NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources

Capella University NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources-Step-By-Step Guide

This guide will demonstrate how to complete the Capella University NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources                       

Whether one passes or fails an academic assignment such as the Capella University NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources                       

The introduction for the Capella University NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources                       

After the introduction, move into the main part of the NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources                       

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources                       

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Analysis of the Credibility and Relevance of the Evidence and Resources

Middleton et al. (2019) conducted a randomized controlled trial to assess the efficacy of an intervention aimed at enhancing triage, therapy, and transfer processes for individuals with acute stroke in the emergency department. This study is current and relevant to the research topic, as it is authored by medical professionals who provide credibility to the information presented. The purpose statement is also clearly defined. In their study, Liu et al. (2022) conducted a quality improvement project to assess the efficacy of a standard care bundle intervention in preventing stroke-associated pneumonia. This study is also current and relevant to the research topic, as it is authored by medical professionals who provide credibility to the information presented. The purpose statement is also clearly defined.

Zheng et al. (2023) used the acute ischemic stroke-associated pneumonia scoring scale in quasi-intervention pilot research to examine the effects of nurse-led hierarchical management care on patients with acute ischemic stroke (AIS). This study is also current and relevant to the research topic, as it is authored by medical professionals who provide credibility to the information presented. The purpose statement is also clearly defined. In a recent research, Rababah et al. (2021) evaluated the effect of an evidence-based training program on healthcare workers’ general knowledge of stroke by using a randomized block design with a post-test-only approach. Rababah et al. (2021) provided the most valuable evidence among the four sources, suggesting that Stroke education should be a mandatory component of professional development for all healthcare professionals in emergency settings.

Evidence-Based Model

            Several models and frameworks have been created to help nurses better understand the process of implementing evidence-based practice. Frameworks and models are essential in facilitating the promotion of safe and outstanding nursing practice. The EBP implementation process will be guided by the Iowa model, which will facilitate the incorporation of principles related to stroke prevention and treatment into real clinical practice within the emergency department. The model was chosen for its problem-solving approach that emphasizes structured procedures to facilitate the effective implementation of evidence-based practice (Rababah et al., 2021). The method is broken down into manageable steps that help nurses see problems and choose trustworthy sources to figure out the best course of action. The model’s objective is to effectively address stroke by identifying its causes, evaluating various sources, planning the execution of necessary changes, and promoting long-term sustainability.

Conclusion Stroke is a global issue that necessitates an increased number of skilled healthcare professionals and enhanced collaboration among them. Improving healthcare providers’ understanding and proficiency in stroke management is crucial in mitigating the significant consequences of stroke on individuals, their families, and the healthcare system. Healthcare providers should have access to evidence-based resources and ongoing educational opportunities for acute stroke care.       

Criteria for Determining Credibility of Sources

There is massive information on nurse burnout prevention in health care settings. Also, information on the link between nurse burnout and medication errors is extensive from many sources such as books, journal articles, research dissertations, and websites. Health care providers must use credible information, which usually comes from scholarly, peer-reviewed sources (Oerther & Watson, 2019). The CRAAP (currency, relevance, authority, accuracy, and purpose) test is the primary determinant of credible sources. Primary factors to consider when using the CRAAP test include the timeliness, source, reliability, and correctness of the information (Central Michigan University Library, 2021). For journal articles, sources should be currently published and from reliable nursing databases. The level of evidence should be high, including systematic reviews and randomized controlled trials (RCTs). The article can also be appraised by a short abstract review, particularly in quantitative research. An abstract is an article’s resume containing the introduction, research questions, methods, findings, and conclusion (Cathala & Moorley, 2018). For websites, credibility is determined by examining the publisher. Websites with credible nursing information should be from authoritative institutions or government publications.

Credibility and Relevance of Evidence within the Context of Medication Errors

As mentioned earlier, the most practical intervention for preventing medication errors is nurse burnout. Many research articles passing the CRAAP test address nurse burnout from multiple dimensions. For instance, De Oliveira et al. (2019) conducted an integrating literature review to prevent nurses’ burnout syndrome. Recommended practices include basic nursing care and systematic nursing supervision. In a different study, Manomenidis et al. (2019) examined how job burnout prevents nurses from complying with practice protocols, increasing patient safety risks. Shah et al. (2018) advised health care settings to ensure there is adequate staff and limit the number of working hours to alleviate burnout. These sources can be used to address nurse burnout since they are credible based on the CRAAP test. Besides being current and relevant to the topic, they are authoritative sources published in scholarly journals.

Incorporating Credible Evidence into an Evidence-Based Practice Model

Although there is adequate research on preventing medication errors by reducing nurse burnout, its integration into practice must be systematic. Incorporating credible evidence into an EBP model implies that the evidence will be incorporated into practice through a systematic process with detailed steps. A suitable example of an EBP model is the John Hopkins Medicine nursing model. The model has three fundamental steps: the practice question, evidence, and translation to practice (Upstate Medical University, 2021). The model could help address burnout by guiding nurses on generating a practice question, evidence search, and translation into practice in three basic steps. Integration into practice leads to outcomes’ improvement.

Conclusion

Issues hampering care quality and patient safety are inevitable in health care delivery. However, their magnitude can be significantly reduced by embracing EBP and using current, peer-reviewed evidence to guide practice change. A similar approach is needed to prevent nurse burnout to ensure that nurses are mentally, physically, and emotionally healthy to handle patient problems expertly. Ensuring that all evidence used to recommend practice changes is credible is crucial. The CRAAP test can be used to determine the credibility of journal articles. Websites should be from established and authoritative educational and government institutions.

References

Cathala, X., & Moorley, C. (2018). How to appraise quantitative research. Evidence-Based Nursing, 21(4), 99-101. http://dx.doi.org/10.1136/eb-2018-102996

Central Michigan University Library. (2021). Website research: CRAAP test. https://libguides.cmich.edu/web_research/craap

De Oliveira, S. M., de Alcantara Sousa, L. V., Vieira Gadelha, M., & do Nascimento, V. B. (2019). Prevention actions of burnout syndrome in nurses: An integrating literature review. Clinical practice and Epidemiology in Mental Health: CP & EMH, 15, 64–73. https://doi.org/10.2174/1745017901915010064

Manomenidis, G., Panagopoulou, E., & Montgomery, A. (2019). Job burnout reduces hand hygiene compliance among nursing staff. Journal of Patient Safety, 15(4), e70-e73. doi: 10.1097/PTS.0000000000000435

Oerther, S., & Watson, R. (2019). Emerging nursing scholars guide to peer reviewing an academic manuscript. Nursing Open, 6(4), 1284-1288. https://doi.org/10.1002/nop2.368

Shah, M. K., Gandrakota, N., Cimiotti, J. P., Ghose, N., Moore, M., & Ali, M. K. (2021). Prevalence of and factors associated with nurse burnout in the US. JAMA Network Open, 4(2), e2036469-e2036469. doi:10.1001/jamanetworkopen.2020.36469

Soósová, M. S. (2021). Association between nurses’ burnout, hospital patient safety climate and quality of nursing care. Cent. Eur. J. Nurs. Midw, 12, 245-256. doi: 10.15452/CEJNM.2021.12.0039

Upstate Medical University. (2021). Johns Hopkins nursing evidence-based practice. https://guides.upstate.edu/c.php?g=1023176&p=7411259