Evidence-Based Project Quality(SOLVED)

Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
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. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research
In this Assignment, you will use appraisal tools to conduct a critical appraisal of published research. You will then present the results of your efforts.
To Prepare:
• Review the Resources and consider the importance of critically appraising research evidence.
• Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
• Review and download the Critical Appraisal Tools document provided in the Resources.
The Assignment (Evidence-Based Project)
Part 4A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tools document. Be sure to include:
• An evaluation table
• A levels of evidence table
• An outcomes synthesis table
Part 4B: Critical Appraisal of Research
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.
By Day 7 of Week 7 Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research
Submit Part 4A and 4B of your Evidence-Based Project.

Below are four peer reviewed journal to support for the critical appraisal research paper and the template

 Article 1- Ford, C., & Park, L. J. (2018) –Level 7
 Article 2- Hovi, T., Ollgren, J., & Savolainen-Kopra, C. (2017)-Level 2
 Article 3 – Kingston, L. M., O, C. N. H., & Dunne, C. P. (2018)-Level 4
 Article 4- Halm, M., & Sandau, K. (2018)-Level 1

Ford, C., & Park, L. J. (2018). Hand hygiene and handwashing: key to preventing the transfer of pathogens. British Journal of Nursing, 27(20), 1164–1166. https://doi-org.ezp.waldenulibrary.org/10.12968/bjon.2018.27.20.1164

Hovi, T., Ollgren, J., & Savolainen-Kopra, C. (2017). Intensified hand-hygiene campaign including soap-and-water wash may prevent acute infections in office workers, as shown by a recognized-exposure -adjusted analysis of a randomized trial. BMC Infectious Diseases, 17, 1–9. https://doi-org.ezp.waldenulibrary.org/10.1186/s12879-016-2157-z

Kingston, L. M., O, C. N. H., & Dunne, C. P. (2018). A comparative study of hand hygiene and alcohol-based hand rub use among Irish nursing and medical students. Nurse Education Today, 63, 112–118. https://doi-org.ezp.waldenulibrary.org/10.1016/j.nedt.2018.01.022
https://www-sciencedirect-com.ezp.waldenulibrary.org/science/article/pii/S0260691718300492?via%3Dihub

Halm, M., & Sandau, K. (2018). Skin Impact of Alcohol-Based Hand Rubs Vs Handwashing. American Journal of Critical Care, 27(4), 334–337. https://doi-org.ezp.waldenulibrary.org/10.4037/ajcc2018727

Below are the research databases I used to conduct my research

Walden University Library. (n.d.-b). Evidence -based practice research: CINAHL Search help.
Retrieved September 6, 2019, from
https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

Library of Congress. (n.d.). Search /browse help-Boolean Operators and nesting
Retrieved September 19, 2018, from,
https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchKeyword.html

Walden Library. (n.d.) PubMed: Getting Started. Retrieved September 19, 2019 from,https://www-ncbi-nlm-nih-gov.ezp.waldenulibrary.org/pubmed/?otool=mnwullib

Note
Please don’t change the template the professor wants the original template. Also, the paper should include an introduction the critical appraisal as the body and a conclusion Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

Completed Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

Critical Appraisal of Research

This paper systematically and carefully examines four studies to determine their relevance, value, and trustworthiness in addressing the issue of HAIs to influence good health outcomes in clinical settings. For nurses to safeguard public health and provide high-quality services, valid and reliable information is needed on what is likely or not likely to harm patients and the approaches to care that represent good value.

Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

The study by Ford & Park (2018) was a clinical guideline based on the review of literature on hand hygiene and handwashing by NICE, WHO and other studies. It outlined the step-by-step guide on how to wash hands using liquid soap and water as the most effective decontamination method to prevent the spread of pathogens in the clinical setting. In the randomized controlled trial by Hovi, Ollgren & Savolainen-Kopra (2017), participants were randomized to two interventions (using alcohol hand-rubs or using water and soap) alongside a control group. All participants later provided weekly self-reported data on RTI and GTI symptoms. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research. Handwashing with soap and water (intervention group) was considered the most effective approach that safeguarded the participants from GTI and RTI. However, the self-reported design of the study negatively impacts the reliability, validity and applicability of the findings.

In the observational cross-sectional study by Kingston & Dunne (2018), questionnaires were electronically administered to medical and nursing students whose responses revealed that gaps in knowledge on hand hygiene and handwashing are a potential barrier to deficits in hand hygiene practices and use of ABHRs which has a direct impact on the rates of HAIs. Halm & Sandau (2018) conducted a systematic review which revealed that the perceptions of health workers have an influence on hand hygiene practices.  The study recommended that ABHRs reduce bacterial count and causes less irritation to the skin. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research.

The above studies efficiently address the clinical practice issue of this EBP project and suggest that routine hand hygiene with soap and water is the most effective decontamination method to reduce the spread of pathogens and rates of HAIs in the clinical setting.

References

Ford, C., & Park, L. J. (2018). Hand hygiene and handwashing: key to preventing the transfer of pathogens. British Journal of Nursing, 27(20), 1164–1166.

Hovi, T., Ollgren, J., & Savolainen-Kopra, C. (2017). Intensified hand-hygiene campaign including soap-and-water wash may prevent acute infections in office workers, as shown by a recognized-exposure -adjusted analysis of a randomized trial. BMC Infectious Diseases, 17, 1–9. Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research

Kingston, L. M., O, C. N. H., & Dunne, C. P. (2018). A comparative study of hand hygiene and alcohol-based hand rub use among Irish nursing and medical students. Nurse Education Today, 63, 112–118.

Halm, M., & Sandau, K. (2018). Skin Impact of Alcohol-Based Hand Rubs Vs Handwashing. American Journal of Critical Care, 27(4), 334–337.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

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 “final submit” to me.
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.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
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.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
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.

Communication

Communication is so very important. There are multiple ways to communicate with me:
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.
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.