ࡱ> fhabcdeU bjbjnn Naaz<66vvvjjj !j0##### EGGGGGG$`kvi@k##8#R#EET"#@L10 (  v<kk 6B x: FLORIDA ATLANTIC UNIVERSITY CHRISTINE E. LYNN COLLEGE OF NURSING COURSE SYLLABUS SEMESTER: Summer 2016 COURSE NUMBER: NUR4945 COURSE TITLE: Evidence-Based Nursing Practice COURSE FORMAT: Live CREDIT HOURS: 2 COURSE SCHEDULE: This is an online course. PREREQUISITES: NUR 4165 COREQUISITES: NUR 4945L FACULTY: Teresa J. Sakraida, PhD, RN Associate Professor Christine E. Lynn College of Nursing, Room 339 HYPERLINK "mailto:tsakraida@fau.edu" \htsakraida@fau.edu OFFICE HOURS: Check in times for online course messages are Monday, Wednesdays, and Fridays. Tuesdays 9:30A- 12P and by appointment COURSE DESCRIPTION: Explores models of evidence-based practice and quality improvement. Student groups collaborate with designated nursing leaders to address a practice issue. Employs systematic investigation and critical appraisal and synthesis of available evidence to develop a data-based quality improvement project. COURSE OBJECTIVES: Upon completion of NUR4945, the student will be able to create caring nursing responses in: * Becoming competent 1. Apply appropriate information management technology skills to locate and appraise evidence for practice. (Program Outcome 1-12; Essentials IV, III). Becoming compassionate 2. Describe models of evidence-based practice to address practice issues identified in nursing situations. (Program Outcome 1-12; Essential III, VI). Demonstrating comportment 3. Collaborate with peer team and assigned unit leaders to identify potential unit specific quality improvement projects. (Program Outcome 1-12; Essentials II, III, VI). Becoming confident 4. Use available evidence to discover potential solutions to identified clinical issues. (Program Outcome 1-12; Essential III, VI). Attending to conscience 5. Select appropriate quality improvement data tools, national patient safety resources, and evidence-based practice resources to facilitate quality improvement. (Program Outcome 1-12; Essential III, IX). Affirming commitment 6. Describe the significance of evidence-based practice to the BSNs role on interprofessional healthcare team as an advocate for the delivery of safe and quality care. (Program Outcome 1-12; Essentials II, III, VI). *The 6 subjectives based on Roachs (2002) work organize the course objectives. TEACHING LEARNING STRATEGIES: Lecture, discussion, group activities, learning activities, assigned and selected readings, and presentations. GRADING AND EVALUATION METHODS: Assignment/ActivityPointsPercentage of GradeNursing Situation to PICOT3030%EBP/QI Group Project Summary Posters4040%Quizzes3030%Total100100%A minimum final grade of "C" and an average minimum quiz score of 73% is required to successfully pass this course. In order to achieve a passing grade of "C" or higher, students must successfully: 1. meet all course objectives 2. complete all course requirements/assignments 3. achieve an average minimum exam and quiz score of 73% GRADING SCALE: Grade below C is not passing in the Undergraduate program 93 - 100 = A 90 - 92 = A- 87 - 89 = B+ 83 - 86 = B 80 - 82 = B- 77 - 79 = C+ 73 - 76 = C 70 - 72 = C- 67 - 69 = D+ 63 - 66 = D 60 - 62 = D- 0 - 59 = F REQUIRED TEXTS: Melnyk, B. & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. ISBN 9781451190946 American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN 1557987912 RECOMMENDED TEXTS: TOPICAL OUTLINE: 1. The role of the BSN-prepared nurse in evidence-based practice (Essentials III, VI, VIII) a. Intraprofessional collaboration for delivery of quality, safe care. 2. Identification of practice issues through multiple ways of knowing (Essentials I,II, III) a. Formulating appropriate practice questions 3. Planning for change (Essentials II, III, IV) a. Identification of models of evidence-based practice, process improvement, and quality improvement. b. Searching for evidence for practicing using appropriate information management technology methods c. Appraisal of evidence using established guidelines d. Patient role in evidence-based practice e. Ethical components of evidence-based practice 4. Implementation of practice change to foster the delivery of safety, quality care (Essentials II, III,IX) a. Designing quality improvement projects b. Measuring changes in practice and evaluating patient outcomes c. Methods of dissemination COURSE ASSIGNMENTS: All Assignments are found under the Assignments Button in the course. Assignment #1 NURSING SITUATION to PICOT (30 points; 30% of grade) Research and evidence-based practice starts with questions. These questions can be identified through nursing situations. For this assignment, you will identify and describe a nursing situation in which you have recognized a problem in your nursing practice. The problem must be something that you see consistently, such as central line infections. 1. Describe only one specific situation with a patient. A nursing situation is an exchange between the nurse and the nursed (patient) where coming to know other occurs. Once you have described the nursing situation in a half-page, describe the problem as you see it. 2. Next, develop one PICOT question (see p. 30, Box 2.1 templates for a PICOT Question). The types of PICOT questions include intervention, prognoses/prediction, diagnosis or diagnostic test, etiology, and meaning. Next, read the clinical scenarios found on pages 31-37 to view examples of clinical scenarios with PICOT questions. Again, you are to develop one PICOT question. 3. Locate one EBP/QI article related to the nursing situation (you prepared) that is a report of an evidence-based practice or a quality improvement project. Though this assignment involves finding one article, keep in mind that a true review of the evidence includes a span of time often beginning with a classic article and then over the last 5-7 years. Look for a report of a quality improvement project or a systematic review. a. The basic element for evidence is research. To make it easier to translate evidence in practice, researchers may summarize, synthesize/reanalyze research through publication of various types of evidence systematic reviews, meta-syntheses, meta-analyses, clinical practice guidelines, consensus/position statements, and literature reviews. These cut down the time needed for lengthy literature searches as some of the work is already done. b. For this assignment, identify one of these types of evidence (current within the past 5 years) related to the topic of nursing situation. These sources can come from the library databases such as the Cochrane Collaboration (systematic reviews) or from National Guideline Clearinghouse (NGC) (clinical guidelines), and finally from professional organizations such as the American Association of Critical-Care Nurses. The evidence should be a systematic review, meta-synthesis, meta-analysis, clinical guideline, consensus/position statement, or a literature review and not a report of single research study. c. To help you identify these articles of evidence, use either evidence-based practice or quality improvement as a search term. The articles must come from professional, peer- reviewed journals. There are several journals dedicated to the study of evidence-based nursing and quality including: Systematic Cochrane Review, Worldviews on Evidence-Based Nursing, Journal of Nursing Care Quality, BMJ Quality and Safety, and Quality Management in Healthcare. Other journals may include specialty nursing journals such as Critical Care Nurse, Neonatal Network, and Med/Surg Nursing Journal, etc. No single research articles are acceptable for this assignment. d. Once you have identified the source of evidence, in a short summary (not more than one- to-two pages), discuss the original problem, identify where you found the evidence, and summarize its content. For the summary, focus on how the evidence was generated and the recommendations for practice. This assignment should be formatted according to the APA 6th edition manual including citations and references.The paper written content is to be 3 pages (The title page and reference page do not count in the page limits) . All papers must be submitted to Safe Assign PRIOR to submitting to Blackboard for a grade. If Safe assign identifies a problem with citations, THESE MUST BE CORRECTED PRIOR TO SUBMITTING THE PAPER to Blackboard for grading. Failure to make these corrections may constitute plagiarism and could result in a failure of the paper and/or the course. Assignment #2 EBP/QI GROUP PROJECT SUMMARY POSTER PRESENTATION (40 points; 40% of grade) Besides publication, another means of presenting evidence back to an institution is through presentation either through poster or power point. In this project you are to develop a poster and present it back to the class as a posting in discussion board. Be sure to complete the learning activity about poster development. Poster presentations are a very common means of presenting evidence in facility sponsored research conferences. The steps correspond to those found in the Melnek & Overholt text (Chapters 1-3; Steps Summary pp. 10-16). Step 1: Begin by specifying your PICOT question. This could be one from the previous nursing situation paper. Steps 2-3: An important step in evidence-based nursing practice is finding and appraising evidence to support practice. This semester you will be working in groups to identify a practice issue. Part of your responsibility for this project will be reviewing the literature on the topic. For this assignment each member of the assigned groups will be responsible for searching, appraising, and summarizing literature on the chosen topic. Each person will report on 3 sources of evidence (Current within the past 5 years) including research studies, clinical guidelines, consensus/position statements, meta-syntheses, meta-analyses, and literature reviews. Once you have identified the sources of evidence and checked with your group members for overlap, you will read and appraise the literature. Prepare an Evaluation Table to compare the literature (see Melnek & Overholt, p. 552 for the template) that includes the strengths and weaknesses of the literature, and the recommendations for practice based on the quality and levels of evidence presented in the paper. The background should be supported with relevant literature (current within the past 5 years and from professional literature/websites) to support the description of the problem and its significance to nursing and to patients. Be sure to complete the learning activity on How to Prepare and Abstract as abstracts--> Good to know as abstracts are submitted to conferences in your application to present and once accepted listed in the conference proceedings. The 3 X 4 poster slide is to include the abstract, picot question, brief nursing situation, background, evaluation of literature table, implications for practice, and recommendations for practice, research, and (health policy as appropriate to the topic). To help you with the summary, refer to the Hierarchy of Evidence for Intervention/Treatment Questions (see Melnyk & Fineout-Overholt p. 11). These levels may differ from the evidence table used in your research class, so for consistency in this course, use the required text as your reference. Part of this assignment will include each student performing a peer review of another groups poster. The guidelines for this review will be the same as the grading rubric for the assignment. Assignment #3 QUIZZES (30 points; 30% of grade) There are quizzes in this course with the dates specified in the course calendar of the syllabus. The quizzes are multiple choice. You are allowed 2 attempts only. Once you start the quiz, it must be completed in one session. It is recommended that you complete the quiz with support of a reliable Internet service. BIBLIOGRAPHY: Arndt, J.V., & Netsch, D.S. (2012). Research study or quality improvement project? Journal of Wound, Ostomy and Continence Nursing, 39(4), 371-375. doi: 10.1097/WON.0b013e31825d259c Forstyth, D.M., Wright, T.L., Scherb, C.A., Gaspar, P.M. (2010). Disseminating evidence- based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14-21. doi: 10.1891/1939-2095.3.1.14 Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2009). Igniting a spirit of inquiry: An essential foundation for evidence-based practice. American Journal of Nursing, 109(11), 49-52. doi: 10.1097/01.NAJ.0000363354.53883.58 Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51-53. doi: 10.1097/01.NAJ.0000366056.06605.d2 Raines, D.A. (2012). Quality improvement, evidence-based practice and nursing researchOh My! Neonatal Network, 31(4), 262-264. doi: 10.1891/0730-0832.31.4.262. Sherman, R.O. (2010). How to create an effective poster presentation. American Nurse Today, 5(9), 13-15. HYPERLINK "http://www.AmericanNurseToday.com/" \hwww.AmericanNurseToday.com. Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58-61. doi: 10.1097/01.NAJ.0000368959.11129.79 Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010). Searching for evidence. American Journal of Nursing, 110(5), 41-47. doi: 10.1097/01.NAJ.0000372071.24134.7e Zrelak, P.A., Utter, G.H., Sadeghi, B., Cuny, J., Baron, R., & Romano, P.S. (2012). Using the Agency for Healthcare Research and Quality Patient Safety Indicators for Targeting Nursing Quality Improvement. Journal of Nursing Care Quality, 27(2), 99-108. Doi: 10.1097/NCQ.0b013e318237e0e3 COURSE SPECIFIC LITERATURE: Brockopp, D., Schrieber, J., Hill, K., Altpeter, T., Moe, K., & Merritt, S. (2011). A successful evidence-based practice model in an acute care setting. Oncology Nursing Forum, 38(5), 509-511. doi:10.1188/11.ONF.509-51 Duffy, J.R. (2003). Caring relationships and evidence-based practice: Can they co-exist? International Journal of Human Caring, 7(3), 45-50. HYPERLINK "http://www.humancaring.org/journal/" \hhttp://www.humancaring.org/journal/ Duffy, J.R., & Hoskins, L.M. (2003). The Quality-Caring Model: Blending dual paradigms. Advances in Nursing Science, 26(1), 77-88. HYPERLINK "http://journals.lww.com/advancesinnursingscience/pages/default.aspx" \hhttp://journals.lww.com/advancesinnursingscience/pages/default.aspx Essential Literature on Caring Boykin, A. & Schoenhofer, S. (2001). Nursing as caring: A model for transforming practice. Mississauga, Ontario: Jones & Bartlett. Buber, M. (1970). I and thou. New York: Scribner Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science. New York: Springer Publishing Company Johns, C. (2013). Becoming a reflective practitioner (4th ed). Hoboken, N.J.: Wiley- Blackwell. ISBN: 978-0470674260 Leininger, M. & McFarlane, M.R. (2002). Transcultural nursing: Concepts, theories, research, and practice. New York: McGraw-Hill, Medical Publishing Division. Locsin, R.C. (2005). Technological competency as caring in nursing: A model for practice. Indianapolis, Indiana, USA: Sigma Theta Tau International Honor Society of Nursing. Mayeroff, M. (1971). On caring. New York: HarperCollins. Paterson, J. & Zderad, L.T. (1988). Humanistic nursing. New York: National League for Nursing. Roach, M.S. (1984). Caring: The human mode of being: Implications for nursing. Toronto: Faculty of Nursing, University of Toronto. Roach, M.S. (1987). The human act of caring: A blueprint for the health professions. Ottawa: Canadian Hospital Association. Smith, M.C., Turkel, M.C., & Wolf, Z.R. (2012). Caring in nursing classics: An essential resource. New York: Springer Publishing Company. Watson, J. (2009). Assessing and measuring caring in nursing and health sciences. New York: Springer Publishing Company. Watson, J. (2008). The philosophy and science of caring. Revised edition. Boulder: University Press of Colorado. 1. Learning Activities: Selected learning activities may be entered in the gradebook as a checkmark to show completion. Such learning activities will be designated in the units. 2. Assignments: Assignments are due by midnight on the date specified on the course schedule. One point per day for one week will be deducted from all work that is submitted after the announced due date. No assignments will be accepted after one week from due date. If the student is unable to submit work on the designated date, arrangements must be made with the course instructor BEFORE the due date to avoid the late penalty. Blackboard will be utilized in this course. All assignments must be submitted via Blackboard as a .doc or .docx file by the specified due date. UNLESS SPECIFICALLY INSTRUCTED BY THE FACULTY, NO ASSIGNMENTS WILL BE ACCEPTED BY EMAIL. Assignments submitted only through email will not be graded unless specifically instructed to submit via this route by the faculty. Safe Assign, a plagiarism detection system, will be utilized for papers in this course. Specified papers must be submitted to Safe Assign PRIOR to submitting to Blackboard for a grade. If Safe Assign identifies a problem with citations, THESE MUST BE CORRECTED PRIOR TO SUBMITTING THE PAPER to Blackboard for grading.Failure to make these corrections may constitute plagiarism and could result in a failure of the paper and/or the course. Since teamwork is a typical aspect to building evidence for practice, a group project is assigned in the course. Group work requires student involvement in the group/team. You are expected to engage with your group in planning for the assignment completion. In situations where there is a lack of participation and I am notified, the consequence is a reduction by one whole grade and a requirement to complete the same assignment independently. It is in the best interest to work in the group as there is a division of labor that makes it easy to demonstrate evidence without you having to do all of the work. All assignments must be created originally for this course. Assignments developed in other courses will not be accepted. Students who present a recycled assignment as an original work will receive a grade of zero on the assignment. 3. Email: You can send me a message using the Messages under Tools. I check this area at least weekly. email is recognized as the only email system that may be used for correspondence. It is the responsibility of each student to periodically check their email as important class information may be sent via this route. In addition to being a portal for assignments, Blackboard will be utilized in this course as a form of communication. Course announcements will be posted on Blackboard and notification occurs through email. It is the students responsibility to periodically check the board for class updates/clarifications. If the faculty needs to contact an individual student concerning a course issue, an email may be sent via the email system; otherwise, communication will occur through Blackboard. All course requirements and objectives must be met in order to earn a passing grade. Policies below may be found in: a). The faculty reserves the right to make changes in course content and requirements. b). The Christine E. Lynn College of Nursing Undergraduate Handbook located at: HYPERLINK "http://nursing.fau.edu/index.php?main=3&nav=526" \hhttp://nursing.fau.edu/index.php?main=3&nav=526 c). ATI Comprehensive Assessment and Review Program Individual access to ATIs Comprehensive Assessment and Review Program (CARP), a focused remediation resource, is required technology for this course. This comprehensive learning program offers unique remediation on each test and ties results directly back to the NCLEX. To address diverse learning styles, this program offers multiple remediation tools, including traditional and online reading materials, videos, practice assessments and Internet sources. Materials include multiple proctored assessments and online practice tests, as well as review materials in print and online formats. The assessments are followed by focused remediation that ties directly back to NCLEX. Each course-specific proctored exam provides an assessment of your mastery of course concepts linked to the NCLEX test plan. The course-specific proctored ATI assessment tests will count for 5 percent of your course grade. a. Full points are awarded for a minimum score of Level 2 on the Proctored Assessment. b. Half of the points are awarded for completion of the Proctored exam with a score of less than Level 2 d). Florida Atlantic Universitys Academic Policies and Regulations HYPERLINK "http://www.fau.edu/academic/registrar/catalogRevs/academics.php" \hhttp://www.fau.edu/academic/registrar/catalogRevs/academics.phpp and HYPERLINK "http://www.fau.edu/regulations" \hhttp://www.fau.edu/regulations CODE OF ACADEMIC INTEGRITY: The University policy regarding academic integrity is enforced in this course. Students at Florida Atlantic University are expected to maintain the highest ethical standards. Dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see: HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" \hhttp://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf The College of Nursing regards adherence to the Code of Academic Integrity as a professional competency and an expectation of all students. ANY act of dishonesty that violates the code of academic integrity and misrepresents your efforts or ability is grounds for immediate failure of the course. DISABILITY STATEMENT: In compliance with the Americans with Disabilities Act Amendments Act (ADAAA), students who require reasonable accommodations due to a disability to properly execute coursework must register with Student Accessibility Services (SAS)in Boca Raton, SU 133 (561-297-3880); in Davie, LA 131 (954-236-1222); or in Jupiter, SR 110 (561-799-8585) and follow all SAS procedures. INCOMPLETE POLICY: The Incomplete Grade Policy is enforced. A student who registers for a course but fails to complete the course requirements, without dropping the course, will normally receive a grade of F from the course instructor. A student who is passing a course but has not completed all the required work because of exceptional circumstances may, with the approval of the instructor, temporarily receive a grade of I (incomplete). This must be changed to a grade other than I within a specified time frame, not to exceed one calendar year from the end of the semester during which the course was taken. ATTENDANCE POLICY: Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of nonattendance. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in University-approved activities. Examples of University approved reasons for absences include participating on an athletic or scholastic team, musical and theatrical performances, and debate activities. It is the students responsibility to give the instructor notice prior to any anticipated absence and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the students final course grade as a direct result of such absence. RELIGIOUS ACCOMMODATION: In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the University in order to observe religious practices and beliefs with regard to , registration, class attendance, and the scheduling of examinations and work assignments. Students who wish to be excused from coursework, class activities, or examinations must notify the instructor in advance of their intention to participate in religious observation and request an excused absence. The instructor will provide a reasonable opportunity to make up such excused absences. Any student who feels aggrieved regarding religious accommodations may present a grievance to the director of Equal Opportunity Programs. Any such grievances will follow Florida Atlantic Universitys established grievance procedure regarding alleged discrimination. USE OF STUDENT COURSE MATERIAL The Christine E. Lynn College of Nursing may use students course-related materials for legitimate institutional purposes, such as accreditation, university review process, or state board of nursing review process, etc. In such cases, materials will be used within the college and university. USE OF STUDENT COURSE MATERIAL The Christine E. Lynn College of Nursing may use students course-related materials for legitimate institutional purposes, such as accreditation, university review process, or state board of nursing review process, etc. In such cases, materials will be used within the college and university.  COURSE SCHEDULE Course Schedule  Week 5 Unit 5 2/8-2/12Models of EBPMelnyk & Fineout-Overholt, Chapter 3Week 6 Unit 6 2/15-2/19Models of Quality ImprovementMelnyk & Fineout-Overholt, Chapter 5-6-7Learning Quiz 2 (Open 2/16 and Due by 2/19 at 11:59PM) Nursing Situation to PICOT (DRAFT- Submit when ready and give your self time to review it prior to Final submission)Week 7 Unit 7 2/22-2/26Searching for and evaluating evidence Evidence-Based GuidelinesMelnyk & Fineout-Overholt, Chapter 3 (Redux of searching for EBP) Chapter 4 Critical appraisal Chapter 8 Optimal care with guidelines and recommendationsDue Assignment #1 Nursing Situation to PICOT (FINAL Due by 2/26 at 11:59P)Week 8 Unit 8 2/29-3/4Translations of EvidenceMelnyk & Fineout-Overholt, Chapter 9 EBP Real-Success Story pp. 70-73Start to Prepare Assignment #2 EBP/QI Group Project Summary Poster Presentation Decide Group leaders/member roles Agree on the topic Assign PowerPoint slides Decide group meetings and check-in times & due dateSpring Break March 7-11Week 9 Unit 9 3/14-3/18Infrastructure for Evidence-based practiceMelnyk & Fineout-Overholt, Chapter 9; pp 81-84 Internal Evidence and Agencies for Tracking Outcomes and Quality Improvement Initiatives Zrelak, Utter, Sadeghi, Cuny, Baron, and Romano (2012) Learning Quiz 3 (Due by 10/16 at 11:59PM)Week 10 Unit 10 3/21-3/25Measuring OutcomesMelnyk & Fineout-Overholt, Chapter 5- Critically Appraising Quantitative Evidence Melnyk & Fineout-Overholt, Chapter 10-11 Outcomes andDiscussion Board Posting Vision for Change Discussion Quality ImprovementWeek 11 Unit 11 3/28-4/1Influencing Organizational ChangeMelnyk & Fineout-Overholt, Chapters 10, 12-14Assignment #2 EBP/QI Group Project Summary Poster Presentation (s). See your group for the posting date Conduct Peer Review of one group posterWeek 12 Unit 12 4/4-4/8Dissemination of EvidenceMelnyk & Fineout-Overholt, Chapter 6- Critically Appraising Qualitative Evidence Melnyk & Fineout-Overholt, Chapters 18 Forsyth, Wright, Scherb, & Gaspar (2010) Sherman (2010)Learning Quiz 4 (Open 4/5 and Due by 4/8 at 11:59PM) Assignment #3 EBP/QI Group Project Summary Poster Presentation (s). See your group for the posting dateWeek 13-15 Unit 13 4/11-4/25Evidence-Based NursingMelnyk & Fineout-Overholt, Chapters 13, 14, 16 EBP Real-Success Story pp 386-388Discussion Board Posting- Reflections on Evidence-Based Practice...What I have Learned Please complete the course evaluation-SPOTS Last Day for Class 4/25 All grades entered in Registrar's System 5/9 Take action for best nursing practices for quality careHave a Great Summer!  CHRISTINE E. LYNN COLLEGE OF NURSING STATEMENT OF PHILOSOPHY Nursing is a discipline of knowledge and professional practice grounded in caring. Nursing makes a unique contribution to society by nurturing the wholeness of persons and environment in caring. Caring in nursing is an intentional mutual human process in which the nurse artistically responds with authentic presence to calls from persons to enhance well-being. Nursing occurs in nursing situations: co-created lived experiences in which the caring between nurses and persons enhance well-being. Nursing is both science and art. Nursing science is the evolving body of distinctive nursing knowledge developed through systematic inquiry and research. The art of nursing is the creative use of nursing knowledge in practice. Knowledge development and practice in nursing require the complex integration of multiple patters of knowing. Nurses collaborate and lead interprofessional research and practice to support the health and well-being of persons inextricably connected within a diverse global society. Persons as participant in the co-created nursing situation, refers to individual, families or communities. Person is unique and irreducible, dynamically interconnected with others and the environment in caring relationships. The nature of being human is to be caring. Humans choose values that give meaning to living and enhance well-being. Well-being is creating and living the meaning of life. Persons are nurtured in their wholeness and well-being through caring relationships. Beliefs about learning and environments that foster learning are grounded in our view of person, the nature of nursing and nursing knowledge and the mission of the University. Learning involves the lifelong creation of understanding through the integration of knowledge within a context of value and meaning. A supportive environment for learning is a caring environment. A caring environment is one in which all aspects of the person are respected, nurtured and celebrated. The learning environment supports faculty-student relationships that honor and value the contributions of all and the shared learning and growth. The above fundamental beliefs concerning Nursing, Person and Learning express our values and guides the actions of Faculty as they pursue the missions of teaching, research/scholarship and service shared by the Christine E. Lynn College of Nursing and Florida Atlantic University. 'revised April, 2012.'       DatesTopicsReadingsActivities/AssignmentsWeek 1 Unit 1 1/11-1/15 Introduction to Course Review Welcome Get Started Review the course Read the course Syllabus Complete the Orientation QuizWeek 2 Unit 2 1/18-1/22 Evidence-based Practice Melnyk & Fineout-Overholt, Chapter 1 Join a Group under Groups buttonWeek 3 Unit 3 1/25-1/29Critical Thinking in Evidence- based practice PICOTDuffy (2003) (both articles) Melnyk & Fineout-Overholt, pp. 10-17 (7 Steps of EBP) Note Figure 1.3 in the text Melnyk & Fineout-Overholt, Chapter 2Quiz 1 (Begins 1/26 and Due by 1/29 11:59PM) Start to think about Assignment #1 Nursing Situation to PICOT (View explanation under the Assignments Button) Think of a practice based, patient centered clinical problem Complete PICOT Question Posting and Appraisal in your Group Discussion AreaWeek 4 Unit 4 2/1-2/5Asking Clinical Questions: Critical Appraisal Overview ExemplarsMelnyk & Fineout-Overholt, pp. 10-17 (7 Steps of EBP) Note Figure 1.3 in the text Melnyk & Fineout-Overholt, Chapter 2 with Exemplars of Clinical scenarios 2.1; 2.2; 2.3; 2.4; and 2.5 Melnyk & Fineout-Overholt, Chapter 3 EBP Real-Success Story pp 248-251 Arndt and Netsch (2012). 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