NURS 8520: Syllabus
1
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
DOCTOR OF NURSING PRACTICE PROGRAM
NURS 8520: ADVANCED
EVIDENCE-BASED PRACTICE
Winter 2012
I.
COURSE NUMBER
NURS 8520
II.
COURSE TITLE
Advanced Evidence-Based Practice
III.
COURSE CREDITS
5 credits (Classroom: 4, Practicum: 1)
IV.
PLACEMENT IN
CURRICULUM
Level II
Winter 2012
V.
CLASS TIME
Feb 3, March 2, April 13, May 4, 2012
5:00 - 9:00 pm
Feb 4, March 3, April 14, May 5, 2012
9:00 am - 4:00 pm
Weekly Online Discussions
VI.
PLACE
Whitby Hall (Fridays-120B; Saturdays-10; Except 2/4)
VII.
COURSE FACULTY
Rozina Bhimani, PhD, DNP, RN, CNP
Office Phone: 651-690-8817
Office: G9C, Whitby Hall
E-mail: rhbhimani@stkate.edu
VIII.
COURSE DESCRIPTION
This course explores the nature of evidence as it relates to the discipline of nursing. Emphasizing
critical appraisal of nursing research and research from other scientific disciplines as evidence,
knowledge development activities address translation of research in practice, the evaluation of
practice, and activities aimed at improving the reliability of healthcare practice and outcomes for
individuals and populations. The integration of knowledge and evidence from diverse sources and
across disciplines is used to evaluate practice patterns against national benchmarks to determine
variances in outcomes and explore alternative solutions surrounding clinical problems to improve
healthcare outcomes.
Prerequisites: NURS 8500, 8510 or instructor permission.
IX.
COURSE OBJECTIVES (with related Department of Nursing curricular threads, “Liberal Arts
Goals,” and DNP Essentials [please see Appendix A])
Upon completion of this course, you will:
1. Use evidence as it relates to advanced nursing practice and the elimination of disparities.
(Phenomena of Nursing; “Discipline based Competence,” Essential I)
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
2
2. Use analytical methods to critically appraise existing research, practice guidelines, and
other evidence to determine and implement the best practice. (Critical thinking; “Critical
and Creative Inquiry,” Essential I)
3. Function as a practice specialist in leading the evaluation of evidence to determine and
implement the best practice. (Role, “Ethics and Social Justice” Essentials I, II, III, IV, V,
VI, VII, VIII)
4. Evaluate practice patterns to determine variances in outcomes. (Systems, “Leadership
and Collaboration, Diversity and Global Perspectives” Essentials III, V, VII)
5. Apply relevant findings/evidence from research to develop practice guidelines and
improve practice and practice environments. (Therapeutic Interventions, “Effective
Communication in a Variety of Modes,” Essential III)
6. Disseminate findings from evidence-based practice to improve outcomes.
(Communications, “Ethics and Social Justice,” Essentials III, VI, VII)
X.
TEACHING-LEARNING ACTIVITIES/ENVIRONMENT
Teaching-learning activities in NURS 8520 include (a) discussion-based lectures (b) project
groups to evaluate and apply readings, (c) individual and/or group presentations, (d) testing, (e)
written assignments, (f) online activities and (g) other collaborative learning activities.
The andragogical, feminist, and critical transformative philosophies underlying the learning activities
in this doctoral-level course include:
 Collaborative learning: Learning is mutual and nonhierarchical among students and faculty.
 Community of learners: Learning is accomplished with a cooperative spirit among students and
faculty.
 Collegial learning: Learning is respectful and noncompetitive within the community of learners.
 Colearning: Learning extends outside the community of learners in the course to peers in the
clinical and academic settings.
 Liberatory learning: Learning opens up new avenues for leadership to address inequalities and
create a more just world.
In this course, like all DNP courses, the primary difference between faculty and students is the
faculty’s responsibility for developing the course description, objectives, topical outline, and
readings. This responsibility stems from the faculty’s accountability for assuring that students in the
DNP Program achieve the DNP competencies required at the completion of the program.
FACULTY EXPECTATIONS
As faculty members, our responsibility is to ensure that you receive the best possible education
and learning experiences. Therefore to offer you the best educational experiences, students can
expect from faculty members that we…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom we work and study while presenting a
positive attitude and professional demeanor.
 Be on time for class and return from scheduled breaks.
 Respond to e-mail messages and voice mail messages within 24-48 hours, except on
weekends and holidays.
 Treat the students with courtesy. Refrain from any behaviors that may distract others.
Minimize distraction and interruptions. This includes limiting private conversations, and
keeping phones and pagers in a vibrate mode.
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St. Catherine University: Department of Nursing
NURS 8520: Syllabus
3
 Understand that this class is a dynamic one, where disagreements may occur. Respect
diverse opinions and listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Come prepared for the class and having thought about how the day's teaching-learning
will unfold.
STUDENT EXPECTATIONS
To create an optimal respectful learning environment for everyone, your faculty members expect
you to…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom you work and study while presenting
a positive attitude and professional demeanor.
 Be on time for class and return from scheduled breaks.
 Treat the faculty members and fellow students with courtesy. Refrain from any behaviors
that may distract others. Minimize distraction and interruptions. This includes limiting
private conversations, and keeping phones and pagers in a vibrate mode.
 Understand that this class is a dynamic one, where disagreements may occur. Respect
diverse opinions and listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Accept the challenge of doctorate level studying, thinking, and learning. Anticipate that
the level and quantity of work in this course may exceed your prior experiences.
 Come to class prepared, having read the assignment beforehand and having thought about
how you can participate in that day's discussion.
XI.
COURSE/TOPICAL OUTLINE
Please note. Our course outline may be revised to address particular areas of interest related to
this course. Potential revisions will be discussed in class prior to making any changes. Class
content may also be modified during class sessions based upon learning needs and interests of
course participants.
The topical outline for this course will address the following content areas:
Session
Topic
Readings & Assignments*1
1
Understanding Research as Evidence as it
Readings:
Melnyk (2004): Chapters 5, 6, 10
relates to Advance Practice
(Friday
and 11
5 p.m-9 p.m.) Students/Faculty Introductions;
Syllabus/Course Overview
Melnyk (2010): Chapters 5, 6, 17,
Assignments Review (5-6:30 pm)
and 18
Zaccagnini: Chapters 3
Break (6:30 pm-7:15 pm)
(recommended)
Pavlish: Chapter 1 and 2
Online Assignments (7:15-7:45 pm)
Assignments: Please complete
the assigned readings prior to the
IRB Overview (7:45-8:45 pm)
class.
1
All readings are available online. Use the library’s Journals A-Z to locate the journal and article.
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
Session
1
(Saturday
9am-4 pm)
4
Topic
Wrap-up (8:45-9:00 pm)
Understanding Research as Evidence as it
relates to Advance Practice
Readings & Assignments*1
Assignments: Please complete thee
assigned readings prior to the
class.
Check-in, Questions, Discussion (9-9:30 am)
Readings:
Review of Research Concepts I (9:30-10:30
am)
Break: (10:30-10:50 am)
Review of Research Concepts II (10:50 12:00 pm)
Lunch: (12-12:45 pm)
Review of Statistics Concepts in ResearchDr. Bhimani (12:45-2:00 pm)
Break (2:00-2:20 pm)
Review of Research Critique: Systematic
Reviews and Meta-Analysis- Dr. Bhimani
(2:20-2:45 pm)
Williamson, G. R (2003).
Misrepresenting random sampling?
A systematic review of research
papers. Journal of Advanced
Nursing, 44 (3),
278-288.
(In-class activity article):
Tanabe, P., Ferket, K., Thomas,
R., Paice, J., & Marcantonio, R.
(2002). The effect of standard
care, ibuprofen, and distraction on
pain relief and patient satisfaction
in children with musculoskeletal
trauma. Journal of Emergency
Nursing, 28 (2), 118-125.
Critique of an article: Small Group
Discussions (2:45-3:15 pm)
Back to Large Group-Presentation from small
groups, 10 minutes each (3:15-3:45 pm)
2
(Friday 5-9
pm)
Wrap-up, next class expectations (3:45-4:00
pm)
Introduction to Evidence-Based Practice
(EBP)
Faculty-Topic Introduction (5-5:15 pm)
Introduction to Community Based
Collaborative Action Research (Dr. Margaret
Pharris-(5:15-6:30 pm)
Break: (6:30 pm-7:15 pm)
Introduction to EBP- Dr. Bhimani What is
EBP, Myths, Ethical Considerations, Barriers
to EBP, Determination of EBP (Ways of
knowing)-(7:15-8:45 pm)
DNP Program
St. Catherine University: Department of Nursing
Readings:
DiCenso: Chapters 1, and 2.
Melnyk (2004): Chapters 1, 2, 3.
Melnyk (2010): Chapters 1, 2, 3.
Pavlish: Chapter 3, 4, and 5.
Sackett, D.L., Rosenberg, W.M.,
Gray. J.A., Haynes, R.B., &
Richardson, W.S. (1996). What
evidence-based medicine is and
isn’t. British Medical Journal,
312, 71-72
Girard, NJ. (2008). Practice-based
Evidence. AORN, 87 (1), 15-16.
NURS 8520: Syllabus
5
Session
Topic
Wrap-up: (8:45-9:00pm)
Readings & Assignments*1
Lavin, M.A., Meyer, G., Krieger,
M., McNary, P., Carlson, J., Perry,
A., James, D, & Civitan, T. (2002).
Essential differences between
evidence-based nursing and
evidence-based medicine.
International Journal of Nursing
Terminologies and Classifications,
13(3), 101-106.
Zander, PE. (2007). Ways of
knowing in nursing: The
historical evolution of a concept.
The Journal of Theory
Construction & Testing, 11 (1),
7-11.
Westfall, JM, Mold, J, & Fagen, L.
(2007). Practice-based research:
Blue Highways on the NIH
Roadmap. JAMA, 297, 403-406.
2
(Saturday 9-4
pm)
Introduction to Evidence-Based Practice
(EBP)
Check-in, Questions, Discussion (9-9:30 am)
Readings:
Melnyk (2004): Chapter 6
Melnyk (2010): Chapter 6
DiCenso: Chapters 8, 9
Pavlish: Chapter 6
Asking the Clinical Question: How to
generate PICO question (9:30-10:00 am)
Think-Pair-Share: Student Activity (10:0010:30 am)
Break: (10:30-10:50 am)
Finding the Evidence- Dr. Bhimani (Review
of Matrix Method, Use of Agree Instrument)
(10:50-12:00 pm)
Assignments:
Student Presentations-Total
time 30 minutes (Content
Presentation 15-20 minutes,
Q&A 10 minutes)
(In-class activity articles):
Group 1- (Dr. Edinger, Janice,
Kristin, Sue Irle)
Lunch: (12:00 pm-12:45pm)
Large Group-(1:30-2:15pm)
Deborah Al-Shaer, D., Pamela D.
Hill, P. D., & Anderson, M. A.
(2011). Nurses’ Knowledge
and Attitudes Regarding Pain
Assessment and Intervention.
MEDSURG Nursing, 20 (1), 7-11.
Break (2:15-2:35 pm)
Group 2- (Natalie, Kathleen V, Jane):
Appraising Qualitative Research (Melnyk
Matthews, E., & Malcolm, C.
Use of Matrix-Small Group Activity (12:451:30 pm)
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
Session
6
Topic
Chapter 6, DiCenso Chapter 8)- Kristin
Schams -(2:40-3:10pm)
Appraising Systematic Reviews (DiCenso,
Chapter 9)-Meghann Pierce -(3:15-3:45pm)
Wrap-up, next class expectations (3:45-4:00
pm)
Readings & Assignments*1
(2007). Nurses' knowledge and
attitudes in pain management
practice. British Journal of Nursing,
16 (3), 174-179.
Group 3- (Darcy, Kathleen T,
Maureen):
McMillan, S. C., Tittle, M., Susan J.
Hagan, S. J., & Small, B. J. (2005).
Training Pain Resource
Nurses: Changes in Their
Knowledge and Attitudes. Oncology
Nursing Forum, 32 (4), 835-842.
Group 4- (Renee, Ann, Meghan):
Naser, E., Sinwan, S., & B. (2005).
Nurses’ Knowledge on Pain
Mangement. Singapore Nursing
Journal, 32 (2), 29-36.
Group 5- (Susan, Donna, Laurel):
Wilson, B., & McSherry, W. (2005). A
study of nurses’ inferences of patients’
physical pain. Journal of Clinical
Nursing, 15, 459-468.
3
(Friday 5-9
pm)
Critically Appraising the Evidence
Faculty-Topic Introduction (5-5:15 pm)
Health Care Interventions (DiCenso-Chapter
4)-Maureen Quick (5:15-5:45 pm)
Harm (Dicenso-Chapter 5)-Ann Sullivan (5:45-6:15 pm)
Dinner Dialogue with Student Panel about
EBP and Practice Patterns- Integrating the
evidence, evaluate practice change (Break6:20-7:40 pm)
Diagnosis (DiCenso, Chapter 6)- Janice James
-(7:45- 8:15 pm)
Prognosis (DiCenso, Chapter 7)- Laurel
Chelstrom -(8:15-8:45)
Wrap-up: (8:45-9:00pm)
DNP Program
St. Catherine University: Department of Nursing
Readings:
DiCenso: Chapters 4, 5, 6, 7
Melnyk (2004): Chapter 9, 11
Melnyk (2010): Chapter 9, 18
Pavlish: 7, 8, and 9
Assignments:
Student Presentations-Total
time 30 minutes (Content
Presentation 15-20 minutes,
Q&A 10 minutes)
Rycroft-Malone, J., Seers, K.,
Titchen, A., Harvey, G., Kitson, A.,
& McCormack, B. (2003).
What counts as evidence in
evidence-based practice? Journal of
Advanced Nursing, 47 (1), 81–90.
NURS 8520: Syllabus
Session
3
(Saturday 9-4
pm)
7
Topic
Critically Appraising the Evidence
Check-in, Questions, Discussion (9-9:30 am)
Readings & Assignments*1
Readings:
DiCenso: Chapters 9, 10, and 11
Melnyk(2004): Chapter 7, 9, 15
Melnyk(2010): Chapter 7, 8, 13
Introduction to National Guidelines, Expert
Opinions- Dr. Bhimani (9:30-10:15 am)
Patient Choices in EBP (Melnyk, Chapter 7)Kathleen Valusek - (10:15-10:45 pm)
Break: (10:45-11:05 am)
Assignments:
Student Presentations-Total
time 30 minutes (Content
Presentation 15-20 minutes,
Q&A 10 minutes)
Using Models and Strategies for EBP (Melnyk, (In-class activity articles):
Chapter 9/Melnyk, Chapter 8)-Ranking the
Evidence-Qualitative/Quantitative- Dr. Bhimani Group 1- (Dr. Edinger, Janice,
Kristin, Sue Irle)
(11:10-12:20 pm).
Lunch: 12:20 -1 pm
CBCAR- (Pavlish-Chapter 7)-Helen Jane
Peterson- (1:00-1:30 pm)
Teaching EBP in Academic Settings (Melnyk
Chapter 13/ Melnyk Chapter 15)-Kathleen
Tilton- (1:30-2:00 pm)
Break-(2:00-2:20 pm)
Critique of Reviews-Group Activity-(2:202:50 pm)
Moving from Action to Practice (DiCenso,
Chapter 10)- Donna Lupien (2:50-3:20 pm)
Changing Nursing Practice in an Organization
(DiCenso, Chapter 11)-Sue Irle (3:20-3:50
pm)
Wrap-up, next class expectations -(3:504:00pm)
Morgan, B., D., & White, D., M.
(2009). Managing Pain in Patients
with Co-Occurring Addictive
Disorders. Journal of Addictions
Nursing, 20, 41–48.
Group 2- (Natalie, Kathleen V, Jane)
Zhou, H., Roberts, P., & Horgan, L.
(2008). Association between selfreport pain ratings of child
and parent, child and nurse and
parent and nurse dyads: metaanalysis. Journal of Advanced
Nursing, 63 (4): 334-42.
Group 3- (Darcy, Kathleen T,
Maureen)
Sim, J., & Madden, S. (2008).
Illness experience in fibromyalgia
syndrome: A metasynthesis of
qualitative studies. Social Science &
Medicine 67, 57–67.
Group 4- (Renee, Ann, Meghan)
Walker, B. F., French, S. D.,
William Grant, W., & Green, S.
(2011). A Cochrane Review of
Combined Chiropractic
Interventions for Low-Back Pain.
Spine, 36 (3), 230–242.
Group 5- (Susan, Donna, Laurel)
Courtenay, M., & Carey, N. (2008).
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
8
Session
Topic
Readings & Assignments*1
The impact and effectiveness of
nurse-led care in the management of
acute and chronic pain: a review of
the literature. Journal of Clinical
Nursing 17, 2001–2013.
4
(Friday 5-9
pm)
Integrating All Evidence to Make Practice
Change Decisions
Faculty-Topic Introduction (5-5:15 pm)
Readings:
Melnyk (2004): Chapter 13, 14
Melnyk (2010): Chapter 16, 19
Pavlish: Chapter 10
Grant Writing-Guest Speaker (5:15-6:30 pm)
Break-(6:30-7:15 pm)
Basics of Focus Group: Case Study-Small
Group (7:15-8:15 pm).
Case Study-Large Group (8:15-8:45 pm).
4
(Saturday 9-4
pm)
Wrap-up: (8:45-9:00 pm)
Disseminate findings from evidence-based
practice to improve outcomes
Final Student Presentations
Check-in, Questions, Discussion (9-9:20 am)
1. Meghann (9:20-9:40 am)
2. Jane (9:40-10:00 am)
3. Sue Irle (10:00-10:20 am)
4. Laurel C (10:20-10:40 am)
Break: 10:40-11:00 am
5. Kristin (11:00-11:20 am)
6. Kathy Valusek (11:20-11:40 am)
7. Kathleen Tilton (11:40-12:00 pm)
8. Jan (12:00-12:20 pm)
Lunch: 12:20-1:00 pm
9. Donna (1:00-1:20 pm)
10. Ann (1:20-1:40 pm)
11. Maureen (1:40-2:00 pm)
12. Group 1 Susan (2:00-2:20 pm)
Break: 2:20-2:40 pm
13.
14.
15.
16.
Group 2 Natalie (2:40-3:00 pm)
Group 3 Renee (3:00-3:20 pm)
Group 4 Darcy (3:20-3:40 pm)
Group 5 Dr. Edinger (3:40-4:00 pm)
DNP Program
St. Catherine University: Department of Nursing
Assignments:
Student Presentations-Total
time 30 minutes (Content
Presentation 15-20 minutes, Q&A
10 minutes)
Student Presentations-Total
time 20 minutes (Content
Presentation 10 minutes,
Q&A 10 minutes)
NURS 8520: Syllabus
9
Session
Readings & Assignments*1
Topic
Wrap-up and final comments
Please note. The topical outline may be revised to address emergent issues and/or particular areas
of interest related to the underpinnings of the discipline of nursing. Potential revisions will be
posted on the D2L course site. Class content may also be modified during class sessions based
upon learning needs of course participants and considerations related to course objectives.
Practicum requirements:
Please maintain a log of your non-class practicum hour requirements. Specifically for this class,
record time includes but is not limited to collecting, reviewing and analyzing literature for your
project; discussions regarding the literature with classmates and other professionals; and writing
for the project.
XII.
COURSE ASSIGNMENTS AND GRADING
Assignments, assigned points, and due dates will be reviewed, revised, and/or developed by
students and faculty during our first class session (please see Appendix D for Assignment
Outlines).
Name of Assignment
Points
Seminar facilitation/participation
10 points
(objectives 1-3)
Weekly four Online
20 points (5
Discussions(objective 2)
points each)
CITI-Human Subject Training
S/U
Certificate (objective 2)
Written Assignment-Review of the
20 points
Literature(objectives 1-2)
Written Assignment-Integrating Multiple
20 points
Sources of Evidence(objectives 3-4)
Seminar presentation-Practice
30 points
Change Decision (objectives 5-6)
Practicum Assignments
Systems Change Project Practicum
(1-6)
100 points
%
10 %
Due Date
As Assigned
20%
S/U
Ongoing-End
of Semester
2/13/12
20%
3/11/12
20%
5/4/12
30 %
5/5/12
S/U
100%
S/U
Assignments:
Students are responsible for completing all course assignments and learning activities. Course
assignments are due at the beginning of class (5 PM) on the scheduled due date. Please submit
written assignments by using the Drop Box in our D2L course site. Assignments and papers will
be returned via the Drop Box in our D2L course site. Late assignments will not be accepted
unless you notify Dr. Bhimani by e-mail (rhbhimani@stkate.edu) or voice mail (651.690.8817)
prior to when the assignment is due. Thank you!
Grading Policy:
NURS 8520 must be taken for a grade and must be satisfactorily completed with a minimum
grade of B (87% of the total possible points). A minimum grade of C- (75% of total possible
points) must also be achieved for each course assignment. Assignments may be resubmitted once
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
10
if not completed satisfactorily the first time. Resubmitted assignments receive a maximum of
75% of total possible points for that assignment. If you have questions about how to complete a
particular assignment, please contact Dr. Bhimani.
Grading Scale:
The grading scale for NURS 8520 is as follows:
A 96 and over
B 87-89
C 78-80
A- 93-95
B- 84-86
C- 75-77
B+ 90-92
C+ 81-83
D+ 72-74
XIII.
D 69-71
D- 65-68
F 64 or below
COURSE POLICIES
Please note. Additional policies related to this course are located in the student policies for
the Doctor of Nursing Practice Program, located in the online Nursing Student Handbook.
Academic Integrity:
Please refer to the “Academic Integrity Policy” in the Graduate Academic Catalog.
Accommodations:
If you have a documented disability and believe you would benefit from accommodations, please
contact the Disabilities Coordinator in the O’Neill Center for Academic Development
(651.690.6563) to ensure that appropriate accommodations are implemented in a timely manner.
Please refer to the student policy in LeGuide: “Services for Students with Disabilities.”
Attendance:
The most significant learning activity is attendance and active participation in all class sessions.
Taking initiative in learning is a hallmark of advanced nursing practice. This requires preparation for
all class sessions, the belief that you have a unique and valuable perspective to offer to class
discussions, and the willingness to enter into to our class discussions. Therefore, attendance and
active participation and engagement in class discussions and learning activities will be noted. Please
e-mail or call Dr. Bhimani prior to class if you will be absent (rhbhimani@stkate.edu or
651.690.8817). Failure to attend class sessions results in implementation of the Performance Issue
Algorithm/Guided Improvement Plan described in the Name of Program Student Policies: Doctor of
Nursing Practice Student Polices 2012.
Since St. Catherine University is committed to the healthy well-being of our community, we
support The Centers for Disease Control and Prevention’s recommendations related to
communicable diseases that could be transferred during class activities. In the event that students
are unable to attend classes due to self-isolation recommendations, they should notify their
professors of their absence and arrange alternative activities.
Course Communication:
Please check your St. Kate’s e-mail for messages and updates related to the course frequently (at
least every 2-3 days). Faculty will respond to e-mail messages and voice mail messages within
24-48 hours, except on weekends and holidays. You are encouraged to discuss optimal means of
communication with course faculty. Grades will be posted in the online grade book on the D2L
site.
Evaluation:
Evaluation is an essential component of this course. Informal and formal evaluations will be
conducted during the course and evaluative data will be used by faculty to improve the course and
ensure that learning is being facilitated through teaching-learning activities and course
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
11
assignments. Online course and faculty evaluations are completed at the end of this course.
Information about how to complete these online evaluations will be sent by the Department of
Nursing staff, usually during the final week of the term or before the final class session.
Please note. Final course evaluations are confidential, only the Department of Nursing staff have
access to individual responses; only aggregated data are reported to faculty.
Inclusivity:2
Nurses are called to promote human dignity. In order to be aware of the ever changing
environment in nursing and health care, an open dialogue must be able to occur in a nonthreatening environment in which students and faculty can engage in discussions that are taking
place, challenge comments that are made, and evaluate aspects of the structural environment that
support injustice. Bringing attention to expressions of cultural bias is a way to model against
stereotyping. At any time, a moment of consideration can be called. This can and should be called
by anyone, student or faculty, in order to facilitate needed conversation around sensitive issues.
These moments are times for all of us to learn how to become more sensitive in our language and
actions. Such dialogues may pertain to stereotypes related to “race,” sex, religion, gender identity,
sexual preference, weight, economic status, and anything that can impact the dignity of persons,
including equitable treatment of patients and students. These moments of consideration should be
freely addressed in the classroom and are an essential aspect of learning in this course.
XIV.
PROFESSIONAL STANDARDS, WRITING AND TECHNOLOGY REQUIREMENTS
Professional Standards:
Faculty in the Department of Nursing use professional nursing standards in the development,
implementation, and evaluation of curricula. Professional standards are also used by nursing
faculty to promote and evaluate student learning.
In the Doctor of Nursing Practice Program, professional standards include:
 Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
 Core Competencies of Nurse Educators (NLN, 2005)
 The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006)
 International Council of Nurses Code of Ethics for Nurses (ICN, 2006 [All])
 NLNAC Accreditation Standards and Criteria: Clinical Doctorate (NLNAC, 2008)
 NONPF Practice Doctorate Nurse Practitioner Entry-Level Competencies (NONPF, 2006)
 Nursing: Scope and Standards of Practice (ANA, 2010)
 Nursing’s Social Policy Statement: The Essence of the Profession, 2nd Edition (ANA, 2010)
Writing and Technology Requirements:
Access to broadband internet is required for this course. The ability to write, use technology, and
communicate effectively is essential in advanced nursing roles. Professional nursing standards
and competencies for advanced nursing practice specifically address these skills. Courses in the
Doctor of Nursing Practice Program in Nursing are designed to provide opportunities for you to
learn and develop writing abilities and skills in using technology.
In NURS 8520, written assignments will be evaluated by faculty for (a) the logical flow of ideas
and organization of content; (b) spelling, grammar, and punctuation; and (c) the use of American
Psychological Association style (APA, 2010). If specific concerns are identified, you will be
encouraged to seek assistance with your professional writing skills, including the use of APA
style.
2
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
12
Congruence with University Mission:
NURS 8520 advances the “Goals of a Liberal Arts Education” at St. Catherine University by
challenging you to develop evidence based practice skills and function as a practice specialist in
leading the evaluation of evidence to determine and implement the best practice using a social
justice framework to your systems change project. Each of the “Goals of a Liberal Arts
Education” is related to one or more of the course objectives and consistent with the teaching and
learning activities used in this course.
XV.
TEXTBOOKS AND COURSE MATERIALS
Required Textbooks:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
DiCenso, A., Guyatt, G., & Ciliska, D. (2005). Evidenced-based practice. St. Louis, MO:
Elsevier Mosby.
Melnyk, B., & Fineout-Overholt, E. (2004). Evidence-based practice in nursing and health care:
A guide to best practice. Philadelphia: Lippincott Williams & Williams.
OR
Melnyk, B., & Fineout-Overholt, E. (2010). Evidence-based practice in nursing and health care:
A guide to best practice. Philadelphia: Lippincott Williams & Williams.
Pavlish, C., & Pharris, M. (2011). Community-Based Collaborative Action Research: A Nursing
Approach. Jones & Bartlett Learning
Required Articles:
As assigned in the weekly assignments.
Recommended Texts and Articles:
American Nurses Association. (2010). Code of ethics for nurses with interpretive statements.
Washington, DC: Author.
American Nurses Association. (2010). Nursing’s social policy statement: The essence of the
profession. Washington, DC: Author.
American Nurses Association. (2010). Nursing: Scope and standards of practice, 2nd edition.
Washington, DC: Author.
Conn, Y., Isaramalai, S., Rath, S., Jantarakupt, P., Wadhawan, R., & Dash, Y. (2003). Beyond
MEDLINE for literature searches. Journal of Nursing Scholarship, 35(2), 177-182.
Malloch, K., & Porter-O’Grady, T. (2006). Introduction to evidence-based practice in nursing
and health care. Boston: Jones & Bartlett Publishers.
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
13
Whittenmore, R. (2005). Analysis of integration in nursing science and practice. Journal of
Nursing Scholarship, 37(3). 261-267.
Whittenmore, R. (2005). Combining evidence in nursing research. Nursing Research, 54(1), 5662.
Whittenmore, R., & Knafl, K. (2005). The integrative review: Update methodology. Journal of
Advanced Nursing, 52(5), 546-553.
Zaccagnini, M., & White, K. (2010). The doctor of nursing practice essentials. Boston,MA: Jones
and Bartlett.
XVI.
LEARNING RESOURCES
Agency for Health Care Research and Quality http://www.ahcpr.gov/
The Center for Chronic Disease Outcomes Research
http://www.hsrd.minneapolis.med.va.gov/
CINAHL
http://web.ebscohost.com/ehost/search?hid=119&sid=efa4fb41-9797-450a-9deb83040aa28fd4%40sessionmgr102
Cochrane Library http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html
Geriatric Research Education and Clinical Centers (GRECCs)
http://www1.va.gov/grecc/
Health Services Research & Development Service
http://www.hsrd.research.va.gov/
MNCAT Twin Cities
http://saturn.oit.umn.edu/F/?func=file&file_name=find-b&local_base=tcmncat
Minnesota Department of Health http://www.health.state.mn.us/
National Center for Health Statistics http://www.cdc.gov/nchs/
PubMed http://www.ncbi.nlm.nih.gov/entrez/query.fcgi
References:
American Association of Colleges of Nursing. (2010). Doctor of Nursing Practice. Retrieved
from http://www.aacn.nche.edu/DNP/index.htm
The Purdue online Writing Lab: APA Formatting and Style Guide (2012). Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01/
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
14
SYLLABUS APPENDIX A
UNIVERSITY LIBERAL ARTS GOALS
AND DNP ESSENTIALS
St. Catherine University Liberal Arts Goals:
Leadership and Collaboration: The ability to lead and influence for ethical and responsible action and for
systemic change; the ability to work well with others, especially in joint intellectual effort.
Ethics and Social Justice: The ability to apply ethical standards to judge individual and collective actions;
the development of attitudes and behaviors that reflect integrity, honesty, compassion, and justice in one’s
personal and professional life.
Diversity and Global Perspectives: The ability to understand and analyze the impact of diversity and
systems of power and privilege on the individual and society; the ability to decipher and honor multiple
and global perspectives in creating mutual understanding; the ability to imagine and take action towards
justice.
Critical and Creative Inquiry: The ability to gather, analyze and critically evaluate information to develop
reasonable arguments, sound judgments, and effective solutions. This ability is founded on a broad
knowledge of the achievements of human creativity and of the variety of disciplinary approaches for
exploring truths.
Discipline-Based Competence: The ability to demonstrate in-depth knowledge, values and skills in at
least one major field of study and to relate disciplinary approaches to those of other fields.
Effective Communication in a Variety of Modes: The ability to read, write, speak and listen effectively;
the ability to present information in a clear and engaging manner.
Purposeful Life-long Learning: The ability to continue personal and professional development based on
ongoing self-assessment, feedback from others, and new learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (DNP Essentials):
Essential I.
Scientific Underpinnings for Practice
Essential II.
Organizational and Systems Leadership for Quality Improvement and Systems
Thinking
Essential III.
Clinical Scholarship and Analytical Methods for Evidence-Based Practice
Essential IV.
Information Systems/Technology and Patient Care Technology for the
Improvement and Transformation of Health Care
Essential V.
Health Care Policy for Advocacy in Health Care
Essential VI.
Interprofessional Collaboration for Improving Patient and Population Health Outcomes
Essential VII.
Clinical Prevention and Population Health for Improving the Nation’s Health
Essential VIII. Advanced Nursing Practice
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
15
APPENDIX B
NURS 8520: Advanced Evidence-Based Practice
Practicum Component (1 credit)
This assignment is for the practicum component of this course, NURS 8520, and relates to the
development of the systems change project. This component is 1 practicum credit (60 practicum hours)
and is evaluated by the faculty project advisor as “Satisfactory” or “Unsatisfactory.” This practicum
component must be successfully completed to fulfill course requirements and pass this course.
Purpose
The purpose of the practicum component in NURS 8520 is to continue work on the systems
change project, with an emphasis on accessing and analyzing the evidence available on the topic and
synthesizing this evidence in the literature review.
Student Responsibilities
Student responsibilities for the practicum component in NURS 8520 include the following:
1. Conduct a systematic review of the evidence regarding the topic of the systems change project.
2. Synthesize knowledge gained in NURS 8520 to access and analyze the evidence related to the topic of
the systems change project, synthesizing this evidence in the literature review.
3. Prepare and present the preliminary project presentation, integrating feedback from this presentation
into the systems change project.
For accreditation purposes, the student is required to spend a minimum of 60 total hours on the
systems change project which comprises the NURS 8520 clinical practicum component. For
accountability purposes, each student will document these practicum hours using the Clinical Practicum
Documentation Form (please see form in project handbook).
Faculty Advisor Responsibilities
Faculty responsibilities for the practicum component in NURS 8520 include the following:
1. Submit a “Satisfactory” or “Unsatisfactory” grade for the practicum component based on the
student’s completion of the “Student Responsibilities” identified for the practicum.
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
16
APPENDIX C
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
CLINICAL/PRACTICUM DOCUMENTATION FORM
Please use this form to document your clinical and/or practicum experiences included in your graduate coursework. Clinical is defined by the Department
of Nursing as: Faculty and/or preceptor-directed learning experiences in clinical and/or community agencies and settings. Practicum is defined as application of
classroom learning in student practice setting with no direct (onsite) faculty or preceptor supervision.
If you have questions about how to complete this form, please contact your course faculty/faculty project advisor. Thank you!
Date
Term/Year
Course Number
and Title
Practice
Site
Preceptor/
Mentora
Faculty
Evaluator
Description
of Clinical/Practicum Experienceb
C P
 
Total
Hours
Please note. aPlease include credentials of preceptor/mentor. bPlease  to indicate if experience is clinical (C) or practicum (P). Provide additional comments
about clinical/practicum experience on back of form.
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
17
APPENDIX D
ASSIGNMENT OUTLINES
Student Facilitation/Participation Expectations
Purpose: The purpose of the student presentation/discussion is for you to maximize your
leadership skills in helping to foster dialogue with your peers contributing to collaborative
learning.
Due Date: As Assigned
Directions: Information must be presented concisely, highlighting key areas. Presentations
should show depth of thought weaving-in elements from your reading, other literature, and your
project experiences. Guiding classroom dialogue should facilitate provocative questions and
discussion contributing/responding to the thoughts of your peers. Activity must be completed in
total of 30 minutes, with approximately 15-20 minutes spent on content and 10-15 minutes on
Q&A and wrap-up.
Grading Criteria
Dimension
Points
Description of the content
3
Connections to Clinical
Question
Dialogue and facilitation
3
Timeliness
1
TOTAL
10
DNP Program
St. Catherine University: Department of Nursing
3
Criteria
A complete, succinct, objective, and accurate
description of the issue is presented
Logical connection to personal Clinical
Question is outlined clearly
Dialogue is interactive and facilitates
discussion with peers
Activity completed in a timely manner
without feeling of haste/rush.
NURS 8520: Syllabus
18
Online Discussions
Purpose: The purpose of the online discussions is to apply evidence based concepts to maximize
your learning and to foster dialogue with your peers contributing to collaborative exchange of
ideas.
Due Date: Participation Requirements and Timeline- See D2L course site.
Directions: Students will be assigned to different groups. Weekly questions will be posted by the
instructors. Each student will be graded on these weekly questions, (four questions randomly, 5
points/question each; total 20 points). Students are required to initially post their response and
respond to at least one other peer’s comments in their assigned group in a timely manner as
applicable.
Grading Criteria: Online Discussion Forum Participation
100%
75%
50%
0%
Posted initial comments
to the D2L site on the
due date/time (by
discussion topic initial
comment due date).
Posted initial
comments within 48
hours (2 days) of the
discussion topic initial
comment due date.
Posted initial comments
within 49-96 hours (2-4
days) of the discussion
topic initial comment
due date.
No initial comment
posting within 96
hours (4 days) of the
discussion topic initial
comment due date.
Posted responses to the
D2L site on the due
date/time.
Posted responses to
others within 49-96
hours (2-4 days) of the
discussion topic initial
response due date.
Posted responses to
others within 97-144
hours (4-6 days) of the
discussion topic initial
response due date.
No responses posted
within 144 hours (6
days) of the discussion
topic initial response
due date.
Character/
Quality-2pts
Character of postings
demonstrates synthesis,
analysis, and
integration of ideas
from readings and other
students’ discussion
postings as related to
the discussion topic.
Interaction builds on
ideas of other members
and/or points out
strengths, weaknesses
of arguments.
Character of postings
indicated understand
of readings, but does
not demonstrate
adequate synthesis
analysis or integration
of ideas.
Character of postings is
limited, does not
demonstrate integration
of course materials
and/or contributes
minimally to the
discussion.
No postings within the
discussion period.
Quantity-1pt
Met minimum number
of responses per forum
directions. (e.g., one
initial comment and
ONE quality responses
to other students’
postings).
Less than minimum
number of responses
per forum directions.
(e.g., one initial
comment and ONE
LATE quality
responses to other
students’ postings).
Posted initial comment
but no quality
responses to other
students’ postings.
No postings within the
discussion period.
Timeliness
Part 1-1 pt.
(Initial
Comments)
Timeliness
Part 2-1pt
(Response to
Others)
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
19
NIH-Human Subject Training Certificate Assignment
Purpose: This assignment focuses on understanding ethical behaviors when engaging in basic
and applied research with human subject.
Due Date: 2/13/12-5 pm
Directions:
1. The url that links you to the human subjects training program that we recommend to students:
http://phrp.nihtraining.com/users/login.php
2.
Create your account, indication organization affiliation with College/University.
3. Complete Basic Research training modules.
4. Once completed, take a test as indicated.
5. Once you pass the training, you will be given your scores and training certificate,
please save it for your record and provide a copy to the faculty via assignment drop
box.
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
20
Written Assignment-Literature Review
Purpose: This assignment provide students with an opportunity to write an evidence-based
scholarly paper that addresses a clinical practical problem aimed at improving the reliability of
healthcare practice and outcomes for individuals and populations. The scholarly paper should be
approximately 8-10 pages in length with APA format (excluding title page, abstract and reference
pages).
Due Date(s): 3/11/12-5pm
Directions:
Title Page: Per APA Format
Abstract - The abstract is a short (150 word) summary of the scholarly paper. It should include:
title of the paper, statement of the research question, identification of the research literature
search parameters, brief statement of the answer to the question based on the analysis and
synthesis of the literature and implications for clinical practice. The abstract should be typed on a
separate page. Provide exact word count at bottom of abstract page.
Significance of the Problem/Topic
Identify the clinical topic and provide background about the importance and scope of the
problem. For clinical problems: Explain why this topic is relevant to
patients/families/communities and to nursing profession. Perhaps controversy exists regarding the
use of an intervention and this has been reported widely in the media creating uncertainty among
health care consumers. Does the problem have practically important consequences?
Statement of the Clinical/PICO Question
Identify a focused question that is derived from clinical practice or from a nursing perspective.
Appropriate clinical questions are formulated in terms PICO format.
Database Search/Articles selected
Describe the search strategies, search parameters (e.g., literature search limited to the last five
years and English language journals only), and the sources used to collect the evidence to answer
the question. Indicate publication types used to constrain the search (e.g., clinical trials, cohort
studies, meta-analyses) and identify keywords used for searching. It is expected that students will
use computerized data bases and will conduct a literature search within nursing and related fields.
The bulk of the evidence should be original research studies from professional refereed
journals. At least 7-10 studies should be reviewed and analyzed.
Critical Analysis of the Evidence Related to the Clinical Question
The central portion of the paper will be a critical analysis of the evidence concerning the clinical
question. Listed below are some factors to consider in analyzing the evidence. (This is not an
exhaustive list.) Inclusion of tables using matrix method comparing the various factors
across studies is a requirement of this section.
Purpose of the studies: What are the study purposes? Are the purposes consistent with the
clinical question?
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
21
Research Design: A clear pattern of findings established through a series of well-designed
studies will be more persuasive than findings from a single poorly controlled study. In this
section, the research designs used should be identified and their strengths and weaknesses should
be evaluated. In general, large clinical trials, double-blind studies, and well-controlled
experimental studies provide stronger evidence than studies that involve small samples and quasiexperimental designs or correlational designs.
Sampling: What populations have been studied? How well do these match the population in
which the student is interested? What sampling method was used? What are the sample
characteristics (e.g., gender, age, ethnicity, and other pertinent variables)? How large was the
sample? Was the sample size justified through the use of power analysis? Did investigators
adequately address reasons for attrition of subjects?
Human Subjects Issues: How did investigators protect their human subject? E.g., was the
study's methodology approved by an IRB? How was informed consent obtained? Were there any
unresolved issues related to selection/assignment of subjects and/or interventions used?
Extraneous variables: Did the study control for confounding/extraneous variables?
What were they? Were there extraneous variables that were not adequately controlled?
For questions concerning interventions: What was the intervention offered?
Were there variations in the exact nature of the intervention, the intensity (e.g. number and length
of group sessions), "dosage", etc. What type of intervention (if any) did the control group subjects
receive?
What outcome measure have researchers used: E.g., how have they measured effectiveness?
How are the outcomes measured? Do researchers use the same types of outcome measures or are
they quite different? (If there are major differences in outcome measures it can be difficult to
compare study outcomes). What was the length of follow-up of the outcome measurement across
the studies?
Are there any adverse effects of the intervention or diagnostic procedure? Are the likely
benefits worth the potential harm and cost?
Study variables: What are the variables of interest and how did the researchers measure them? If
researchers used questionnaires or other tools, are they comparable across studies? Have the
researchers used established measures with acceptable reliability and validity or did they create
their own data collection instruments?
Statistical Analysis: What kinds of statistical analyses were used and were they appropriate?
Were the statistical analyses comparable across studies? E.g., did t
t-tests, etc.)?
Study Findings: What were the study findings? Did the authors find statistically significant
results? In the table(s), report the statistics used and the p-values.
Is there a clear pattern of findings in regard to the evidence?
The Synthesis "Answer" to the Clinical Question
Formulate an answer to the clinical question. What does the evidence suggest? In the case of
intervention questions, is there clear evidence that the intervention is effective (or the diagnostic
procedure useful) with the population in which the student is interested?
DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus
22
Grading Criteria
Dimension
Abstract
Points
2
Significance of the Clinical
Problem
3
PICO
2
Database Searches
2
Analysis of the literature
5
Synthesis of the evidence
based on the literature
review
5
Organization, Style,
Spelling, Grammar
1
Total
20
DNP Program
St. Catherine University: Department of Nursing
Criteria
Summary is succinct with 150 word limit,
which captures the essence of the entire paper.
Clearly explains the topic and background of
the clinical project issue. Justifies the
rationale/need for the critical literature review
as it relates to evidence based practice change
project.
Clear statement of the clinical problem in PICO
format is provided
Succinct and brief explanation of the literature
databases searched. (Years covered; type of
initial databases searched and why; description
of key search term selection). Narrative
description of the data abstraction process used
and the description of characteristics of
literature included/excluded and rationale for
such inclusion/exclusion.
Incorporates non-research sources as
appropriate to provide definitions of important
topic, historical/theoretical perspectives on the
topic, or additional background information.
Uses 7-10 original research articles to analyze
evidence from the literature as it relates to the
clinical practice problem. Critically reviews
and analyzes the research literature.
Synthesizes and summarizes current state of
knowledge on the topic. Identifies flaws, gaps,
and/or inconsistencies revealed by the critical
analysis of the literature. Describes how the
findings from critical analysis would be
incorporated into the student’s clinical change
project.
The paper is logical, complete, well
synthesized, and grammatically correct. Page
limit is observed. There are no spelling errors.
Correct APA format is utilized.
NURS 8520: Syllabus
23
Written Assignment: Integrating Multiple Sources of Evidence
Purpose: Doctoral students are expected to complete a rigorous project change based on the
multiple sources of evidence for the DNP program. Students work on this project truly began with
the first didactic courses. The final project will ultimately be a synthesis of knowledge gained and
scholarly work completed in all DNP courses with a focus toward improvement of a clinical
practice problem. The assignment integrates all types of evidence and purposefully dovetails all
components into a comprehensive document. Syntheses of the evidence from diverse sources are
used to evaluate practice patterns against national benchmarks to determine variances in
outcomes and explore alternative solutions surrounding clinical problems to improve healthcare
outcomes. The scholarly paper should be approximately 18-20 pages in length with APA format
(excluding title page, abstract and reference pages).
Due Date(s): 5/4/12-5pm
Directions:

Title Page: Per APA Format

Abstract
 The abstract is a short (150 word) summary of the scholarly paper. The abstract
should be typed on a separate page. Provide exact word count at bottom of abstract
page.
Background and Significance of the Clinical Practice Problem
 Provide a brief overview of the problem and provide rationale for this problem as
significant and a priority topic in nursing
PICO Statement and Purpose Statement for Scholarship Change Project
 State your clinical practice question (PICO). Clinical question should have a logical
flow from introduction.
 Try to limit the purpose to a few sentences.
Synthesis/Evidence from the Review of the Literature
 Provide narrative synthesis from previous paper on the state of the art
information/evidence available from the literature (from previous assignment).
National Practice Guideline Review
 Description of process for national/institutional guidelines review for content
that is appropriate to the problem.
 Types of Guideline Review Databases searched (National Guideline
Clearinghouse, Cochrane Collaboration, Others)
 High Level narrative description of AGREE results (No more than 1
paragraph).
 Narrative description of the overall findings and refer to the appropriate table
in the appendix as applicable.
Systematic Reviews
 Description of existing systematic reviews.
 Critique at least one systematic review related to your clinical practice
problem.
 Follow up on seminal evidence.
Ranking and Type/Level of Evidence
 Narrative description of Ranking of Type/Level of Evidence as well as
summary of findings. This section should analyze/integrate the guidelines






DNP Program
St. Catherine University: Department of Nursing
NURS 8520: Syllabus


24
and literature to determine the comprehensive strength of what is known
about the clinical problem. You should use established evidence rankings
according to pre-established categories. Use of table is recommended.
Integrative Review
 Provide overall narrative through synthesis of literature including
current/seminal/landmark literature, national guidelines, and systematic
reviews.
 Support all of the above with tables and appendices as needed.
Summary of Recommendations
 Summarize recommendations for protocol, guideline, policy, procedure
recommendation, nursing interventions/activities, clinical care
recommendations and/or or another type of synthesis product based.
 Include clear, brief, statement of the recommendations
 Evidence in support of the recommendations
 Organize the recommendations with supporting evidence.
 Review the general state of the literature, what your determinations were (for
change to guideline/practice), and how your project will be addressing
priority clinical practice problem.
Grading Criteria
Dimensions
Introduction
Abstract
PICO
Review of the
Literature
Points
1
S/U
1
2
National Guideline
Review
3
Systematic Reviews
3
Ranking and
Type/Level of
Evidence
3
Integrative Review
3
DNP Program
St. Catherine University: Department of Nursing
Criteria
Clearly explains the topic and background of the clinical
project issue. Justifies the rationale/need for the critical
literature review as it relates to evidence based practice
change project.
Provides overall understanding of the paper succinctly.
Word limit of 150 is observed.
Clear statement of the clinical problem in PICO format
Narrative overview of literature database search and
description of key search term selection with
inclusion/exclusion criteria is provided.
Clear and concise narrative synthesis from previous paper
on the state of the art information/evidence available from
the literature review (from previous assignment).
Relevant description of process for national/institutional
guidelines review for content that is appropriate to the
problem is included. If no national guidelines exist,
regional and local guideline(s) are included.
Description of existing systematic reviews.
Provide critique of at least one systematic review related
to the clinical practice problem that is available. Include
narrative description of AGREE tool results.
Narrative description of Ranking of Type/Level of
Evidence as well as summary of findings is well
articulated. Both level and strength of the evidence is
used to analyze/integrate the guidelines and literature to
determine the comprehensive picture what is known about
the clinical problem is provided.
Evidence from appropriate multiple sources is identified.
NURS 8520: Syllabus
Dimensions
25
Points
Recommendation
Summary
3
Organization, Style,
Spelling, Grammar
1
Total
20
DNP Program
St. Catherine University: Department of Nursing
Criteria
Gaps in the clinical knowledge related to the clinical
problem is identified and linked to support the clinical
change project/PICO.
Include clear, brief, statement of the recommendations
based on the multiple source of evidence is integrated and
used in support of the recommendations. Organize the
recommendations with supporting evidence.
The paper is logical, complete, well synthesized, and
grammatically correct. Page limit is observed. There are
no spelling errors. Correct APA format is utilized.
NURS 8520: Syllabus
26
Seminar Presentation
Purpose: The purpose of this activity is to articulate your DNP project from evidence based
perspective. Topic of the seminar will be based on your DNP project with input from evidence
from multiple sources including national/regional/local benchmarks, social justice and ethical
considerations.
Due Date: 5/5/12-As assigned
Directions:
1. Each student will have responsibility for facilitating/leading one 20 minutes (10-15 minutes
on content, 5 minutes on Q&A) power point presentation. Please maintain appropriate
time frame, you will NOT be given more than 20 minutes to present and respond to
class mates’ questions/feedback.
2. Create a PowerPoint using at most 8 slides (excluding title and references).
3. This presentation is the culmination of the evidence based practice perspective learned in this
semester and as applied to your project.
4. As the leader, you will be presenting your DNP project from EBP perspective to the group and
articulating your clinical change project design. Be sure to include following component:
1. Introduction,
2. Identification of the Problem or Issue,
3. Review and Synthesis of the Literature,
4. Multiple Sources of evidence
5. Stakeholders/Patients/Organization Context and Resources
6. Ethical issues and Social Justice Issues inherent in the change project.
7. Proposed Solution based on the Evidence
8. Summary Recommendation and Evaluation Method.
Grading Criteria
Dimension
Points
Power Point Presentation
5
Critical Thinking
5
Scholarliness
5
EBP
5
Social Justice and Ethical
Considerations
5
Discussion/Facilitation
TOTAL
5
30
DNP Program
St. Catherine University: Department of Nursing
Criteria
PowerPoint was professional, addressed
topic areas, and was delivered in allotted
timeframe
Presentation reflected critical thinking and
had logical connections to the DNP Project.
Presentation demonstrated scholarliness as
evident in the synthesis of the ideas and
based on evidence.
Concepts pertinent to multiple sources of
evidence are clearly identified using the
DNP project.
Clear arguments are made for proposed
change using social justice, cultural
sensitivity and ethical issues perspectives.
Student facilitated the discussion well.