Selecting a Model for Evidence-Based
Practice Changes
A Practical Approach
AACN Advanced Critical Care
Volume 19, Number 3, pp.291–300
© 2008, AACN
Anna Gawlinski, DNSc, RN, FAAN
Dana Rutledge, PhD, RN
Evidence-based practice models have been
developed to help nurses move evidence into
practice. Use of these models leads to an organ-
ized approach to evidence-based practice, pre-
vents incomplete implementation, and can
maximize use of nursing time and resources.
No one model of evidence-based practice is
present that meets the needs of all nursing envi-
ronments. This article outlines a systematic
process that can be used by organizations to
select an evidence-based practice model that
best meets the needs of their institution.
Keywords: evidence-based practice models,
evidence-based practice, models
Factors related to patient safety, quality, andevidence-based practice (EBP) are driving
changes in healthcare. Nurses are interested in
how to move good evidence into practice to
optimize patients’ outcomes; thus, nurses may
benefit from understanding more about EBP
models. These models have been developed to
help nurses conceptualize moving evidence into
practice. They can assist nurses in focusing
efforts derived either from clinical problems or
from “good ideas” toward actual implementa-
tion in a specific practice setting. Use of EBP
models leads to systematic approaches to EBP,
prevents incomplete implementation, promotes
timely evaluation, and maximizes use of time
and resources.
This article describes a systematic process
for organizations to use as a template for
choosing an EBP nursing model. Strategies
for involving staff nurses and clinical and
administrative leaders are discussed. Finally,
a summary of key EBP nursing models is
Creating Structures or
Forums for Discussions
The first step in selecting a model is to estab-
lish a structure or a forum in which presenta-
Anna Gawlinski is Director, Evidence-Based Practice, and
Adjunct Professor, Ronald Reagan University of California, Los
Angeles Medical Center & University of California, Los Angeles
School of Nursing, 757 Westwood Plaza, Los Angeles, CA
90095 ([email protected]).
Dana Rutledge is Professor, Department of Nursing, California
State University Fullerton; and Nursing Research Facilitator,
Saint Joseph Hospital, Irvine, California.
tions and discussions can occur about various
EBP models, their advantages and disadvan-
tages, and their applicability to organizational
needs. Several possible strategies include:
• use of an existing nursing research commit-
tee in which selection of an EBP model is
added to annual goals and activities;
• formation of an EBP council, with an initial
task of selecting an EBP model;
• appointment of a task force charged with
selecting an EBP model;
• use of an educational event to increase
knowledge about EBP models while facili-
tating the selection of a model appropriate
for the organization; and
• use of a focus group process to select an EBP
model consistent with the philosophy,
vision, and mission of the organization.1
AACN1903_291-300 16/7/08 09:05 PM Page 291
G AW L I N S K I A N D R U T L E D G E A A C N A d v a n c e d C r i t i c a l C a r e
Any of these strategies could help “set the
stage” for an organization to choose an EBP
model. For example, the authors used an
existing nursing research committee/council
to begin the process of selecting an EBP model
in 2 different settings. In a third hospital, a
multidisciplinary EBP council took on the
task of selecting an EBP model. Regardless of
the structure or the forum used, a thoughtful
and systematic process is helpful.
Composition of the Committee
or the Group
The second step to identifying an EBP model is
to carefully consider appropriate members of
the committee or the group. Administrative
and clinical leaders such as nurse managers,
clinical nurse specialists, and nurse educators
should be represented, as should interested
staff nurses. Staff nurses who are clinical
resources in their units, share an interest in
improving patient care, or are curious about
research are likely members. The educational
level of the committee members should reflect
that of nurses within the department or the
institution and will most commonly include
nurses with associate, bachelor’s, and master’s
degrees. In addition, members should repre-
sent the various clinical units/departments or
specialties within the institution.
Involvement of persons with special expert-
ise in research or EBP, such as a nurse researcher
or faculty member from a local unit, hospital,
or school of nursing, may be especially helpful.
These persons may be internal or external to the
organization and have valuable expertise in
EBP nursing models. They can function as
active members or as consultants. A librarian
member may also be useful in retrieving needed
publications to evaluate selected models.
The evaluation process and the number of
EBP models that are considered can influence
the desirable number of committee members.
For example, at one institution (a university
academic hospital), the nursing research
council selected 7 EBP nursing models for
review and evaluation. Table 1 lists the mod-
els and shows the criteria used to evaluate
them. These 7 models were chosen for evalua-
tion either because they were commonly men-
tioned in publications about EBP nursing
models or because they were identified by
committee members. At another institution (a
community hospital), the nursing research
council selected 4 EBP nursing models to eval-
uate on the basis of council members’ knowl-
edge of the models’ utility and potential fit
with the organization.
Involvement of all committee members in
the evaluation process is vital. Using a process
where 2 or 3 persons volunteer to review and
present 1 to 2 EBP nursing models can get all
members involved. Staff nurses can be paired
with administrative or clinical leaders in teams
of 2 to 3 persons. All committee members can
then participate in the process of evaluating
models by attending presentations about each
model and actively participating in discus-
sions. By having small groups present each
model, the workload is divided among group
members. The more people involved in the
process, the greater the need for coordination
and oversight by the chairperson.
Organizing the First Meeting
Once the group has been selected, the next
step is to organize the first meeting so that
clear communication about the roles and
responsibilities of team members can occur.
The chairperson or the leader can survey the
group members to determine the optimal date,
time, and comfortable location for this meet-
ing. Because of the nature of the work
involved in selecting a model, 2 hours is an
optimal duration for meetings. An agenda
should accompany the meeting invitations and
initially will include items such as discussions
of the purpose and goals of the committee and
the roles and responsibilities of committee
members (Table 2). Providing a brief reading
assignment that gives an overview of EBP
models and should be completed before the
first meeting is advisable. The chairperson can
request committee members who are already
knowledgeable about EBP models to highlight
parts of the reading assignment at the first
meeting to promote discussion. The chairper-
son should also collaborate with unit leaders
to ensure that staff nurses have appropriate
release time for meetings.
Roles and Responsibilities of
Committee or Members
At the first meeting, roles and responsibilities
of the members for reviewing, presenting, and
evaluating each EBP model should be
addressed. Assignments and due dates are
determined to ensure steady progress. For
example, a member can elect to work in a
small group to review the literature on an EBP
AACN1903_291-300 16/7/08 09:05 PM Page 292
V O L U M E 1 9 • N U M B E R 3 • J U LY – S E P T E M B E R 2 0 0 8 S E L E C T I N G A M O D E L F O R E B P C H A N G E S
Table 1: Evaluation Criteria and Scoring for 7 Models of Evidence-Based Practice
Evaluation Criteria for EBP Model
Purpose of Project: Evaluation and selection of an EBP model for the Nursing Department of Ronald
Reagan University of California, Los Angeles Medical Center.
1. Search, retrieve, and synthesize the current literature describing EBP models to help staff nurses use
EBP concepts and apply them in clinical practice.
2. Recommend the adoption of a specific EBP model for use by UCLA nurses.
Scoring system: 0 � not present; �1 � present/yes; �2 � highly present/yes
Criteria Models
1. Concepts and organization of model are
clear and concise
2. Diagrammatic representation of the
model allows quick assimilation of
concepts and organizes the steps in the
process of EBP changes
3. The model is comprehensive from
beginning stages through implementation
and evaluation of outcomes
4. The model is easy to use when
concepts are applied to direct EBP
changes and practice issues in clinical
5. The model is general and can be applied
to various populations of patients,
EBP projects, and department initiatives
and programs
6. The model can be easily applied to
typical practice issues as evidenced
with practice scenario or in published
EBP Model: Strengths:
EBP Model: Strengths:
EBP Model: Strengths:
EBP Model: Strengths:
EBP Model: Strengths:
Used with permission from the Evidence-Based Practice Program, Nursing Department at Ronald Reagan University of California, Los
Angeles Medical Center, Los Angeles, California.
AACN1903_291-300 16/7/08 09:05 PM Page 293
G AW L I N S K I A N D R U T L E D G E A A C N A d v a n c e d C r i t i c a l C a r e
model. Work teams should be assigned a pres-
entation date to present details of the reviewed
EBP model to committee members. Presenta-
tions of each EBP model may take 30 to 45
minutes and might include information on the
history and development of the EBP model
(who, what, when, where, and how), revision
of the model over time, overall concepts in the
EBP model, the process and flow of the EBP
model, and publications describing how the
model guided EBP changes in other facilities.
Each presentation of an EBP model can be
followed by 10 or 15 minutes for group mem-
bers to raise questions and discuss specific
aspects of the EBP model. After the presenta-
tion and discussion, group members could
review an example of how the EBP model might
be applied in a realistic practice scenario that
requires consideration of a practice change
(Table 3). Group members could then use the
EBP model under discussion to address the
practice issue. Depending on the group’s size,
this work can be done in small groups, with
each small group slated to report back to the
larger group its opinion about how the model
“worked.” It is recommended that groups
break into smaller groups of 2 or 3 persons to
“rate” the models’ applicability on the basis of
predetermined criteria (Table 4). Criteria for
evaluating the applicability of the EBP model
should include clarity of the EBP model con-
cepts and diagrammatic representation, appli-
cability of the EBP model to clinical practice
issues for diverse patient care situations in the
institution, ease and user-friendliness of the EBP
model, and the ability of the EBP model to pro-
vide direction for all phases of the EBP process.
Table 1 shows an example of an evaluation
tool that can be used by committee members
when reviewing each EBP model. After the
evaluation instrument is administered and
scored, committee members can compare and
contrast the ratings, strengths, and weaknesses
for addressing the practice scenarios, and
potential adoption by the institution for each
model is reviewed.
The use of a structured process provides
members with little or no background in evalu-
ating an EBP model to learn about EBP models
and have greater participation and support in
the evaluation process. The link of the EBP
model to practice is clear when the practice sce-
nario is used. Members increase their knowl-
edge and skills in using EBP models for practice
changes and become champions for the adop-
tion of a model within the organization.
Finally, the ongoing work of the committee
should be communicated through forums such
as mass e-mails, newsletters, posters, nursing
grand rounds, and other continuing education
programs. Such communication helps dissemi-
nate the process used in selecting a model for
the organization, while inviting others to par-
ticipate via comments and feedback.
Summary of Selected
EBP Nursing Models
A number of EBP models have been devel-
oped; many appear very different from each
other. Some of these models are more useful in
some contexts than others, and each has
advantages and disadvantages. The following
steps or phases are common to most models:
• Identification of a clinical problem or poten-
tial problem
• Gathering of best evidence
• Critical appraisal and evaluation of evi-
dence; when appropriate, determination of a
potential change in practice
• Implementation of the practice change
• Evaluation of practice change outcomes,
both in terms of adherence to processes
and planned outcomes (eg, clinical, fiscal,
Table 2: Example of Agenda Items for the
First Evidence-Based Practice
Committee or Group Meeting
Welcome and introduce members
Review agenda
Discuss the goals of the committee
Discuss roles and responsibilities of committee
Select models for evaluation
Discuss the process for presenting and evaluating
evidence-based practice models
Make assignments and schedule
Identify resources and forms
Identify strategies to communicate ongoing
committee work to the department
Open discussion of other items
Plan for next meeting
AACN1903_291-300 16/7/08 09:05 PM Page 294
V O L U M E 1 9 • N U M B E R 3 • J U LY – S E P T E M B E R 2 0 0 8 S E L E C T I N G A M O D E L F O R E B P C H A N G E S
Table 3: Sample Practice Scenario for Evaluating Applicability of Models for Evidence-
Based Practice Changesa
Scenario for Application of Evidence-Based Practice Nursing Models
Note: The following scenario includes selected literature on the subject for the purpose of providing a
clinical practice issue for use when applying EBP models. The following does not include an extensive or
integrated review of the literature on the subject.
Clinical Issue
Suctioning patients who have endotracheal and tracheal tubes is a frequent and important nursing intervention.
These tubes interrupt the normal mucociliary system and can result in a patient’s inability to mobilize and
expectorate secretions).13 Suctioning is an intervention that has beneficial effects such as removal of secretions,
maintenance of airway patency, and promotion of optimal ventilation and oxygenation.13
It is common practice for nurses and other healthcare providers to instill 3 to 10 mL of sodium chloride
in the endotracheal or tracheal tubes before suctioning.14 The action of sodium chloride is believed to
loosen and thin secretions, stimulate a cough, and lubricate the suction catheter.13,15,16
Research and Evidence-Based Literature
Results of research on the benefits of sodium chloride instillation have been inconclusive.13,17–23 In fact,
studies indicate that this practice may result in the following adverse outcomes:
• Interferes with the alveolar-capillary oxygen exchange, causing a decrease in oxygen saturation,
• Increases rate of respiration,
• Increases the risk of infection by dislodging significantly more bacterial colonies, and
• Increases intracranial pressure.13,19,21,22
Furthermore, patients can panic or feel as though they are drowning during routine instillation of
sodium chloride via endotracheal or tracheal tubes.24
Research results indicate that mucus and sodium chloride solution are immiscible.13,17 Therefore, it is
unlikely that instillation of sodium chloride loosens secretions and aids in the expectoration of airway
secretions.13 The application of heat and humidification to the airway and the use of sodium chloride
nebulizers are effective in thinning secretions and promoting airway clearance.13,23
Nursing Staff and EBP Process
The nurses in your unit have recently heard a lecture presenting the lack of evidence supporting the
routine use of instillation of sodium chloride before suctioning patients with endotracheal and tracheal
tubes and the potential deleterious effects. They are questioning this practice and come to you as the unit
manager or the clinical nurse specialist to help them with considering a change in this practice.
Reflect on this EBP model to guide you through the steps to help your staff with this EBP change project.
Used with permission from the Evidence-Based Practice Program, Nursing Department, Ronald Reagan University of California, Los Angeles
Medical Center, Los Angeles, California.
Table 4: Criteria for Evaluation of Evidence-Based Practice Models to Meet
Institutional Needs
Concepts and organization of the model are clear and concise
Diagrammatic representation of the model allows quick assimilation of concepts and organizes the steps
in the process of EBP changes
Model is comprehensive from beginning stages to implementation and evaluation of outcomes
Model is easy to use when concepts are applied to direct EBP changes and practice issues in clinical settings
Model is general and can be applied to various populations of patients, EBP projects, and department
initiatives and programs
Model can be easily applied to typical practice issues as evidenced with practice scenario or in the
published literature
Abbreviation: EBP, evidence-based practice.
AACN1903_291-300 16/7/08 09:05 PM Page 295
G AW L I N S K I A N D R U T L E D G E A A C N A d v a n c e d C r i t i c a l C a r e
The following paragraphs describe several
EBP models that are often considered for use
in hospitals (Tables 5 and 6). These models
were selected on the basis of the following
criteria: (1) they commonly appear in nurs-
ing publications about EBP models; (2) pub-
lished reports support their use to guide EBP
changes in the clinical setting; (3) institutions
(hospitals or schools of nursing) use the
model; and (4) the models are intended to be
used by nurses as they set out to find and use
evidence to enhance patients’ or organiza-
tions’ outcomes. Table 5 describes selected
EBP models that have specific steps or phases
to guide the EBP process. Table 6 identifies
key components of EBP models that do not
have specific steps or phases but help describe
and conceptualize the many variables and
interactions that occur when making EBP
practice changes.
One of the oldest models that has recently
been revised to include EBP outcomes is Stetler’s
EBP model.2 This model is one of the few that
does not focus entirely on formal changes led by
nurses in organizational settings, suggesting use
by individual nurses as well. Developed as a
model for nurses within an East Coast hospital,
Stetler’s model promotes use of both internal
(eg, data from quality improvement, opera-
tional, or evaluation projects) and external
(primary research evidence and consensus of
national experts) evidence. Stetler’s model con-
sists of 5 phases, ranging from searching for evi-
dence about a clinical problem to formal and/or
informal evaluations. Decision making about
whether a practice change should be made
includes consideration of substantiating evi-
dence, setting fit, feasibility, and current
Developed as a model to promote quality
care, the Iowa model of EBP has been used in
multiple academic and clinical settings.3 This
model melds quality improvement with
research utilization in an algorithm that nurses
find intuitively understandable. Unique to the
Iowa model is the concept of “triggers” of EBP.
Evidence-based practice may be spurred by a
clinical problem or by knowledge coming from
Table 5: Selected Evidence-Based Practice Nursing Models and Key Components
Iowa Model3
1 Trigger: Problem
or new knowledge
2 Organizational
3 Team formation
4 Evidence gathered
5 Research base
critiqued and
6 Sufficient?
7 Pilot change
8 Decision?
9 Widespread
with continual
monitoring of
10 Dissemination
of results
Stetler’s Model2
At individual nurse
or organizational
1 Preparation
2 Validation
3 Comparative
4 Decision making
5 Translation/
6 Evaluation
Rosswurm and
Larrabee’s Model4
Organizational process
1 Assess need for
change in practice
2 Link problem
interventions and
3 Synthesize best
4 Design practice
5 Implement and
evaluate change
in practice
6 Integrate and
Johns Hopkins
Nursing Model5
1 Practice question
2 Evidence gathered
3 Translation:
Plan, implement,
evaluate, and
ACE Star Model of
1 Knowledge
2 Evidence
3 Translation into
4 Integration into
5 Evaluation
AACN1903_291-300 16/7/08 09:05 PM Page 296
V O L U M E 1 9 • N U M B E R 3 • J U LY – S E P T E M B E R 2 0 0 8 S E L E C T I N G A M O D E L F O R E B P C H A N G E S
outside an organization. Either of these triggers
can set an EBP project into motion. Thereafter,
the model delineates 3 key decision points
during the process of making a practice change:
(1) Is there an institutional reason to focus on
this problem or use this knowledge? (2) Is there
a sufficient research base? (3) Is the change
appropriate for adoption in practice? At 2 of
these points, users must focus on the realities
within an organizational context; the third
point infers the possibility that evidence is not
sufficient and thus that a research study may be
needed or other evidence sought.
Rosswurm and Larrabee4 developed a
6-step model for change in EBP that aims for
integration of EBP into a care delivery sys-
tem. The initial need for change is deter-
mined by comparing internal data such as
quality indicators with data from outside the
organization. When possible, this problem is
linked to standard interventions and out-
comes. Research and contextual evidence are
sought to solve the problem and combined
with clinical judgment. With sufficient evi-
dence, a practice protocol is developed and a
pilot test done to determine effects on out-
comes. With widespread implementation,
both processes (eg, staff adherence to the
change) and clinical outcomes are evaluated.
The practice change is maintained by using
theoretically derived diffusion strategies.
The Johns Hopkins Nursing EBP model
was developed in collaboration with the Johns
Hopkins Hospital and the Johns Hopkins Uni-
versity School of Nursing.5 To ensure that cur-
rent research findings were incorporated into
patient care, nursing administrative leaders
from Johns Hopkins Hospital developed a
model for the department of nursing. The
resulting model addressed the following 3
Table 6: Select Evidence-Based Practice Frameworks
Abbreviations: ARCC, Advancing Research and Clinical Practice through Close Collaboration; EBP, evidence-based practice; PARIHS,
Promoting Action on Research Implementation in Health Services.
Key focus
Key concepts
Major proposition
ARCC Model7–9
Organization of department or unit
EBP mentor—an individual who has
expert knowledge and skills in
EBP and the passion to help
others practice daily from an
evidence base
The development of APNs and other
nurses as EBP mentors facilitates
an organizational culture change
toward evidence-based care
Need to…
• assess and organize culture and
readiness for EBP
• identify strengths and major
barriers to EBP implementation
• implement ARCC strategies
• develop and use EBP mentors
• interactive EBP skill-building
• make EBP rounds and form
journal clubs
• implement EBP
• improve patient, nurse, and
system outcomes
PARIHS Framework10,11
Understanding key components of EBP
Practice changes are most likely when
they are based upon robust evidence,
conducted in a context “friendly” to
change, and facilitated well
Need to…
• critically appraise evidence
• thoroughly understand the
practice arena before implementing
a change
• make a strategic plan for
facilitation of any practice change—
from development to
implementation and evaluation
AACN1903_291-300 16/7/08 09:05 PM Page 297
G AW L I N S K I A N D R U T L E D G E A A C N A d v a n c e d C r i t i c a l C a r e
domains of professional nursing: nursing prac-
tice, education, and research. The model
incorporates use of available evidence as a
core component for decision making within
these domains. Guidelines for the model
reflect the “PET” process, an acronym that
stands for practice question, evidence, and
translation. First, a team identifies an impor-
tant practice question. The team gathers
evidence by reviewing literature, rates the evi-
dence, and makes recommendations for
changes in processes of care or systems. The
last phase is the translation in which a plan of
action is developed and implemented and out-
comes are evaluated and communicated.5
The ACE Star Model of Knowledge Trans-
formation aims to promote EBP by depicting
knowledge types (from research to integrative
reviews to translation) as necessary precursors
to practice integration.6 This model does not
discuss use of nonresearch evidence. The 5
major stages of knowledge transformation are
(1) knowledge discovery, (2) evidence sum-
mary, (3) translation into practice recommen-
dations, (4) integration into practice, and (5)
evaluation. The goal of the process is knowl-
edge transformation, defined as “the conver-
sion of research findings from primary
research results, through a series of stages and
forms, to impact on health outcomes by way
of [evidence-based] care.”6
Another EBP model that is considered a
“mentorship” model is the Advancing
Research and Clinical Practice through Close
Collaboration model. This EBP model resem-
bles an organizational plan for a department
of EBP. The model focuses on establishing
relationships across systems to bring experi-
enced researchers together with clinicians to
integrate research and clinical practice more
fully.7 Originally an organizational model for
linkages between a college of nursing and a
medical center, the model relies heavily on
EBP mentors, ideally advanced practice
nurses, with in-depth knowledge of EBP and
expert clinical and group facilitation skills.7–9
This model may be most useful in academic
settings with formal linkages between nursing
education and practice in which APNs are
Out of the British system comes the Pro-
moting Action on Research Implementation
in Health Services framework,10,11 which is
“useful as a heuristic device to help make
sense of the many variables and interactions
that take place in practice.”12(pS1) This intu-
itive model aids in understanding the key
components of EBP: evidence, context, and
facilitation. The model aims to represent the
complexity of making practice changes on
the basis of evidence. The key proposition in
the model is that “the nature of the evidence,
the quality of the context, and the type of
facilitation all impact simultaneously on
whether implementation is successful.”11(p178)
Further understanding of the relationships
among evidence, context, and facilitation is
needed to maximize EBP. This model, though
very useful as a theoretical explanation, has
not been documented as useful in driving
projects within organizations.
Selection of EBP Model
for the Institution
After evaluation of each of the EBP models, com-
mittee members should be able to narrow the
selection of these models to 1 or 2 models. This
can be done by selecting the top 2 models with
the highest scores on the evaluation tool and by
discussions that facilitate group consensus.
If 2 models score similarly on the evalua-
tion tool, having members discuss general
advantages and disadvantages of each of the
models can help delineate the model that
“fits” the needs of the organization best. For
example, the group members might discuss
advantages and disadvantages of the models
reviewed and make the final selection on the
basis of (1) how easy the EBP model was to
understand and whether it would guide users
in the EBP process; (2) appropriate direction
by the model for the conduct of research when
evidence is insufficient to support a practice
change; (3) the flow of steps in the model is
similar to the flow of practice algorithms for
staff; and (4) decision points in the EBP model
would provide users with opportunities for
thoughtful reflection and decision making.
To maximize leadership …
Develop a 3-page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.
The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “Why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings. The nurse will need to incorporate the use of evidence-based practice models. EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.
It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.
For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis for researching and completing this assessment:
· The specific diagnosis you identified in your previous assessment.
· The simulation Vila Health: Determining the Credibility of Evidence.
· A personal practice experience in which a sentinel event occurred.
The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.
For this assessment:
· Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
· Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
. Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis you identified in the first assessment, you may want to begin your literature and evidence search from the databases that identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
· Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
· Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
· Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
. This is where you are selecting the specific resources to help address the issue in your chosen scenario. 
· Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
Selecting a model for evidence-based practice changes. [PDF]
Evidence-Based Practice Models
 help explain the various evidence-based nursing models.
· Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Additional Requirements
Your assessment should meet the following requirements:
· Length of submission: 3-page scholarly paper, this does not include the APA-formatted title page and reference list.
· Number of references: Cite 3–5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
· APA formatting: References and citations are formatted according to current APA style.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
. Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
. Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
· Competency 3: Apply an evidence-based practice model to address a practice issue.
. Explain the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis.
· Competency 4: Plan care based on the best available evidence.
. Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
· Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
. Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.