{"id":9238,"date":"2021-10-21T13:13:03","date_gmt":"2021-10-21T13:13:03","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=9238"},"modified":"2024-04-04T06:16:33","modified_gmt":"2024-04-04T06:16:33","slug":"nurs-6052-assignment-ebp-part-3-critical-appraisal-of-research","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nurs-6052-assignment-ebp-part-3-critical-appraisal-of-research\/","title":{"rendered":"NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research"},"content":{"rendered":"<h2><span style=\"color: #ff6600;\">NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/span><\/h2>\n<h2><em><strong>Sample Answer for NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research Included After Question<\/strong><\/em><\/h2>\n<p>Realtors rely on detailed property appraisals\u2014conducted using appraisal tools\u2014to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.<\/p>\n<p>Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.<\/p>\n<p>In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.<\/p>\n<h2><strong>To Prepare:<\/strong><\/h2>\n<ul>\n<li>Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.<\/li>\n<li>Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.<\/li>\n<li>Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.<\/li>\n<\/ul>\n<p><strong>The Assignment<\/strong>\u00a0(Evidence-Based Project)<\/p>\n<h2><strong>Part 3A: Critical Appraisal of Research<\/strong><\/h2>\n<p>Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.<\/p>\n<p><strong>Note<\/strong>: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.<\/p>\n<h2><strong>Part 3B: Critical Appraisal of Research<\/strong><\/h2>\n<p>Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.<\/p>\n<h2><strong>By Day 7 of Week 7<\/strong><\/h2>\n<p><strong>Submit<\/strong>\u00a0Part 3A and 3B of your Evidence-Based Project.<\/p>\n<p><strong>Submission and Grading Information<\/strong><\/p>\n<p><strong>To submit your completed Assignment for review and grading, do the following:<\/strong><\/p>\n<ul>\n<li>Please save your Assignment using the naming convention \u201cWK7Assgn+last name+first initial.(extension)\u201d as the name.<\/li>\n<li>Click the\u00a0<strong>Week 7 Assignment Rubric\u00a0<\/strong>to review the Grading Criteria for the Assignment.<\/li>\n<li>Click the\u00a0<strong>Week 7 Assignment\u00a0<\/strong>link. You will also be able to \u201cView Rubric\u201d for grading criteria from this area.<\/li>\n<li>Next, from the Attach File area, click on the\u00a0<strong>Browse My Computer<\/strong>\u00a0button. Find the document you saved as \u201cWK7Assgn+last name+first initial.(extension)\u201d and click\u00a0<strong>Open<\/strong>.<\/li>\n<li>If applicable: From the Plagiarism Tools area, click the checkbox for\u00a0<strong>I agree to submit my paper(s) to the Global Reference Database<\/strong>.<\/li>\n<li>Click on the\u00a0<strong>Submit<\/strong>\u00a0button to complete your submission.<\/li>\n<\/ul>\n<h2><strong>A Sample Answer For the Assignment: NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/h2>\n<h2><strong>Title: <\/strong><strong> NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/h2>\n<p><span data-contrast=\"auto\">\u00a0There is an overwhelming volume of <a href=\"https:\/\/nursingassignmentcrackers.com\/nsg-6101-nursing-research-methods-diabetes-discussion\/\">clinical research articles<\/a> that have been published over time. These papers have both similarities and differences in terms of their content, objectives, timelines, authors, methodologies, findings among other aspects. This brings difficulties for those browsing medical literature for the most relevant and helpful papers for their varied reasons. Critical Appraisal is one of the ways through which this problem can be navigated. With Critical Appraisal, research papers can be examined critically and systematically to determine their integrity, relevance, and value (Morrison, 2017). This is achieved by examining factors such as internal validity, how the study was conducted, methodology among other aspects. This paper will give an example of a critical appraisal of two qualitative research studies for a better understanding of the process.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><span data-contrast=\"auto\">Example 1<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">The first article is <\/span><i><span data-contrast=\"auto\">The perceptions and perspectives of patients and health care providers on chronic disease management in rural South Africa: a qualitative study<\/span><\/i><span data-contrast=\"auto\"> authored by Eric Maimela, Jean-Pierre Van Geertruyden, Marianne Alberts, Sewela Modjadji, Herman Meulemans, Jesicca Fraeyman, and Hilde Bastiaens in 2015. The paper was conducted in Limpopo province in South Africa to find out and describe the perceptions and perspectives of patients and health care providers on chronic disease management. The authors report that the burden of chronic diseases is increasing worldwide. This problem is commonly addressed by chronic disease management interventions that have been developed over time. The problem is further compounded by other factors such as patients&#8217; and physicians&#8217; perceptions, which influence the implementation and the success of the interventions. However, the exact perception of patients and health care providers on these interventions which can either motivate or hinder their participation, successful implementation, and outcomes has not been fully established in South Africa. To address this issue, the authors developed two questions to answer;<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Times New Roman\" data-listid=\"7\" data-list-defn-props=\"{&quot;335552541&quot;:0,&quot;335559684&quot;:-1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">First, how do individuals with distinct chronic diseases experience their encounters with professional health care providers (HCP) and what are their expectations and suggestions?\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/li>\n<\/ol>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Times New Roman\" data-listid=\"7\" data-list-defn-props=\"{&quot;335552541&quot;:0,&quot;335559684&quot;:-1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">And secondly, how do HCP perceive the current CDM and what are their expectations and suggestions for the future CDM?<\/span> <span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"auto\">These questions and the purpose of the paper show greater relevance to the problem. This is because they will unravel how perceptions have contributed to the growing prevalence of chronic diseases in the world and how such knowledge can be used to address the situation.\u00a0<\/span><\/p>\n<figure id=\"attachment_107974\" aria-describedby=\"caption-attachment-107974\" style=\"width: 300px\" class=\"wp-caption alignright\"><img decoding=\"async\" class=\"size-medium wp-image-107974\" src=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NURS-6052-Assignment-EBP-Part-3-Critical-Appraisal-of-Research-300x129.png\" alt=\"NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research\" width=\"300\" height=\"129\" srcset=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NURS-6052-Assignment-EBP-Part-3-Critical-Appraisal-of-Research-300x129.png 300w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NURS-6052-Assignment-EBP-Part-3-Critical-Appraisal-of-Research-768x329.png 768w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NURS-6052-Assignment-EBP-Part-3-Critical-Appraisal-of-Research.png 956w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-107974\" class=\"wp-caption-text\">NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/figcaption><\/figure>\n<p><span data-contrast=\"auto\">The study employed focus group discussion with both patient and health care providers and the data called was audio recorded. This offered an adequate method of discussing the perceptions of both patients and nurses concerning the topic exhaustively. The authors have enriched the paper with both qualitative and quantitative research papers to develop and justify their assertions. Few of the references date back to the early 2000 and late 1990s while most of them are between 2007 and 2014. They develop a strong case through the use of available literature stating limited information as the only weakness they found. They develop no framework from their findings.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:360,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Execution of the research followed the due ethical considerations by seeking approval of the University of Limpopo Medunsa Research Committee and the Department of Health in Limpopo Province before the start. The results show that what clinicians practice is different from what is documented in research interventions. Additionally, it reports that what clinicians recommend to patients is different from what patients do at home. This is because both nurses and patients hold different perspectives and perceptions on the interventions and also, different interventions apply only to different communities, cultures, and patients. Such dynamics interfere with the success and effectiveness of the interventions. With this knowledge, health care providers can employ the most appropriate intervention and make necessary adjustments to the available ones to maximize the expected outcomes. As such, the research study relevantly answered the research questions and achieved its objectives.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:360,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Example 2<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">The second article is Patient perceptions of patient-centered care: empirical test of a theoretical model authored by Cheryl Rathert, Eric S. Williams, Deirdre McCaughey, and Ghadir Ishqaidef in 2015. The study aimed to determine the perceptions of patients concerning patient-centered care from the care they receive. The authors identify patient-centered care as an important contributor to positive clinical outcomes and patient satisfaction. Most hospitals do not offer patient-centered care but disease\u2010 or physician\u2010centered kinds of care. Patient-centered care should be offered in the manner and time required by the patients. Some nurses who think they do this confused it with process-centered care. The study, therefore, aims to establish the fact by applying the theoretical model of the Picker Institute and the IOM to collect patient perceptions data on various dimensions of patient-centered care. They tend to establish how such perceptions influence patients&#8217; ratings of care. The authors enroot their argument on the available literature and the fact that the Picker Institute theoretical model has not been tested as a unified model to justify their approach. To achieve their objective, the authors developed two research questions;<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Times New Roman\" data-listid=\"8\" data-list-defn-props=\"{&quot;335552541&quot;:0,&quot;335559684&quot;:-1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">Are the theoretical dimensions of patient\u2010centered care predictive of overall quality of care ratings?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/li>\n<\/ol>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Times New Roman\" data-listid=\"8\" data-list-defn-props=\"{&quot;335552541&quot;:0,&quot;335559684&quot;:-1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Is each of the theoretical dimensions equally predictive of overall quality of care ratings?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"auto\">These questions and objectives are relevant to the study questions because the will directly determine how patients&#8217; perceptions on patient-centered care influence their understanding of care quality. It will also tell whether care ratings based on such perceptions are valid or not.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:360,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The study used questionnaires containing seven dimensions of care developed from the Picker Institute theoretical model. Participants were emailed the questionnaires to give their perceptions accordingly on a scale of 1 to 4 at most. In the end, the participants were asked to give their overall ratings and satisfaction on the care they received on a scale of 1 to 5. As such the method will adequately answer the coiled research questions. There is no specific perspective that develops the paper though the authors cite many researcher papers to support their assertions. Most of the references were published between 2012 and 2000 with only two extending into the 1990s. even though the literature reinforces the applicability of the Picker Institute theoretical model and the importance of patient-centered care, the authored reports a gap in testing the model as a unified model. No framework is developed.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:360,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The paper does not detail any ethical considerations adopted before or after the study or during data collection. The result shows that the theoretical model adopted for patient-centered care can give information that can be used to predict overall quality ratings of care. Among the seven dimensions, emotional support was found to be the top and strongest influencer of quality ratings followed by coordination of care and physical comfort. The study contributes to the possibility and necessity of incorporating patient-centered care into practice. The management can identify what is lacking from the data and provide incentives for their incorporation into practice to enhance evidence-based management for improvement of positive outcomes. The results can also direct further research by highlighting relevant areas of emphasis and interest. Therefore, the paper has achieved its objective and answered its research questions.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:360,&quot;335559739&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><span data-contrast=\"auto\">References<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">Maimela, E., Van Geertruyden, J. P., Alberts, M., Modjadji, S. E., Meulemans, H., Fraeyman, J., &amp; Bastiaens, H. (2015). The perceptions and perspectives of patients and health care providers on chronic diseases management in rural South Africa: a qualitative study. <\/span><i><span data-contrast=\"auto\">BMC health services research<\/span><\/i><span data-contrast=\"auto\">, <\/span><i><span data-contrast=\"auto\">15<\/span><\/i><span data-contrast=\"auto\">(1), 143.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559739&quot;:0,&quot;335559740&quot;:480,&quot;335559991&quot;:720}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Morrison, K. (2017). Dissecting the literature: the importance of critical appraisal. <\/span><i><span data-contrast=\"auto\">Royal college of surgeons<\/span><\/i><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559739&quot;:0,&quot;335559740&quot;:480,&quot;335559991&quot;:720}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Rathert, C., Williams, E. S., McCaughey, D., &amp; Ishqaidef, G. (2015). Patient perceptions of patient\u2010centred care: empirical test of a theoretical model. <\/span><i><span data-contrast=\"auto\">Health Expectations<\/span><\/i><span data-contrast=\"auto\">, <\/span><i><span data-contrast=\"auto\">18<\/span><\/i><span data-contrast=\"auto\">(2), 199-209.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559739&quot;:0,&quot;335559740&quot;:480,&quot;335559991&quot;:720}\">\u00a0<\/span><\/p>\n<h3 style=\"text-align: center;\"><em><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\/\"><strong>Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/a><\/span><\/em><\/h3>\n<h2><strong>A Sample Answer 2 For the Assignment: NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/h2>\n<h2><strong>Title: <\/strong><strong> NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/h2>\n<p>The critical appraisal of research has revealed that cognitive training effectively improves cognitive function in persons having mild cognitive impairment (MCI) and dementia. Cognitive training can also improve cognitive performance in older patients since they have a high risk of cognitive decline. MCI often precedes dementia. It is characterized by mainly normal functions in spite of objective evidence of cognitive decline. MCI is a major risk factor for dementia, falls, and high healthcare costs. The risk increases relatively with impaired cognitive domains and severity of symptoms. Cognitive training is the best practice that emerges from the research analysis.\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">5\u00a0Butler et al.\u00a0<\/a>(2018) revealed that cognitive training improved cognitive performance in healthy elderly persons. Therefore, it the training be incorporated in the preventative care of older adults to lower the risk of declined cognitive function, which is common in advanced age.<\/p>\n<p>Cognitive training can be implemented using technology computerized cognitive training (CCT).\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">10\u00a0Hill et al.\u00a0<\/a>(2017) demonstrated CCT as an effective and safe approach for promoting cognitive function in the elderly. Besides, CCT value has been established in improving cognition and psychosocial functioning, including alleviating depression and neuropsychiatric symptoms and improving the quality of life of individuals MCI. Furthermore, Weng et al.\u2019s (2019) study shows that cognitive training significantly impacts the domains of executive function, memory, and performance of ADLs. The impact on these domains can be sustained for at least three months. It can convey to other untrained areas, including executive function. Executive function also enhances the ability to carry out ADLs. The study justifies cognitive training as a practical approach to enhance working memory in elderly persons having MCI.\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0Giovagnoli et al.\u00a0<\/a>(2017) further show that cognitive training is useful in increasing initiative and stabilizing memory in persons with mild-moderate AD.<\/p>\n<h2>Conclusion<\/h2>\n<p>The above peer-reviewed articles include two systematic reviews of randomized controlled trials and Randomized control trials.\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0The studies sought to evaluate the impact of cognitive training in improving cognitive function in AD patients.\u00a0<\/a>They support my PICOT by establishing that indeed cognitive training is a feasible intervention that can improve cognitive function in AD patients. Therefore, the interventions can be incorporated in patients\u2019\u2019 treatment plans.<\/p>\n<h2>References<\/h2>\n<p><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">5\u00a0Butler, M., McCreedy, E., Nelson, V.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">A., Desai, P., Ratner, E., Fink, H.\u00a0<\/a>A.,. &amp; Kane, R. L. (2018).\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">8\u00a0Does cognitive training prevent cognitive decline?\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">9\u00a0A systematic review.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">5\u00a0Annals of internal medicine, 168(1), 63-68.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.7326\/M17-1531<\/a><\/p>\n<p>Giovagnoli, A.\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0R., Manfredi, V., Parente, A., Schifano, L., Oliveri, S., &amp; Avanzini, G.\u00a0<\/a>(2017).\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0Cognitive training in Alzheimer\u2019s disease:\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">11\u00a0a controlled randomized study.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0Neurological Sciences, 38(8), 1485-1493.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1007\/s10072-017-3003-9<\/a><\/p>\n<p>Hill, N.\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">5\u00a0T., Mowszowski, L., Naismith, S.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">L., Chadwick, V.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">L., Valenzuela, M., &amp; Lampit, A.\u00a0<\/a>(2017).\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">10\u00a0Computerized cognitive training in older adults with mild cognitive impairment or dementia:\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">a systematic review and meta-analysis.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">5\u00a0American Journal of Psychiatry, 174(4), 329-340.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1176\/appi.ajp.2016.16030360<\/a><\/p>\n<p><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0Weng, W., Liang, J., Xue, J., Zhu, T., Jiang, Y., Wang, J., &amp; Chen, S.\u00a0<\/a>(2019).\u00a0<a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0The transfer effects of cognitive training on working memory among Chinese older adults with mild cognitive impairment:\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">9\u00a0a randomized controlled trial.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">4\u00a0Frontiers in aging neuroscience, 11, 212.\u00a0<\/a><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3389\/fnagi.2019.00212<\/a><\/p>\n<p><a href=\"https:\/\/class.waldenu.edu\/webapps\/mdb-sa-BBLEARN\/originalityReport?attemptId=35b36783-55f6-4dea-a584-8267f18748bf&amp;course_id=_16909170_1&amp;includeDeleted=true&amp;force=true\" target=\"_blank\" rel=\"noopener\">6\u00a0Critical Appraisal Tool Worksheet Template<\/a><\/p>\n<h2><strong>A Sample Answer 3 For the Assignment: NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/h2>\n<h2><strong>Title: <\/strong><strong> NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research<\/strong><\/h2>\n<h3><strong>Introduction<\/strong><\/h3>\n<p>A critical appraisal assists in reducing the research burden by enabling a researcher to identify and focus more on relevant articles to their research question. The research can either provide support or disapprove the claims made by the researcher through the utilization of quality, and evidence-based practice interventions. The selected topic for the research study is use of resilience training to redice the problem of nurse burnout among nurses in different care settings. Nurse burnout remains a critical problem that impacts the quality of care and patient outcomes in different care setting. Resilience training allows nurses to develop and use evidence-based interventions to reduce burnout and enhance their overall performance and improve the quality of care.<\/p>\n<p>Evidence-based practice (EBP) incorporates best practices from studies and patient care information with clinician experience and patient preferences leading to the delivery of highest quality of care, and improving patient outcomes. The use of EBP requires care providers to formulate a clinical question of interest. In this case, the PICOT question is: Among nurses with burnout (P), does resilience training (I) compared to no intervention (C) reduce burnout(O) in six months (T)? The purpose of this assignment is to appraises critically peer-reviewed article for evidence to support resilience training among nurses with burnout to reduce its prevalence.<\/p>\n<table style=\"width: 131.285%;\">\n<tbody>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\">Full <strong>APA<\/strong> <strong>formatted<\/strong><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><strong>Article #1<\/strong><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><strong>Article #2<\/strong><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><strong>Article #3<\/strong><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><strong>Article #4<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><strong>citation <\/strong>of selected article<\/td>\n<td style=\"width: 20.8367%;\" width=\"156\">Wang, Q. Q., Lv, W. J., Qian, R. L., &amp; Zhang, Y. H. (2019). Job burnout and quality of working life among Chinese nurses: A cross\u2010sectional study.\u00a0<em>Journal of Nursing Management<\/em>,\u00a0<em>27<\/em>(8), 1835-1844. <a href=\"https:\/\/doi.org\/10.1111\/jonm.12884\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1111\/jonm.12884<\/a><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\">Yu, F., Raphael, D., Mackay, L., Smith, M., &amp; King, A. (2019). Personal and work-related factors associated with nurse resilience: A systematic review.\u00a0<em>International Journal of Nursing Studies,<\/em>\u00a093, 129-140. <a href=\"https:\/\/doi.org\/10.1016\/j.ijnurstu.2019.02.014\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.ijnurstu.2019.02.014<\/a><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\">Brook, J., Aitken, L. M., MacLaren, J. A., &amp; Salmon, D. (2021). An intervention to decrease burnout and increase retention of early career nurses: A mixed methods study of acceptability and feasibility. <em>BMC Nursing,<\/em> 20(1), 1-12. <a href=\"https:\/\/doi.org\/10.1186\/s12912-020-00524-9\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1186\/s12912-020-00524-9<\/a><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\">Deldar, K., Froutan, R., Dalvand, S., Gheshlagh, R. G., &amp; Mazloum, S. R. (2018). The Relationship between Resiliency and Burnout in Iranian Nurses: A Systematic Review and Meta-Analysis.\u00a0<em>Open access Macedonian Journal of Medical Sciences,\u00a0<\/em>6(11), 2250\u20132256. https:\/\/doi.org\/10.3889\/oamjms.2018.428<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><em>\u00a0<\/em><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 7.24055%;\" width=\"149\"><\/td>\n<td style=\"width: 20.8367%;\" width=\"156\"><\/td>\n<td style=\"width: 26.3878%;\" width=\"228\"><\/td>\n<td style=\"width: 19.3886%;\" width=\"156\"><\/td>\n<td style=\"width: 25.0201%;\" width=\"237\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"159\"><strong><em>Evidence Level *<\/em><\/strong><\/p>\n<p><em>(I, II, or III)<\/em><\/td>\n<td width=\"128\">II<\/td>\n<td width=\"216\">I<\/td>\n<td width=\"180\">III<\/td>\n<td width=\"243\">I<\/td>\n<\/tr>\n<tr>\n<td width=\"159\"><strong>Conceptual Framework<\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p>Describe the theoretical basis for the study (<strong>If there is not one mentioned in the article, say that here<\/strong>).**<\/td>\n<td width=\"128\">Not provided<\/td>\n<td width=\"216\">Not mentioned<\/td>\n<td width=\"180\">Behavioral change involving use of interventions like cognitive realignment, mindfulness and psychological skills training<\/td>\n<td width=\"243\">Behavior change through increased resiliency training and interventions to improve coping mechanisms.<\/td>\n<\/tr>\n<tr>\n<td width=\"159\"><strong>Design\/Method<\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p>Describe the design and how the study was carried out (In detail, including <strong>inclusion\/exclusion <\/strong>criteria).<\/td>\n<td width=\"128\">Cross-sectional survey where 2504 nurses participated in Eastern China. The researchers invited nurses to complete self-report questionnaire online.<\/td>\n<td width=\"216\">Systematic Review with the aims of identifying the linked personal and work-related factors of nurse resilience.<\/td>\n<td width=\"180\">The article\u2019s design was explanatory sequential mixed methods. The participants were final year pre-registration nursing students in a UK university and healthcare organizations.<\/td>\n<td width=\"243\">The article used a meta-analysis to conduct the study aimed at determining the effects of resiliency on various components of nurses\u2019 professional burnout.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"161\"><strong>Sample\/Setting<\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p>The number and characteristics of patients, attrition rate, etc.<\/td>\n<td width=\"126\">The study was conducted virtually with 2504 nurses completing self-report online questionnaires<\/td>\n<td width=\"235\">The study used data from literature review in five databases based on terms like resilience, occupation, job, nursing and work.<\/td>\n<td width=\"128\">The sample included 74 pre-registration nursing students and 7 academics in a UK university and healthcare organizations.<\/td>\n<td width=\"277\">The researchers used data based on targeted literature review in national and international databases in Persian and English.<\/td>\n<\/tr>\n<tr>\n<td width=\"161\"><strong>Major<\/strong> <strong>Variables<\/strong><strong> Studied<\/strong><\/p>\n<p>List and define dependent and independent variables<\/td>\n<td width=\"126\">Dependent-Quality of life<\/p>\n<p>Independent- Job burnout<\/td>\n<td width=\"235\">Dependent Variable-Various components in nursing care<\/p>\n<p>Independent Variable-Job burnout<\/td>\n<td width=\"128\">Dependent Variable-Multiple Interventions<\/p>\n<p>Independent-Retention of nurses<\/td>\n<td width=\"277\">Dependent-Resiliency &amp; burnout<\/p>\n<p>Independent-Conducting nursing education<\/td>\n<\/tr>\n<tr>\n<td width=\"161\"><strong>Measurement<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Identify primary statistics used to answer clinical questions (You need to list the actual tests done).<\/td>\n<td width=\"126\">The researchers measured the quality of working life based on different aspects like age, income and patient-nurse ratio.<\/td>\n<td width=\"235\">\u00a0The study used a total of 38 articles that met the criteria through a systematic review and narrative synthesis. The authors also used different scales leading to being unfeasible to synthesize the evidence.<\/td>\n<td width=\"128\">Pre and Post measure of acceptability using an Acceptability Theoretical Framework<\/td>\n<td width=\"277\">Researchers used heterogeneity to measure the results by I2 test.<\/td>\n<\/tr>\n<tr>\n<td width=\"161\"><strong>Data Analysis Statistical or Qualitative findings<\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p>(You need to enter the actual numbers determined by the statistical tests or qualitative data).<\/td>\n<td width=\"126\">The study used Pearson\u2019s correlation and multiple regression to analyze collected data.<\/td>\n<td width=\"235\">\u00a0The study used a quality assessment tool to analyze articles that met the criteria where 23 were rated as good, 15 as fair and 20 as risky due to significant levels of bias.<\/td>\n<td width=\"128\">The researchers used the COREQ guidelines to analyze collected data in a thematic manner.<\/td>\n<td width=\"277\">The researchers used STATA software v.14 to analyze the data.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"159\"><strong>Findings and Recommendations<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>General findings and recommendations of the research<\/td>\n<td width=\"128\">The findings show that close to two-thirds of nurses experienced job burnout leading to a moderate level of quality of life.<\/td>\n<td width=\"235\">Knowing nurse resilience can assist proactively in the identification and potential issues, this fostering job resources and ultimately attaining personal and professional growth. The study recommends more research to explore resilience and develop a regular instrument to measure resilience.<\/td>\n<td width=\"128\">The authors assert that the interventions equipped nursing students with skills and experience to attain personal endurance.<\/td>\n<td width=\"277\">The authors assert that the meta-analysis conducted on the observational studies illustrated a correlation between resiliency and burnout with values of -0.57 at a 95% confidential interval. The authors assert that there is a relationship between resiliency and burnout and recommend the planning for the interventional and resilient training courses in nursing education.<\/td>\n<\/tr>\n<tr>\n<td width=\"159\"><strong>Appraisal and Study Quality<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Describe the general worth of this research to practice.<\/p>\n<p>&nbsp;<\/p>\n<p>What are the strengths and limitations of study?<\/td>\n<td width=\"128\">The research has significant value to practice as it shows the relationship between job burnout and the quality of life among nurses. The main strength of the study is its use cross-sectional survey where nurses from different setting accepted to have online self-report questionnaire. However, a limitation of the study could be a possible bias from the self-reporting nurses.<\/td>\n<td width=\"235\">The study is significant as it shows the need to enhance knowledge on resilience among nurses. Therefore, it is worth for practice interventions in nursing care.<\/p>\n<p>The strengths of the study include its design that allows collection of a wide-range of data with various outcomes, and better outcomes that can be applied in nursing care. However, bias is significant based on the application of different outcomes from the study.<\/td>\n<td width=\"128\">The main strength of the study is its study design and the sample selected. The design allowed them to engage both academics and nursing students on ways to enhance resilience and fight job burnout. However, a limitation is its use of the sample since it does not involve the nurses who practically handle patients.<\/td>\n<td width=\"277\">The research is essential to practice because it demonstrates the need to incorporate resiliency education in nursing to prepare nursing students and even practitioners.<\/p>\n<p>A primary strength of this study is the use of systematic review and meta-analysis that allows them to collect a wide-range of data on the issue at hand. The main limitation is that the data can lead to formulation and testing of research hypotheses based on false impressions.<\/td>\n<\/tr>\n<tr>\n<td width=\"159\">What are the risks associated with implementation of the suggested practices or processes detailed in the research?<\/p>\n<p>&nbsp;<\/p>\n<p>What is the feasibility of use in your practice?<\/td>\n<td width=\"128\">The risk may include bias leading to misguided interventions among nurses and healthcare facilities.<\/p>\n<p>The feasibility of using the findings in my practice is high based on its outcomes.<\/td>\n<td width=\"235\">The risk include misinterpretation due to possible bias.<\/p>\n<p>The feasibility of using the article\u2019s findings is significant due to its outcomes and recommendations.<\/td>\n<td width=\"128\">The risk inherent to implementation is that it may not capture the real work-life experience of burnout based on its selected sample.<\/p>\n<p>The study has no feasibility of being used in my practice due to its population sample as it does not capture practical nursing care situation.<\/td>\n<td width=\"277\">The implementation of the recommended practices or processes does not have any risks except those associated with misinterpretation and possible false impression based on the multiple sources of data.<\/p>\n<p>The study\u2019s findings can be used in my practice with a high feasibility based on the level of knowledge among the practitioners.<\/td>\n<\/tr>\n<tr>\n<td width=\"159\"><strong>Key findings<\/strong><\/td>\n<td width=\"128\">The key findings suggest that job burnout has negative impact on the quality of nurse\u2019s working life. The authors recommend consideration of work-associated factors to enhance nurses\u2019 quality of life.<\/td>\n<td width=\"235\">Key findings include the need to assist nurses establish strategies to deal with adversity and understand the impacts of job demands and research to discover nurse resilience and develop consistent tools to enhance resilience.<\/td>\n<td width=\"128\">The findings show the need enhance endurance training for nursing students for their future career\u2019s challenges as it will improve their ability to tackle job burnouts.<\/td>\n<td width=\"277\">The study is emphatic that a relationship exists between resilience and nurse burnout as it demonstrates that through education, nurses can have reduced levels of burnout.<\/td>\n<\/tr>\n<tr>\n<td width=\"159\"><strong>Outcomes<\/strong><\/td>\n<td width=\"128\">The outcomes suggest that a majority of nurses\u2019 experience job burnouts that have negative effects on their working life.<\/td>\n<td width=\"235\">The outcomes include understanding that increased nurse resilience assists nurses to reduce emotional exhaustion and enhance work engagement and function when they encounter challenges in the workplace.<\/td>\n<td width=\"128\">The outcomes recommend feasibility of new knowledge concerning the importance of the suggested intervention to enhance resilience in dealing with nurse burnout.<\/td>\n<td width=\"277\">The outcomes emphasize the need to plan and develop interventional approaches that enhance the level of evidence and implementation of educational training to increase nurses\u2019 knowledge on the burnout and resiliency.<\/td>\n<\/tr>\n<tr>\n<td width=\"159\"><strong>General<\/strong><\/p>\n<p><strong>Notes\/Comments<\/strong><\/td>\n<td width=\"128\">The article is critical in enhancing understanding and the need for interventions to reduce job burnout among nurses and enhance use of evidence-based practice.<\/td>\n<td width=\"235\">The article\u2019s findings are essential in development of effective understanding about the effects of burnout and should be used in practice to highlight the significance of evidence-based practice interventions.<\/td>\n<td width=\"128\">The study suggests effective use of endurance training to prepare nursing students to understand the nature of the nursing environment for better care provision.<\/td>\n<td width=\"277\">The need to reduce burnout among nurses is essential and the article is emphatic that increased nursing education can assist in such endeavors. Therefore, the findings are critical in improving overall application of evidence-based practice interventions in different areas in nursing practice.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/www.hopkinsmedicine.org\/evidence-based-practice\/_docs\/appendix_c_evidence_level_quality_guide.pdf\" target=\"_blank\" rel=\"noopener\">These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide<\/a><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Level I<\/u><\/li>\n<\/ul>\n<p>Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Level II<\/u><\/li>\n<\/ul>\n<p>Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-<\/p>\n<p>experimental studies only, with or without meta-analysis<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Level III<\/u><\/li>\n<\/ul>\n<p>Nonexperimental, systematic review of RCTs, quasi-experimental with\/without meta-analysis, qualitative, qualitative<\/p>\n<p>systematic review with\/without meta-synthesis<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Level IV<\/u><\/li>\n<\/ul>\n<p>Respected authorities\u2019 opinions, nationally recognized expert committee\/consensus panel reports based on scientific evidence<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Level V<\/u><\/li>\n<\/ul>\n<p>Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized<\/p>\n<p>expert(s) opinion based on experiential evidence<\/p>\n<p>&nbsp;<\/p>\n<p>**Note on Conceptual Framework<\/p>\n<ul>\n<li>The following information is from Walden academic guides who helps explain conceptual frameworks and the reasons they are used in research. Here is the link <a href=\"https:\/\/academicguides.waldenu.edu\/library\/conceptualframe\" target=\"_blank\" rel=\"noopener\">https:\/\/academicguides.waldenu.edu\/library\/conceptualframe<\/a><\/li>\n<\/ul>\n<h2>Part 3B: Critical Appraisal of Research<\/h2>\n<p>Nurse burnout is a leading cause of increasing rate of nurse turnover and nursing staff shortage in different care settings. The increasing demand for healthcare across the various demographics implores healthcare providers and organizations and their management to develop interventions based on evidence-based practice to address the issue of burnout. Nurse burnout leads to poor care delivery and outcomes for patients and low levels of satisfaction (The Joint Commission, 2019). As such, the best practice that emerges from the reviewed research is the need to enhance effective nurse training and education to help nursing professional deal with the issue and apply innovative ways in their care practice for better delivery and patient outcomes (Y\u0131lmaz, 2017). The research review demonstrates the need for stakeholders, especially leaders to invest in training programs to enhance resilience of nurses. The increased demand for health care across the demographics divide imply that nurses should understand the care environment and know that the possibility of burnout is significant but can be tackled using innovative approaches to lessen their emotional and psychological burden.<\/p>\n<p>The best practice should focus in resiliency training as identified by different research studies highlighted in the first part of this paper. Resiliency has a positive interaction with nurse burnout as it allows nurses to adopt the best practices to lessen effects of burnout and remain focused on effective care interventions. As opined by Brook et al. (2021), both nursing students and professionals need effective resilience training to enhance their skills and have a positive attitude to solving rising demand and diversity in the healthcare environment. The training should incorporate cultural competence as an effective approach to improving overall understanding about the concept to tackle the adverse effects of burnout.<\/p>\n<h2>Conclusion<\/h2>\n<p>Nurse burnout remains a critical health issue and leads to nursing shortage and turnover that impact quality care among different patient populations. The critical appraisal exercise and paper illustrate the need to develop interventions that will enhance overall care delivery by training nurses and nursing students on resilience framework to prepare them better in handling stressful situation associated with increased demand for care. Again, resilience training will impact their perspective on different and innovative ways to engage patients and ensure that they tackle the issue of burnout.<\/p>\n<h2>References<\/h2>\n<p>Brook, J., Aitken, L. M., MacLaren, J. A., &amp; Salmon, D. (2021). An intervention to decrease burnout and increase retention of early career nurses: A mixed methods study of acceptability and feasibility. <em>BMC Nursing,<\/em> 20(1), 1-12. <a href=\"https:\/\/doi.org\/10.1186\/s12912-020-00524-9\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1186\/s12912-020-00524-9<\/a><\/p>\n<p>Deldar, K., Froutan, R., Dalvand, S., Gheshlagh, R. G., &amp; Mazloum, S. R. (2018). The Relationship between Resiliency and Burnout in Iranian Nurses: A Systematic Review and Meta-Analysis.\u00a0<em>Open access Macedonian Journal of Medical Sciences,\u00a0<\/em>6(11), 2250\u20132256. <a href=\"https:\/\/doi.org\/10.3889\/oamjms.2018.428\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3889\/oamjms.2018.428<\/a><\/p>\n<p>The Joint Commission (2019). Quick Safety: Developing resilience to combat nurse burnout. <a href=\"https:\/\/www.jointcommission.org\/-\" target=\"_blank\" rel=\"noopener\">https:\/\/www.jointcommission.org\/-<\/a><\/p>\n<p>\/media\/tjc\/newsletters\/quick_safety_nurse_resilience_final_7_19_19pdf.pdf<\/p>\n<p>Wang, Q. Q., Lv, W. J., Qian, R. L., &amp; Zhang, Y. H. (2019). Job burnout and quality of working life among Chinese nurses: A cross\u2010sectional study.\u00a0<em>Journal of Nursing Management<\/em>,\u00a0<em>27<\/em>(8), 1835-1844. <a href=\"https:\/\/doi.org\/10.1111\/jonm.12884\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1111\/jonm.12884<\/a><\/p>\n<p>Y\u0131lmaz, E. B. (2017). Resilience as a strategy for struggling against challenges related to the nursing profession. <em>Chinese Nursing Research<\/em>, 4(1),<\/p>\n<p>9-13. <a href=\"https:\/\/doi.org\/10.1016\/j.cnre.2017.03.004\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.cnre.2017.03.004<\/a><\/p>\n<p>Yu, F., Raphael, D., Mackay, L., Smith, M., &amp; King, A. (2019). Personal and work-related factors associated with nurse resilience: A systematic review.\u00a0<em>International Journal of Nursing Studies,<\/em>\u00a093, 129-140. <a href=\"https:\/\/doi.org\/10.1016\/j.ijnurstu.2019.02.014\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.ijnurstu.2019.02.014<\/a><\/p>\n<h2><strong>Lopes Write Policy<\/strong><\/h2>\n<p>For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a \u201cfinal submit\u201d to me.<\/p>\n<p>Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.<\/p>\n<p>Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else\u2019s thoughts more than your own?<\/p>\n<p>Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.<\/p>\n<h2><strong>Late Policy<\/strong><\/h2>\n<p>The university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n<p>Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n<p>If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n<p>I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n<p>As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n<h2><strong>Communication<\/strong><\/h2>\n<p>Communication is so very important. There are multiple ways to communicate with me:<\/p>\n<p>Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.<\/p>\n<p>Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n<h2><strong>Important information for writing discussion questions and participation<\/strong><\/h2>\n<h3><strong>Welcome to class<\/strong><\/h3>\n<p>Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n<p>I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n<p>Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n<p>If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n<p>Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n<p>Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n<p>I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n<p>Hi Class,<\/p>\n<p>Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n<p>Contact me if you have any questions.<\/p>\n<h2><strong>Important information on Writing a Discussion Question<\/strong><\/h2>\n<ul>\n<li>Your response needs to be\u00a0a minimum\u00a0of 150 words (not including your list of references)<\/li>\n<li>There needs to be at least TWO references with ONE being a peer reviewed professional journal article.<\/li>\n<li>Include in-text citations in your response<\/li>\n<li>Do not include quotes\u2014instead summarize and paraphrase the information<\/li>\n<li>Follow APA-7th edition<\/li>\n<li>Points will be deducted if the above is not followed<\/li>\n<\/ul>\n<h2><strong>Participation \u2013replies to your classmates or instructor<\/strong><\/h2>\n<ul>\n<li>A minimum of 6 responses per week, on at least 3 days of the week.<\/li>\n<li>Each response needs at least ONE reference with citations\u2014best if it is a peer reviewed journal article<\/li>\n<li>Each response needs to be at least 75 words in length (does not include your list of references)<\/li>\n<li>Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of \u201cI agree\u201d or \u201cgreat post\u201d does not count for the word count.<\/li>\n<li>Follow APA 7th edition<\/li>\n<li>Points will be deducted if the above is not followed<\/li>\n<li>Remember to use and follow APA-7th\u00a0edition for all weekly assignments, discussion questions, and participation points.<\/li>\n<li>Here are some helpful links<\/li>\n<li><a href=\"https:\/\/apastyle.apa.org\/style-grammar-guidelines\/paper-format\/student-annotated.pdf\" target=\"_blank\" rel=\"noopener\">Student paper example<\/a><\/li>\n<li><a href=\"https:\/\/libguides.gcu.edu\/CitingSources\" target=\"_blank\" rel=\"noopener\">Citing Sources<\/a><\/li>\n<li>The\u00a0<a href=\"https:\/\/www.gcumedia.com\/lms-resources\/student-success-center\/v3.1\/\" target=\"_blank\" rel=\"noopener\">Writing Center\u00a0<\/a>is a great resource<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research Sample Answer for NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research Included After Question Realtors rely on detailed property appraisals\u2014conducted using appraisal tools\u2014to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-9238","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":"<!-- This site is optimized with the Yoast SEO plugin v22.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research -<\/title>\n<meta name=\"description\" content=\"NURS 6052 Assignment EBP Part 3 Critical Appraisal of Research-clinical research articles\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, 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