Johns Hopkins Nursing Evidence-Based Practice Assignment Paper

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Johns Hopkins Nursing Evidence-Based Practice Assignment Paper

Critical Appraisal Tool Worksheet Template

Evaluation Table

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 3A: Critical Appraisal of Research

Full APA formatted citation of selected article.	Article #1	Article #2	Article #3	Article #4
Full APA formatted citation of selected article.
Evidence Level * (I, II, or III)	Johns Hopkins Nursing Evidence-Based Practice Assignment Paper
Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**
Design/Method Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).	ORDER HERE A PLAGIARISM-FREE PAPER
Sample/Setting The number and characteristics of patients, attrition rate, etc.
Major Variables Studied List and define dependent and independent variables
Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done).
Data Analysis Statistical or Qualitative findings (You need to enter the actual numbers determined by the statistical tests or qualitative data).
Findings and Recommendations General findings and recommendations of the research
*Appraisal and Study Quality Johns Hopkins Nursing Evidence-Based Practice Assignment Paper* Describe the general worth of this research to practice. What are the strengths and limitations of study? What are the risks associated with implementation of the suggested practices or processes detailed in the research? What is the feasibility of use in your practice?
Key findings
Outcomes
General Notes/Comments

*These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide

Level I

Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis Johns Hopkins Nursing Evidence-Based Practice Assignment Paper

Level II

Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

Level III

Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

Level IV

Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

Level V

Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

**Note on Conceptual Framework

The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework

Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper

Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

References

The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing evidence-based practice: appendix C: evidence level and quality guide. https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your house. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. https://academicguides.waldenu.edu/library/conceptualframework

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 3A: Critical Appraisal of Research

Full APA formatted citation of selected article.	Article #1	Article #2	Article #3	Article #4
Full APA formatted citation of selected article.	Mejia-Lancheros, C., Lachaud, J., O’Campo, P., Wiens, K., Nisenbaum, R., Wang, R., … & Stergiopoulos, V. (2020). Trajectories and mental health-related predictors of perceived discrimination and stigma among homeless adults with mental illness. PloS one, 15(2), e0229385. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper https://doi.org/10.1371/journal.pone.0229385	Werremeyer, A., Mosher, S., Eukel, H., Skoy, E., Steig, J., Frenzel, O., & Strand, M. A. (2021). Pharmacists’ stigma toward patients engaged in opioid misuse: When “social distance” does not mean disease prevention. Substance Abuse, 42(4), 919-926. https://doi.org/10.1080/08897077.2021.1900988	Sherwood, D. A. (2019). Healthcare curriculum influences on stigma towards mental illness: Core psychiatry course impact on pharmacy, nursing and social work student attitudes. Currents in Pharmacy Teaching and Learning, 11(2), 198-203. https://doi.org/10.1016/j.cptl.2018.11.001	Al Saif, F., Al Shakhoori, H., Nooh, S., & Jahrami, H. (2019). Association between attitudes of stigma toward mental illness and attitudes toward adoption of evidence-based practice within health care providers in Bahrain. PloS one, 14(12), e0225738. https://doi.org/10.1371/journal.pone.0225738
Evidence Level * (I, II, or III)	Level III	Level III	Level III	Level III
Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**	The article uses Group-Based Trajectory Model framework to evaluate discrimination and stigma trajectory groups.	No conceptual framework	No conceptual framework	No conceptual framework
Design/Method Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).	Home/Chez Soi randomized trial Inclusion Criteria- Must be 18 year and homeless Exclusion Criteria- individuals with mental illnesses but with no substance abuse	The study involves a survey on social distance. Inclusion: Must be a pharmacist Exclusion: Experience with a vignette patient	The study involved a survey on social work, pharmacy and nursing students. Inclusion: Must be nursing, social work or pharmacy students. Exclusion: Engaging in a pre and post-course on stigmatization	The study engaged cross-sectional study. Inclusion: the healthcare providers needed to be from primary care and mental health services. Exclusion: The mental health services participants were from the country’s main psychiatric hospital
Sample/Setting The number and characteristics of patients, attrition rate, etc. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper	414 participants with discriminatory and stigma trajectories	187 participants to evaluate frequency and likelihood of social distance.	Engaged 154 pre-course (12 social work, 47 nursing and 95 pharmacy) and 128 post-course nursing students in social work, pharmacy, and nursing (11 social work, 38 nursing and 79 pharmacy)	547 health care providers with 273 being primary care givers while 274 being from the mental health services.
Major Variables Studied List and define dependent and independent variables	Dependent Variables– Discrimination and Stigma Independent Variables- homelessness and mental disorders	Dependent variable- Opioid patients Independent Variable- Pharmacists’ Social distance	Dependent Variable-Psychiatric coursework Independent variable– Student’s perception	Dependent Variables- Mental ill patients Independent variables- Clinician’s stigma attitudes
Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done).	Outcome and mental health measures to identify unfair treatment due to a patient mental disorder	Social distance scale, Attitudinal and demographics measurements.	Stigma levels using the Opening Minds Scale for Health Care Providers (OMS-HC) in pre and post	The study engaged Evidence-Based Practice Attitude Scale (EBPAS) and OMS-HC in measuring level of stigma among the clinicians.
Data Analysis Statistical or Qualitative findings (You need to enter the actual numbers determined by the statistical tests or qualitative data).	Ethno-racial status and discrimination history within healthcare environment led to either high or low stigma trajectory group	59% respondents showed existence of SDS score	OMS-HC was 30.6 ± 5.47 in pre-course and 31.05 ± 6.82	No statistical difference between the two scales since they resulted to (p = 0.146)
Findings and Recommendations General findings and recommendations of the research	Adults with mental health and homelessness face stigma and discrimination thus the need to engage effective policies to intervene the condition. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper	Social distance leads to reduction of engaging the patients in therapeutic relationships	Course work has no effect on improvement of healthcare providers and students.	There were varying stigma levels for individuals that engaged in EBPAS thus the need for healthcare sector to engage in evidence-based practices
*Appraisal and Study Quality* Describe the general worth of this research to practice. What are the strengths and limitations of study? What are the risks associated with implementation of the suggested practices or processes detailed in the research? What is the feasibility of use in your practice?	The study is effective since it will reduce stigma and discrimination among the homeless patient population thus no risk in implementing the policy and its viable in my practice to ensure healthcare professional uphold work ethics to improve patient outcomes.	The study is relevant since it helps identify the gap between pharmacists and opioid use patients. The policy is not inclusive since it involves only pharmacists with less than 10 years in opioid use disorder since those with over ten years also need refresher courses on how to deal with the issue.	The study strength lies on its objectivity in evaluating bot pre- and post-course students’ perceptions. Hence, the study is essential to help healthcare educators formulate other means to reduce stigma among nurses.	The study is effective since it proves the need to engage in evidence-based practices within healthcare for better patient outcomes.
Key findings	Various Mental disorders like major depressive disorder and being suicidal exposes patients to stigma and discrimination.	Pharmacists did not see any issue performing their pharmacy duties to the opioid patients though social distance always happens when needed to form therapeutic relationships.	Current healthcare education does not impact student perception on stigma. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper	Mental health services participants had limited stigma instances compared to the participants from primary care services.
Outcomes	Need to engage in better strategies rather than housing first treatment.	Such factors may increase cases of discrimination and stigmatizing opioid use patients.	Such factor may lead these healthcare providers to continue subjecting the patients to stigma thus impacting the patient outcomes.	There is a need to let mental health department deal more with mental health issues for better patient outcomes.
General Notes/Comments	There is a need to implement policies for homeless people with mental disorders.	Pharmacists needs training to effectively know how to handle opioid use patients.	More strategies to improve healthcare student perception before transitioning is essential.	There is a need to establish more mental health care services to improve mental health patient well-being. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper

References

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between attitudes of stigma toward mental illness and attitudes toward adoption of evidence-based practice within health care providers in Bahrain. PloS one, 14(12), e0225738. https://doi.org/10.1371/journal.pone.0225738

Mejia-Lancheros, C., Lachaud, J., O’Campo, P., Wiens, K., Nisenbaum, R., Wang, R., … & Stergiopoulos, V. (2020). Trajectories and mental health-related predictors of perceived discrimination and stigma among homeless adults with mental illness. PloS one, 15(2), e0229385. https://doi.org/10.1371/journal.pone.0229385

Sherwood, D. A. (2019). Healthcare curriculum influences on stigma towards mental illness: Core psychiatry course impact on pharmacy, nursing and social work student attitudes. Currents in Pharmacy Teaching and Learning, 11(2), 198-203. https://doi.org/10.1016/j.cptl.2018.11.001

Werremeyer, A., Mosher, S., Eukel, H., Skoy, E., Steig, J., Frenzel, O., & Strand, M. A. (2021). Pharmacists’ stigma toward patients engaged in opioid misuse: When “social distance” does not mean disease prevention. Substance Abuse, 42(4), 919-926. https://doi.org/10.1080/08897077.2021.1900988

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

THIS WILL BE THIS ASSIGNMENT>>>>>> Part 3B: Critical Appraisal of Research. YOU WILL UTILIZE PART 3A TO COMPLETE PART 3B

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

8 RESOURCES – 4 ARTICLES, 2 OUTSIDE RESOURCES THAT SUPPORT and at least two course resources

Williamson, K. M. (2009). Evidence-Based Practice: Critical Appraisal of Qualitative Evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202â€“207. https://doi.org/10.1177/1078390309338733

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 5, â€œCritically Appraising Quantitative Evidence for Clinical Decision Makingâ€ (pp. 124â€“188)
Chapter 6, â€œCritically Appraising Qualitative Evidence for Clinical Decision Makingâ€ (pp. 189â€“218)

Fineout-Overholt, E. , Melnyk, B. , Stillwell, S. B. & Williamson, K. M. (2010). Evidence-Based Practice Step by Step: Critical Appraisal of the Evidence: Part I. AJN, American Journal of Nursing, 110 (7), 47-52. doi: 10.1097/01.NAJ.0000383935.22721.9c.

Fineout-Overholt, E. , Melnyk, B. M. , Stillwell, S. B. & Williamson, K. M. (2010). Evidence-Based Practice, Step by Step: Critical Appraisal of the Evidence: Part II. AJN, American Journal of Nursing, 110 (9), 41-48. doi: 10.1097/01.NAJ.0000388264.49427.f9. Johns Hopkins Nursing Evidence-Based Practice Assignment Paper