Assignment Prompt & Instructions
– 2 years ago
**files (5)**
– ## WK6DIS.DATA.docx
– ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx
– ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx
– NURS_8211_WK6ComparisonofCountsChi.pptx
– NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx
**## WK6DIS.DATA.docx**
Self-Study: Comparing Counts (Chi Square)
Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.
You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373771)
[Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.
· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)
· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.
· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)
· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)
·
**Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)
·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)
·
**Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)
[Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com
[Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Conner, C. (2018).
[_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/
· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x
· Owusu, M. (2023).
[_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/
**To prepare:**
· Read and view the Learning Resources.
**Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.
**Post** answers to the following:
· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.
**## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**
## How to make a column chart
| |
| — |
| How to Make Charts and Graphs in Excel |
| Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
| 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
| 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
| 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
| 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
| 5. Double click on the word chart and customize a title. |
| Sample charts are provided for your information. |
| Practice by replicating. |
## RRTSurvey
| | | |
| — | — | — |
| Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
| 1 | 1 | 1 |
| 2 | 2 | 1 |
| 3 | 1 | 1 |
| 4 | 1 | 1 |
| 5 | 1 | 1 |
| 6 | 1 | 3 |
| 7 | 2 | 2 |
| 8 | 2 | 3 |
| 9 | 2 | 1 |
| 10 | 2 | 1 |
| 11 | 2 | 3 |
| 12 | 1 | 1 |
| 13 | 1 | 3 |
| 14 | 1 | 4 |
| 15 | 2 | 1 |
| 16 | 2 | 2 |
| 17 | 2 | 2 |
| 18 | 2 | 1 |
| 19 | 2 | 1 |
| 20 | 2 | 3 |
| 21 | 2 | 1 |
| 22 | 2 | 3 |
| 23 | 2 | 3 |
| 24 | 2 | 1 |
| 25 | 1 | 1 |
## Reason for RRT Chart
| | |
| — | — |
| | Reason for calling |
| Cardiac | 14 |
| Respiratory | 3 |
| Neurology | 7 |
| Other | 1 |
Reasons for RRT
Cardiac Respiratory Neurology Other 14 3 7 1
## Shift Chart
| | |
| — | — |
| Shift |
| days | 8 |
| nights | 16 |
**## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
**Directions for Use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, “Lessons from Practice,” for examples of completed tools.**
**Reviewer Name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article Number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, Date, and Title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of Evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, Size, and Setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings That Help Answer the EBP Question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures Used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.
**Evidence Level and Quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to Team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**
## image1.jpeg
**NURS_8211_WK6ComparisonofCountsChi.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)
**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)
**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)
**## WK6DIS.DATA.docx**
Self-Study: Comparing Counts (Chi Square)
Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.
You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373771)
[Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.
· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)
· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.
· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)
· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)
·
**Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)
·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)
·
**Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)
[Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com
[Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Conner, C. (2018).
[_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/
· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x
· Owusu, M. (2023).
[_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/
**To prepare:**
· Read and view the Learning Resources.
**Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.
**Post** answers to the following:
· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.
**## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**
## How to make a column chart
| |
| — |
| How to Make Charts and Graphs in Excel |
| Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
| 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
| 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
| 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
| 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
| 5. Double click on the word chart and customize a title. |
| Sample charts are provided for your information. |
| Practice by replicating. |
## RRTSurvey
| | | |
| — | — | — |
| Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
| 1 | 1 | 1 |
| 2 | 2 | 1 |
| 3 | 1 | 1 |
| 4 | 1 | 1 |
| 5 | 1 | 1 |
| 6 | 1 | 3 |
| 7 | 2 | 2 |
| 8 | 2 | 3 |
| 9 | 2 | 1 |
| 10 | 2 | 1 |
| 11 | 2 | 3 |
| 12 | 1 | 1 |
| 13 | 1 | 3 |
| 14 | 1 | 4 |
| 15 | 2 | 1 |
| 16 | 2 | 2 |
| 17 | 2 | 2 |
| 18 | 2 | 1 |
| 19 | 2 | 1 |
| 20 | 2 | 3 |
| 21 | 2 | 1 |
| 22 | 2 | 3 |
| 23 | 2 | 3 |
| 24 | 2 | 1 |
| 25 | 1 | 1 |
## Reason for RRT Chart
| | |
| — | — |
| | Reason for calling |
| Cardiac | 14 |
| Respiratory | 3 |
| Neurology | 7 |
| Other | 1 |
Reasons for RRT
Cardiac Respiratory Neurology Other 14 3 7 1
## Shift Chart
| | |
| — | — |
| Shift |
| days | 8 |
| nights | 16 |
**## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
**Directions for Use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, “Lessons from Practice,” for examples of completed tools.**
**Reviewer Name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article Number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, Date, and Title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of Evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, Size, and Setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings That Help Answer the EBP Question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures Used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.
**Evidence Level and Quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to Team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**
## image1.jpeg
**NURS_8211_WK6ComparisonofCountsChi.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)
**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)
**## WK6DIS.DATA.docx**
Self-Study: Comparing Counts (Chi Square)
Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.
You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373771)
[Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.
· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)
· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.
· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)
· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)
·
**Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)
·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)
·
**Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)
[Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com
[Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)
· Conner, C. (2018).
[_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/
· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x
· Owusu, M. (2023).
[_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/
**To prepare:**
· Read and view the Learning Resources.
**Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.
**Post** answers to the following:
· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.
**## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**
## How to make a column chart
| |
| — |
| How to Make Charts and Graphs in Excel |
| Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
| 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
| 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
| 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
| 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
| 5. Double click on the word chart and customize a title. |
| Sample charts are provided for your information. |
| Practice by replicating. |
## RRTSurvey
| | | |
| — | — | — |
| Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
| 1 | 1 | 1 |
| 2 | 2 | 1 |
| 3 | 1 | 1 |
| 4 | 1 | 1 |
| 5 | 1 | 1 |
| 6 | 1 | 3 |
| 7 | 2 | 2 |
| 8 | 2 | 3 |
| 9 | 2 | 1 |
| 10 | 2 | 1 |
| 11 | 2 | 3 |
| 12 | 1 | 1 |
| 13 | 1 | 3 |
| 14 | 1 | 4 |
| 15 | 2 | 1 |
| 16 | 2 | 2 |
| 17 | 2 | 2 |
| 18 | 2 | 1 |
| 19 | 2 | 1 |
| 20 | 2 | 3 |
| 21 | 2 | 1 |
| 22 | 2 | 3 |
| 23 | 2 | 3 |
| 24 | 2 | 1 |
| 25 | 1 | 1 |
## Reason for RRT Chart
| | |
| — | — |
| | Reason for calling |
| Cardiac | 14 |
| Respiratory | 3 |
| Neurology | 7 |
| Other | 1 |
Reasons for RRT
Cardiac Respiratory Neurology Other 14 3 7 1
## Shift Chart
| | |
| — | — |
| Shift |
| days | 8 |
| nights | 16 |
**## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
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**Directions for Use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, “Lessons from Practice,” for examples of completed tools.**
**Reviewer Name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article Number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, Date, and Title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of Evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, Size, and Setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings That Help Answer the EBP Question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures Used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.
**Evidence Level and Quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to Team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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## image1.jpeg
**NURS_8211_WK6ComparisonofCountsChi.pptx**
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**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**
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