the best possible outcome for their patient. Health care is drastically\u00a0evolving\u00a0and health care professionals such as the nurses are placed in the forefront of patient care and are expected to be the clinical expert in their area of nursing practice. In this pursuit of knowledge, they must become familiar with the health care research methods and process and continuously update their knowledge with the current evidence based practices (EBPs) that promote improved patient outcomes.\u00a0Evidence-based practice (EBP) has been described as the integration of the best research evidence, expert clinical judgment, and the preferences and values of patients (Chan.,et,al2020). \u00a0The degree to which the health care professionals are evaluated as experts is based on their extent of knowledge that they bring to their clinical practice. Evidence-based medicine (EBM), is about finding evidence and using that evidence to make clinical decisions. The level of evidence is determined based on the confidence, validity and applicability and clinicians are encouraged to find the highest level of evidence to answer clinical questions. The level of evidence hierarchy is determined based on the confidence, validity and applicability.\u00a0According to Burns,et al (2011), evidence from a systematic review or meta -analysis of all RCTs are considered as the level one level of evidence which is the highest level.\u00a0At level 2, the evidence is collected through well designed RCT. Next is LOE (Level of evidence ) level 3 where the evidence is collected through controlled trails without randomization. \u00a0Case control or cohort studies are considered at level 4, while systematic reviews of descriptive and qualitative studies are under level 5 LOE. When evidence is collected through single descriptive or qualitative study it is considered as a level 6 LOE and lastly when the LOE is determined by evidence from an expert opinion it is considered as the lowest level of evidence. It is important that researcher have good understanding of the LOE while reviewing information needed for the study as it will help him\/her to prioritize the information and guide them when interpreting the results.<\/p>\n One example of the practice change that I have seen in the hospital that I work is the utilization of fluorescent solution shining under ultraviolet light to test the effectiveness of hand hygiene and to reinforce good HH behavior to prevent infection. One of the article supporting the use of fluorescent material intervention to improve HH training was a randomized control study done in 2021 \u00a0by\u00a0Kisacik, et al(2021).\u00a0The study confirm that there was a significant difference between the intervention and control groups in terms of the total post-test hand hygiene belief score\u00a0and final hand washing skill score of the students in the intervention group increased significantly for the seven regions of hands\u00a0. (Kisacik, et al, 2021<\/p>\n Burns, P. B., Rohrich, R. J., & Chung, K. C. (2011). The levels of evidence and their role in evidence-based medicine.\u00a0Plastic and reconstructive surgery<\/em>,\u00a0128<\/em>(1), 305\u2013310. https:\/\/doi.org\/10.1097\/PRS.0b013e318219c171<\/a><\/p>\n Hariton, E., & Locascio, J. J. (2018). Randomised controlled trials – the gold standard for effectiveness research: Study design: randomised controlled trials.\u00a0BJOG : an international journal of obstetrics and gynaecology<\/em>,\u00a0125<\/em>(13), 1716. https:\/\/doi.org\/10.1111\/1471-0528.15199<\/a><\/p>\n Kisacik, O. G., Cigerci, Y., & Gunes, U. (2021). Impact of the fluorescent concretization intervention on effectiveness of hand hygiene in nursing students: A randomized controlled study.\u00a0NURSE EDUCATION TODAY<\/em>,\u00a097<\/em>. https:\/\/doi-org.lopes.idm.oclc.org\/10.1016\/j.nedt.2020.104719<\/a><\/p>\n Great response!\u00a0I like how you explained the different levels of evidence and how they can be applied in certain ways to aid one’s research. In your response you mentioned how you’ve actually noticed practice change in your own place of work after utilizing the fluorescent solution + UV light test to see how effective hand hygiene practice was at your facility. I remember doing that test once and it was so interesting to see how parts of science that may not usually be used in the nursing field can still be used to better this profession. Looking back at it now, it was also a way to enforce the use of evidence based practice since there is a connection between proper hand hygiene and a decrease in infections\/illnesses spread, and this test showed the quality of everyone’s hand hygiene. I think practices like this are a genius and fun way of showing just how important the little things are because they truly do go a long way, if i come across any more similar practices I will make sure to share them with the rest of the class and hopefully we can use them all in the future to better our places of work.<\/p>\n Evidenced based practices are important in every aspect of our role as nurses so it is important that we maintain high level of critical thinking and ensure we are using the best evidence. RCT are generally viewed as the best way to set up research to ensure that it can be used on many populations as well as ensure there is decreased bias and increased ability to be peer reviewed and redone (Grand Canyon University, 2018). It is important that nurses understand how to be critical of research and how to look at how certain research was conducted to ensure the best research is being utilized for our evidence based practices<\/p>\n Grand Canyon University (Ed). (2018).\u00a0Nursing research: Understanding methods for best practice.<\/em>\u00a0Retrieved from https:\/\/lc.gcumedia.com\/nrs433v\/nursing-research-understanding-methods-for-best-practice\/v1.1<\/a><\/p>\n replied toDhanya Poulose<\/p>\n Feb 28, 2022, 12:15 AM<\/p>\n Dhanya your answer to the discussion question was very informative it help me understand and broke down the question. healthcare has a big role in the level of evidence and research that is needed for evidence-based practice this is all necessary for our patient’s health and healing. Nurses have much on their plates and knowledge that is needed to ensure we are able to take care of patients, I wonder why we need research as nurses but without it how do we knowingly do things, without first researching on medication first or a treatment, for example, given Tylenol for fever or like your example we use chlorhexidine wipes on foleys and on new admits to cut down on infections this has been proven some how and it has worked from what I have seen.<\/p>\n replied toDhanya Poulose<\/p>\n Feb 28, 2022, 6:53 PM<\/p>\n Excellent explanation on the levels of evidence and your example of the type of practice change that could result from each align with the research expectations for the evidence.<\/p>\n Victoria Smith<\/p>\n Posted Date<\/p>\n Feb 26, 2022, 1:20 AM<\/p>\n Replies to Dhanya Poulose<\/p>\n Levels of evidence are something used in research studies to help with determines patient care by making decisions based on strength of recommendations. The studies are used with RCTs randomized controlled trials and use EBP evidence-based practice as a guideline. (nvcc.edu<\/a> 9\/2021) There are five levels that move up like a pyramid starting from the bottom for research studies, it starts with foundational evidence. Starting from the bottom of the pyramid, animal research\/ lab studies is usually the start of research where you are doing lab work and theory testing before it is introduced to people, during this research helps weed out non-factors. Background information\/expert opinion- this is where you get information from literature or other research studies that have previously been done and proved. Case-control study-uses patients for research that have diagnosis needed studying and a control group. A cohort study uses two groups of people one that is exposed to what is being researched the other group is not. RCTs Randomized controlled trials- these patients were randomly picked for the experimental group and for the control group. Critically appraised articles\/critically appraised topics. A systematic review, and meta-analysis. The higher the level studies are available. (nvcc.edu<\/a> 9\/2021)<\/p>\n <\/p>\n <\/p>\n Levels of Evidence – Evidence-Based Practice for Health Professionals – LibGuides at Northern Virginia Community College (nvcc.edu) September 2021<\/p>\n 100%<\/strong><\/p>\n 16 points<\/strong><\/td>\n 88%<\/strong><\/p>\n 14 points<\/strong><\/td>\n 81%<\/strong><\/p>\n 13 points<\/strong><\/td>\n 68%<\/strong><\/p>\n 11 points<\/strong><\/td>\n 56%<\/strong><\/p>\n 9 points<\/strong><\/p>\n \u00a0<\/strong><\/td>\n of performance<\/strong><\/p>\n 55% or less<\/strong><\/p>\n 0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n Demonstrate 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 Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n Responses are substantive and relate to the topic.<\/strong><\/td>\n Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n The source of information is the APA Manual 6th Edition<\/strong><\/p>\n Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n AND<\/p>\n AND<\/p>\n AND\/OR<\/p>\n AND\/OR<\/p>\n AND\/OR<\/p>\n AND\/OR<\/p>\nReplies<\/h3>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Describe the “levels of evidence” and provide an example of the type of practice change that could result from each NRS 433<\/strong><\/a><\/em><\/span><\/h3>\n
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Describe the “levels of evidence” and provide an example of the type of practice change that could result from each NRS 433\u00a0 Reference<\/h3>\n
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Describe the “levels of evidence” and provide an example of the type of practice change that could result from each NRS 433\u00a0 Grading Rubric<\/strong><\/h3>\n
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\n Performance Category<\/strong><\/td>\n 100% or highest level of performance<\/strong><\/p>\n Very good or high level of performance<\/strong><\/p>\n Acceptable level of performance<\/strong><\/p>\n Inadequate demonstration of expectations<\/strong><\/p>\n Deficient level of performance<\/strong><\/p>\n Failing level<\/strong><\/p>\n \n \u00a0Total Points Possible= 50 <\/strong><\/td>\n \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n \u00a0\u00a0 14 Points<\/strong><\/td>\n 13 Points<\/strong><\/td>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n \u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n \n Scholarliness<\/strong><\/p>\n Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n \n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n \n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n \n
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Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n \n
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Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n \n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n \n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n \n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n \n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n \n
\n \u00a0<\/strong><\/td>\n \u00a010 Points<\/strong><\/td>\n 9 Points <\/strong><\/td>\n <\/td>\n <\/td>\n \u00a06 Points<\/strong><\/td>\n \u00a00 Points<\/strong><\/td>\n<\/tr>\n \n Interactive Dialogue <\/strong><\/p>\n Demonstrated all <\/strong>of the following:<\/p>\n \n
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