Purpose:
This assignment provides the opportunity for the student to continue development of a
MSN EBP scholarly project that started with the identification of a nursing concern and
PICOT/PICo question from Week 2. The focus of this assignment is to discuss the
research-based literature support for the selected concern, identify an appropriate
research design, explain the sampling method, and discuss implementation through the
use of a change model.
Course Outcome:
This assignment enables the student to meet the following course outcome:
CO 1. Integrate evidence-based practice and research to support advancement of
holistic nursing care in diverse healthcare settings. (PO 1)
CO 2. Integrate knowledge related to evidence-based practice and person-centered
care to improve healthcare. (PO 2, 5)
CO #4. Develop knowledge related to research and evidence-based practice as a basis
for designing and critiquing research studies. (PO 1, 2, 3, 5)
CO #5. Analyze research findings and evidence-based practice to advance holistic
nursing care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)
Due Date Sunday 11:59 PM MT at the end of Week Five
Students are given the opportunity to request an extension on assignments for
emergent situations. Supporting documentation must be submitted to the assigned
faculty. If the student’s request is not approved, the assignment is graded and a late
penalty is applied as follows:
• Monday = 10% of total possible point reduction
• Tuesday = 20% of total possible point reduction
• Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due
date. Should the student fail to meet the revised due date, the assignment is graded
and a late penalty is applied as follows:
• Monday = 10% of total possible point reduction
• Tuesday = 20% of total possible point reduction
• Wednesday = 30% of total possible point reduction
Total Points Possible: 250 points
Requirements
Description of the Assignment: This continues the development of a MSN EBP
scholarly project by requiring the student to identify the additional elements of the
process. The required elements are noted to be:
• Research Literature Support (NOTE: Ten research-based references related to
PICOT/PICo question are required)
• Research Approach and Design
• Sampling
• Intervention
Criteria for Content
1. Research Literature Support: In this section, comprehensive research literature
support for the identified nursing concern and PCIOT/PICo question is to be provided.
A minimum of ten (10)research-based references are required. The use of a
systematic research review article as a reference is NOT allowed. All research studies
are to be consistent with the selected concern and PICOT/PICo question. The
PICOT/PICOT question is restated before presenting the research literature support.
For each research-based reference the following information is to be discussed:
• -Purpose of the research study
• -Research approach that was used
• -Data collection methods used
• -Results of the research study
• -One strength of the research study
• -One limitation of the research study.
•
•
•
• 2. Research Approach and Design: In this section, the student will identify the
research approach that he/she plans on using for the EBP project as being either
quantitative or qualitative. In addition, if the selected approach is quantitative, the
student needs to identify if the design is experimental, quasi-experimental, or
descriptive. If the selected approach is qualitative, the student needs to identify if the
design is phenomenological, ethnography, grounded theory, or historical. A description
of the selected design is to be provided as well as rationale for its selection. In addition
one advantage and one disadvantage to the selected design is to be identified and
discussed. Required content includes:
• -Identification of the research approach that the student plans on using as either
quantitative or qualitative
• -Identification of selected quantitative research design by indicating if the design is
experimental, quasi-experimental, or descriptive
• -Identification of the selected qualitative design by indicating if the design is
phenomenological, ethnography, grounded theory, or historical
• -Description of the selected design
• -Rationale for the selected design
• -Identification of one advantage of the selected design
• -Identification of one disadvantage of the selected design
• -Provide scholarly reference(s) to support information about the selected research
approach/design
•
•
•
• 3. Sampling: In this section, the student will identify the sampling method to be used in
order to obtain the necessary participants for the proposed EBP project. Discussion of
participants’ rights as research subjects is also included. Required content includes:
• -Describe the target population
• -Identify the sampling method as being either probability or nonprobability
• -Provide a complete description of the sampling procedure including:
o Sample size
o Inclusion criteria
o Exclusion criteria
• -Identify one advantage to the selected sampling procedure
• -Identify one disadvantage to the selected sampling procedure
• -Explain how participants’ rights will be protected including confidentiality, anonymity,
protection from harm, and informed consent
• -Provide scholarly reference(s) to support information about the selected sampling
method
•
•
•
• 4. Proposed Implementation with a change model: In this section, the student will
apply the PDSA Change Model as the method to implement the proposed EBP
practice solution/change. The required content includes:
• -Describe the PDSA Change Model
• -Explain why this change model is best suited for implementation of your evidencebased nursing practice solution/change
• -Apply each step of the PDSA Change Model to implementing the proposed practice
solution/change
• -Explain how to overcome one barrier to the use of the EBP results from this project
• -Explain how an environment that supports EBP can be fostered in your future practice
setting
• -Include a scholarly reference(s) for the PDSA Change Model
Solution:
Research Literature, Design, Sampling, and Implementation
According to the World Health Organization [WHO] (2019), cervical cancer disease is the fourth most prevalent type of cancer in women. Taking this into account, in 2018, the worldwide estimated number of new cervical cancer cases as well as cervical-cancer related deaths was 570,000 and 311, 000 respectively (ACA, 2019). In estimation, 90 percent of the cervical cancer-related deaths took place on low as well as middle-income nations. Cervical cancer also affects the United States women population with the estimated number of new cancer incidences and cervical cancer-related deaths in 2019 being 13, 170 and 4,250 respectively (American Cancer Society [ACA], 2019). WHO (2019) states it is possible to prevent cervical cancer by early identification and development of a comprehensive approach for prevention, timely diagnosis, effective screening as well as interventions programs. The comprehensive approach recommended by the WHO is cervical cancer prevention through patient population education, social mobilization, screening, vaccination, treatment, and also palliative care. Cervical cancer screening is increasingly being used as an approach to early identification and treatment of pre-cancerous lesions among women aged 21-65 years. In this regards, this paper seeks to review the existing evidence on cervical cancer screening in reducing rates of cervical cancer, identify and explain research approach and design and method of sampling to be used, and the applicability of the PDSA model in change implementation.
Research Literature Support
The process of searching for evidence-based literature for cervical cancer screening will be guided by the developed PICOT question “ In women between the ages of 21 and 65 years (P), does cervical cancer screening (I) as compared to no screening (C) helps in reducing the incidences of cervical cancer (O) within a period of 10 weeks (T)?. The search identifies 10 kinds of literature related to the PICOT question.
The first evidence is a study by Zehbe et al. (2016) which used a community randomized controlled trial to measure the effectiveness of human papillomavirus (HPV) self-sampling as compared to Papanicolaou (Pap) smear screening in increasing participation in screening and ultimately reducing rates of cervical cancer among women aged 25-69 years Northwest Ontario. Data collected through pre- and post-questionnaires to the participants about HPV self-sampling and/ or Pap testing. From the collected data, the results showed that participants preferred the self-sampling approach in screening for cervical cancer. As such, it would be fundamental to educate women on self-sampling cervical cancer screening for enhancement of timely cancer diagnosis and treatment and reduced incidences. One strength of the study is that the RCT comparing pap smear screening and HPV self-sampling conducted involved community…Please click the Paypal icon below to purchase full solution for only $20