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Evidence based nursing Answering three topic question the following questions you will need to answer are as follows. - What are clinical guidelines and how are they linked with EBP? - Describe how...

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Evidence based nursing
Answering three topic question
the following questions you will need to answer are as follows.
 - What are clinical guidelines and how are they linked with EBP?
 - Describe how research evidence is hierarchical.
 - Discuss the ethical considerations that need to be considered when evaluating healthcare research.
These topic questions will be drawn content from weeks 1-3. Please use the topic questions as headings within your assessment. You do not need to include an introduction or conclusion. You also do not need to include a table of contents. Ensure your end-text reference list starts on a new page as per SNM guidelines. This is to be written in third person.
Answering three topic question
Length 900 words (Appr0ximately 300 word per question )
Must give reference at least 3 per question and at the end text minimum of seven reference 7 year old or less from a mixture of journal articles, books and credible websites
Please do not make assignment out of topic
Please go through with ru
ic as well which I have attached with this assignment

Unit Plan

Well Below Average (<25%) Below Average (26-49%) Pass/Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%)
C
o
n
te
n
t
Does not address assessment
item. No evidence to support
main ideas. Unable to
demonstrate an understanding of
the main ideas or concepts. No
credible sources used to support
main ideas.
Does not or poorly addresses
assessment item. Insufficient evidence
to support main ideas. Unable to or
poorly demonstrates an understanding
of the main ideas or concepts. Ideas are
not relevant to the topic. Limited
eferencing to support ideas.
Assessment item addressed at a
superficial level. Minimal evidence to
support main ideas. Able to demonstrate
an understanding of the main concepts
at a basic level. Some ideas presented
have relevance to the topic.
Most parts of the assessment item
addressed at a satisfactory level and
supported by adequate evidence. Able
to demonstrate an understanding of
the main concepts. Most ideas
presented have relevance to the topic.
All parts of the assessment item
addressed at a good level and
supported by quality evidence. Able to
demonstrate a solid understanding of
the main concepts. Most ideas
presented have relevance to the topic.
Content fully addresses all parts of the
assessment item. Thorough exploration of
concepts and well-formed ideas, supported
y high quality evidence. Able to
demonstrate an in-depth understanding of
the main concepts. All ideas presented
have relevance to the topic.
XXXXXXXXXX XXXXXXXXXX
A
p
p
lic
at
io
n
o
f
C
i
ti
ca
l
Th
in
ki
n
g
Does not demonstrate critical
thinking appropriate to
equired level. No application
of professional practice and/or
evidence based thinking to
assessment item.
Poorly demonstrates critical thinking
appropriate to required level. Poor
application of professional practice
and/or evidence based thinking to
assessment item.
Limited demonstration of critical
thinking appropriate to level of
education. Limited application of
professional practice and/or
evidence based thinking to
assessment item.
Demonstration of critical thinking
appropriate to level of education.
Application of professional practice
and/or evidence based thinking to
assessment item.
Very good demonstration of
critical thinking appropriate to
level of education. Very good
application of professional
practice and/or evidence based
thinking to assessment item.
Excellent demonstration of critical
thinking appropriate to level of
education. Excellent application of
professional practice and/or evidence
ase to practice in assessment.
XXXXXXXXXX XXXXXXXXXX
St
u
ct
u
e
a
n
d

P
e
se
n
ta
ti
o
n

The assignment does not
conform to the structure of the
assessment item. No
introduction to the
assessment. Poor or non-
existent paragraphing. No
logical/cohesive development
of ideas. No summation of key
points in conclusion.
Does not comply with ECU
SNM Assignment Presentation
Guidelines.
Limited aspects conform to the
structure of the assessment item. Poor
introduction to the assessment. Limited
paragraphing. Omits or poor summation
of key points in conclusion.
Poorly complies with ECU SNM
Assignment Presentation Guidelines.
Does not follow specific assignment
instructions as per Unit Semester Plan
Some aspects conform to the
structure of the assessment item
ECU SNM Assignment Presentation
Guidelines. Limited introduction of
topic and summation of key points in
conclusion. Minimal paragraphing,
and logical/cohesive development of
ideas.
Complies with ECU SNM Assignment
Presentation Guidelines. Follows
specific assignment instructions as
per Unit Semester Plan. Introduction
adequately introduces topic and
summarises key points in conclusion.
Paragraphing is evident, and there is
a logical/cohesive development of
ideas in some of the assessment
item.
Complies with ECU SNM
Assignment Presentation Guidelines
to a very high standard. Follows
specific assignment instructions as
per Unit Semester Plan completely.
Very good introduction of topic and
summation of key points in the
conclusion that reflects the student’s
position and provides clear insights
into the issue. Very good
paragraphing, and logical/cohesive
development of ideas in most of
assessment item.
Complies with ECU SNM Assignment
Presentation Guidelines to an excellent
standard. Follows all specific
assignment instructions as per Unit
Semester Plan. Excellent introduction
of topic and strong summation of key
points in the conclusion that reflects the
student’s position and provides clear
insights into the issue. Excellent
paragraphing and logical/cohesive
development of ideas throughout.
XXXXXXXXXX XXXXXXXXXX
R
ef
e
e
n
ci
n
g
Referencing does not follow
instructions in the ECU APA
Referencing Guide. In text and/or
end-text referencing has multiple
e
ors. Includes references in
conclusion.
Referencing poorly follows instruction in
the ECU APA Referencing Guide. In
text and/or end-text referencing has
many e
ors. Includes references in
conclusion.
Mainly adheres to instruction in the ECU
APA Referencing Guide. In text and/or
end- text referencing has some e
ors.
Adheres to instruction in the ECU
APA Referencing Guide. In text
and/or end-text referencing has
few e
ors.
Adheres to instruction in the ECU
APA Referencing Guide. In text
and/or end-text referencing has very
few e
ors.
Completely adheres to all instruction in
the ECU APA Referencing Guide. In text
and/or end-text referencing has no
e
ors.
XXXXXXXXXX
Low Proficiency Developing Proficiency Moderate Proficiency High Proficiency
En
gl
is
h

La
n
gu
ag
e
P
o
fi
ci
en
cy

Multiple grammatical, spelling and
punctuation e
ors were present
throughout. Sentence structure
poor making it difficult to
determine meaning.
Many grammatical spelling and
punctuation e
ors were present and
needs improvement. Sentence structure
needs improvement.
Mostly co
ect grammar, spelling and
punctuation evident throughout.
Sentence structure acceptable but
needs improvement.
Mainly co
ect grammar, spelling and
punctuation. Very few e
ors.
Sentence structure was of a good
standard.
Grammar, spelling and punctuation
were e
or free. Sentence structure of
a high standard. Effective use of all
sentence and paragraph writing
conventions were clearly
demonstrated. Logical application of
arguments throughout paper.
Grammar, spelling and punctuation were
e
or free. Sophisticated use of all
sentence and paragraph writing
conventions were clearly demonstrated.
Logical application of arguments
throughout paper.
XXXXXXXXXX
SNM Ru
ic 2021
Answered 1 days After Feb 25, 2022

Solution

Deblina answered on Feb 25 2022
107 Votes
Evidence Based Nursing         2
EVIDENCE-BASED NURSING
Link Between Clinical Guidelines and Evidence-Based Practices
Clinical practice guidelines are refe
ed to the recommendations suggested by the healthcare professionals to guide patients with specific conditions. These recommendations are based on the best available research pieces of evidence and practice experiences. These guidelines are used to reduce the inappropriate variations in practice. Clinical guidelines provide a proper phenomenon and a mechanism according to which the health care professionals are more accountable for the clinical activities (NIH, 2022). Most of the developments and evaluations of critical guidelines have occu
ed in the field of medicine.
However, health professionals have more trust in clinical guidelines that are based on evidence-based research because it gives a clear emphasis on the assessment of the benefits and harms of alternative care options. Evidence-based guidelines are more relevant in terms of clinical guidelines that provide a comprehensive development statement to assess the health practitioner and patient decision about their particular healthcare in a specific clinical situation (Al-Yaseen et al., 2022). Evidence-based practice is a comprehensive integration of clinical expertise or expert option that is based on effective knowledge, judgment, and critical reasoning which has been extensively acquired from training and professional experiences. Moreover, evidence-based practices in the clinical sector are developed over time with effective integration and collaboration of the research shreds of evidence, patient's value and circumstances, clinical expertise, and other relevant information that are exclusively significant from the context of the clinical practice (Lindström & Bernhardsson, 2018).
Health professionals provide professional services according to the specific clinical guidelines. Evidence-based practices are also important to be considered in designing the clinical guidelines as it aims to provide the most effective care that is available in order to improve patient outcomes. It also enhances patients' expectations who generally expect to receive the most effective care that is based on the best available shreds of evidence.
Hierarchy of Research Evidence    
The hierarchy of evidence is the best possible constituent of...
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