Author: admin

Purpose
The purpose of this assignment is to provide an opportunity to share the results of the synthesis project with student colleagues. This assignment is intended to allow you to show evidence of achievement of:
CLO1: Critically appraise existing scientific evidence to be used in decision-making related to practice or leadership.
CLO2: Develop evidenced-based practice questions using the PICO format.
CLO3: Conduct a literature search for research evidence related to a practice question.
CLO4: Summarize high-quality evidence to synthesize into a practice recommendation.
CLO5: Develop a planned change process and a data-driven evaluation for a practice change.
Requirements
This assignment is a narrated presentation file (i.e., PowerPoint or Prezi). It is due by day 7 of week 8. Also, your presentation should be posted to the week 10 discussion forum by day 3 of week 9.
Please view at least two of your student colleagues’ presentations and provide them feedback (Thisis week 10 discussion assignment).
Your presentation should include an introduction, description and significance of the practice problem, the PICO question, summary of search strategy and results, synthesis of the literature support for the proposed change, description of the setting for the planned change, proposed planned change process using the ARCC model, evaluation plan including criteria with measures, data collection and analysis, and conclusion. The presentation should not be longer than 15 minutes.
Rubric
Synthesis Project: Part III
Synthesis Project: Part III
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Introduction
15 to >14.0 pts
Exceeds Expectations
Student greeted the audience. Introduced self and qualifications to speak on topic. Explained reason for interest in topic. Gave preview of presentation.
14 to >12.0 pts
Meets Expectations
Student greeted the audience. Introduced self but did not identify qualifications or reason for interest. Introduced topic and areas to be discussed.
12 to >11.0 pts
Barely meets expectations
Student failed to greet audience or introduce self, qualifications, or reason for interest in topic OR did not introduce topic and areas to be discussed.
11 to >0 pts
Does not meet expectations
Student failed to greet audience or introduce self, qualifications, or reason for interest in topic AND did not introduce topic and areas to be discussed.
15 pts
This criterion is linked to a Learning Outcome Discussion of Practice Problem, Question, Search, and Evidence
(description and significance of the practice problem, PICO question, summary of the literature support for the proposed change).
50 to >45.0 pts
Exceeds Expectations
Exemplary discussion of significance of the practice problem, PICO question, and evidence support for the proposed EBP change. Extensive knowledge of topic is clearly evident through presentation and responses to questions.
45 to >40.0 pts
Meets Expectations
Good discussion of practice problem, question, and evidence support for proposed EBP change. Knowledge of topic is evident through presentation and responses to questions.
40 to >39.0 pts
Barely meets expectations
Discussion did include required content but superficially.
39 to >0.0 pts
Does not meet expectations
Discussion omitted one or more area of required content.
0 pts
No Marks
50 pts
This criterion is linked to a Learning Outcome Proposed Change Process
50 to >45.0 pts
Exceeds Expectations
The setting for the proposed EBP change is described. The selected change model is described and then applied to the specific proposed EBP change process in the specific setting and population. Extensive knowledge of topic is evident throughout presentation and responses to questions.
45 to >40.0 pts
Meets Expectations
The setting for the proposed EBP change is described. The change model is described and used to describe the proposed EBP change in the setting and population.
40 to >39.0 pts
Barely meets expectations
The setting for the proposed EBP change is superficially described. The change model is described but not used to describe the proposed EBP change in the specific setting and population.
39 to >0 pts
Does not meet expectations
Any of the following: setting is not described; the selected change model is not described; the change model is not used to describe the proposed EBP change.
50 pts
This criterion is linked to a Learning Outcome Data-Based Evaluation
50 to >45.0 pts
Exceeds Expectations
The evaluation criteria are consistent with the outcome of the PICO question. The data collection tool(s) and time of data collection is included along with the type of data produced by the tool(s). The plan for data analysis is discussed and appropriate for the type of data produced by the data collection tool.
45 to >40.0 pts
Meets Expectations
The evaluation criteria are consistent with the outcome of the PICO question. The data collection tool(s) is discussed. The plan for data analysis is discussed and is appropriate for the type of data produced by the data collection tool.
40 to >39.0 pts
Barely meets expectations
One of the following: evaluation criteria not included; evaluation criteria not consistent with the O of the PICO, evaluation tool(s) not included or does not evaluate the O of the PICO, the type of date produced by the tool(s) not included; data collection timing not included; data analysis is not included OR the type of the data analysis planned is not appropriate for the type of data produced by the tool(s).
39 to >0 pts
Does not meet expectations
Two or more of the following: evaluation criteria not included; evaluation criteria not consistent with the O of the PICO, evaluation tool(s) not included or does not evaluate the O of the PICO, the type of date produced by the tool(s) not included; data collection timing not included; data analysis is not included OR the type of the data analysis planned is not appropriate for the type of data produced by the tool(s).
50 pts
This criterion is linked to a Learning Outcome Conclusion/Summary
15 to >14.0 pts
Exceeds Expectations
Student provided an exemplary summary of what was discussed and conclusion with recommendations
14 to >12.0 pts
Meets Expectations
Student provided a summary of what was discussed but no recommendations given.
12 to >11.0 pts
Barely meets expectations
Student provided a brief summary with no conclusion or recommendations
11 to >0 pts
Does not meet expectations
Student provided no conclusion or summary.
15 pts
This criterion is linked to a Learning Outcome Verbal and Nonverbal Presentation (webcam)
50 to >45.0 pts
Exceeds Expectations
Enthusiastic and engaging. Speech is fluid with clear enunciation. Uses voice to communicate interest by varying intonation and appropriate loudness and speed. Excellent vocabulary with no mispronunciations . No use of slang or profanity. No reading from slides. Presentation is organized in an interesting and logical sequence. Adheres to 15 minute time limit.
45 to >40.0 pts
Meets Expectations
No hesitancy or “uh”s, “hmmm”s, or “you know”s. Does vary intonation and speech is of appropriate loudness and speed. Good vocabulary and no more than 1-2 mispronunciations. No use of slang or profanity. No reading from slides. Presentation is organized. No more than 10% over time limit (<17 minutes). 40 to >39.0 pts
Barely meets expectations
Hesitancy, some “uh”s, “hmmm”s, or “you know”s. Limited variation in intonation. Speech is too soft, too loud, too fast, or too slow. Limited vocabulary and more than 2 mispronunciations. Use of slang or profanity. Frequently reads from slides. Presentation is disorganized and difficult to follow. No more than 15% over time limit (<18 minutes). 39 to >0 pts
Does not meet expectations
Frequent pauses, lots of “uh”s, “hmmm”s, or “you know”s, or monotone. Speech is too soft, too loud, too fast, or too slow. Limited vocabulary and frequent mispronunciations. Use of slang or profanity. Almost exclusively reading from slides. Presentation jumps from topic to topic and impossible to follow. More than 20% over time limit (>18 minutes).
50 pts
This criterion is linked to a Learning Outcome Visual Presentation
50 to >45.0 pts
Exceeds Expectations
No errors in spelling, word usage, or punctuation. Font size and/or selection appropriate. Good use of color and contrast. Appropriate use of visuals. Demonstrates exemplary creativity.
45 to >40.0 pts
Meets Expectations
No more than two errors in spelling, word usage, or punctuation. Font size and/or selection appropriate on some slides. Good use of color and contrast. Demonstrates only moderate creativity.
40 to >39.0 pts
Barely meets expectations
Any of the following: More than two errors in spelling, word usage, or punctuation. Font selection and/or size inappropriate. Distracting colors or poor contrast. Distracting visuals or inadequate visuals. Demonstrates little creativity.
39 to >0 pts
Does not meet expectations
Any of the following: Many errors in spelling, word usage, or punctuation. Font selection and/or size inappropriate. Use of distracting colors or visuals. Demonstrates no creativity.
50 pts
This criterion is linked to a Learning Outcome References
20 to >18.0 pts
Exceeds Expectations
More than 10 references with at least 7 research references AND only websites used were .org, .edu, or .gov. Appropriate citations throughout slides and references slide(s) at the end. No APA errors on citations or references.
18 to >16.0 pts
Meets Expectations
Between 8-10 references with more than 5 research references AND only websites used were .org, .edu, or .gov. Appropriate citations throughout slides and references slide(s) at the end. No more than 1-2 APA errors on

Describe one practice area in which MIPS could be used to improve the quality of care related to your anticipated future practice.
Discuss two ways MIPS could positively impact the practice area.  
Describe the role of MIPS in supporting the financial viability of healthcare providers and organizations and client health outcomes.  
Examine how advanced practice nurses can contribute to the development and refinement of MIPS quality measures to ensure that they are valid, reliable, and meaningful for clients and providers. 

Patient IntroductionLocation: Orthopedic Unit
Time: 15:00
Situation:
The patient is Marilyn Hughes. She is a 45-year-old female who arrived on the Orthopedic Unit at 1345 from the recovery room following an open reduction with internal fixation for a left mid-shaft tibia-fibula fracture sustained when she slipped on some stairs this morning.
Background:
She has no remarkable past medical or prior surgical history and has no known allergies. She is married with teenage children.
Assessment:
Her vital signs have been stable. The last set was: temperature: 99 °F (37.2 °C); heart rate: 88; respiratory rate: 16; BP: 130/82; and SpO2: 97% on room air. She has a 20-gauge left forearm saline lock and is tolerating liquids well without nausea. Her diet is scheduled as regular evening meal.
The left lower leg has an ace/splint dressing. Pedal pulses are palpable with neurovascular checks within normal range. She was given prn oxycodone 10 mg at 1400 for a pain level of 8 out of 10 when the regular medication with acetaminophen and gabapentin were started.
Recommendation:
Every 2 hours you need to obtain her vital signs with neurovascular checks.