POI of Choice; Evidence-based clinical guidelines for cervical cancer screening.

The WHNP student will be discussing women’s health preventive cervical cancer screenings, the importance of screenings and, recommended guidelines for cervical cancer screenings for women of all ages. Cervical cancer screening is an essential imperative health screening needed for the WHNP student to perform in everyday practice. The WHNP student will need to be up to date, competent, and proficient with cervical screening guidelines when practicing. The WHNP will also need to be skilled in treatments and diagnosis.

EBP

Evidence-based clinical guidelines for cervical cancer screening. –

Md, B., & Michelle. (2017). Gynecologic oncology handbook: An evidence-based clinical guide (2nd ed.). Author: Michelle Benoit, MD, M. Yvette Williams-Brown, MD, Creighton L Edwards, MD

https://eds-a-ebscohost-com.libproxy.usouthal.edu/eds/ebookviewer/ebook/ZTAwMHhuYV9fMTU0OTE3MF9fQU41?sid=f5f7ee46-5909-4556-b27e-1c3cd847ffbc@sdc-v-s

Step 1: Introduction

A good introduction should be no more than 1 paragraph grabbing the reader’s attention providing insight to the POI and significance to the APN’s role. End with a strong thesis or purpose statement. Note: the thesis should be condensed to 1 brief purpose statement.

Step 2: POI Significance:

Discuss why this POI is significant to your role as an APN. How will it change practice? Why did you select this topic? What expected structural, process OR outcome measures are you hoping to see with instituting a change in practice? To see a more thorough discussion on these measures, review the following information.

AHRQ Structural, Process or Outcome Measures-
(Links to an external site.)
this link provides an overview of process, structural and outcome measures. Be sure to specify the type of measure you would expect with your implementation of EBP into practice. You must show understanding of the measure itself in your discussion.

Step 3 PICO :

You will include a PICO framework AND the clinical question in this section. Follow these directions as specified.

Outline the PICO framework by listing (do not write in a paragraph format) P-population or patients, I-intervention, C-comparison, and O-outcomes as it relates to your POI. Then develop the clinical question by including all parts of the PICO framework in the question. Be as specific as possible in both the PICO framework development and clinical question and avoid phrases such as: “compared to the standard practice” , or “compared to the current practice” because faculty do not know what the normal practice or standard practice is at your facility.

EXAMPLE: Be sure to include a heading for this section i.e. PICO/Clinical Question.

PICO -center this heading p. 48-49 APA book

P: children in the acute care setting that are between 3 and 18 years of age, not including non-verbal children

I: implementation of non-pharmacologic pain interventions i.e. (art therapy, music, dim lights, etc.).

C: pharmacologic interventions (Tylenol, motrin, narcotics)

O: more effective at reducing pain as measured by decreased pain ratings on approved pain scales, stable vital signs, behavior

Clinical Question: In pediatric patients aged 3 years to 18 years (P) is the implementation of non-pharmacologic pain interventions (I) more effective (O) than pharmacologic interventions (C ) in reducing pain as evidence by: decreased pain ratings, stable vital signs, behavior assessments?

Step 4 Tool Completion:

To provide an overview of the guideline OR position statement use the tool below. You will need to address each question or section of the tool as it applies to the required information; missing information may cause you to lose points. You must submit the completed tool with the assignment. Please attach the completed tool separately to the assignment area. Faculty need to see your analysis of the guideline for full credit.

Evaluation tool for Guideline OR Position statement PDF

Evaluation Tool for Guideline OR Position Statement Word Document

Step 5 Critique of Guideline/Position Statement:

Critique the guideline or position statement by discussing ALL of the following and including appropriate support from your guideline/statement selection:

(1) purpose/aim of the recommendation/postition statement-are they clear, current and relevant to your population?

(2) Recommendations or objectives of the guideline/statement

(3) Who (authors, groups, organizations) developed the guideline/position statement and what biases or funding did they receive? Did the authors, groups or organization have a valued interest in the guideline, why or why not? Remember to consider the author’s role professionally as part of your answer.

(4) Describe if they information is credible and justify your answer. What makes information credible? Is their truth in the data, interventions recommended, or studies used to support recommendations, how do you know?

(5) What levels of evidence were used to support each recommendation statement-look at the studies and resources used to develop the guideline or position statement. What levels of evidence were these resoruces/studies? Are those individual studies/resources of strong or weak on the evidence hierarchy? How do you know and does it influence the overall recommentation or guideline?

(6) Based on the level of evidence used to support the recommendation statements, is the overall quality of that evidence high/low and how does that influence your decision to implement this recommendation or practice guideline into your practice? Fully support with evidence from the literature.

Step 6 Quality Improvement:

Explain how this guideline or position statement would impact uality improvement by addressing 2 of the bioethical principles: justice, autonomy, beneficience, or nonmalficence. Students must demonstrate full understanding of each principle discussed.

Step 7 Conclusion:

Conclude the entire paper by summarizing each section. Do not repeat what you did in the paper, but summarize the findings. Never include new findings in the conclusion.

This criterion is linked to a Learning Outcome
Introduction
Introductory Paragraph & Thesis Statement:
1. Introduce the topic to the reader in 2-3 sentences to grab the reader’s attention.

-student should introduce Phenomenon of Interest (POI) topic to reader

2. Conclude this paragraph with a clear and concise statement informing the reader of the purpose or primary objective of the paper/discussion.

0.5 pts
Met or Exceeds Criteria
The information fully addresses the required elements and demonstrates understanding of the material.

0.38 pts
Met Minimum Criteria
Students met minimum requirements for introduction by including a few attention grabbing statement and a thesis statement. Organization or detail may be lacking.

0.25 pts
Missing Significant Criteria
Information fails to address the required elements and the introduction or thesis statement may not be included.

0 pts
Missing
Introduction and/or thesis statement missing.

0.5 pts

 

This criterion is linked to a Learning Outcome
Phenomenon of Interest Approval
Identified an appropriate POI using the criteria provided in the POI discussion area of the course by the due date listed on the schedule.

1 pts
Met or Exceeds Criteria
Student successfully completed the POI discussion topic approval process with required elements by the due date in the course.

0.75 pts
Met Minimum Criteria
POI appropriately identified, but may not have followed specific discussion directions OR did not obtain approval by due date.

0.5 pts
Missing Significant Criteria
Student partially met POI topic requirement AND was late in posting to the discussion area.

0 pts
Missing
Student did not submit a POI topic by the due date or did not submit for POI topic approval.

1 pts

 

This criterion is linked to a Learning Outcome
POI Significance
Discuss the significance of the POI selection to the APN’s role or practice area. Explain the process, structure, or outcome measure you expect to change in practice? Clearly identify the type of measure in this discussion.

This section should be fully supported with peer reviewed resources.

3 pts
Met or Exceeds Criteria
Significance clearly indicated in discussion and is applied to the role of APN. Student provides a discussion on a measurable structural, process or outcome measure that is expected from implementing a change in practice. This section is fully supported with peer reviewed references.

2.25 pts
Met Minimum Criteria
Significance of POI selection minimally discussed OR did not fully address how it impacts the APN’s role. Changes in practice minimally discussed with measurable outcome.

1.5 pts
Missing Significant Criteria
Student partially discussed significance of POI in the APN role and/or expected structural, process or outcome measure. This discussion may or may not have been fully supported with peer reviewed references.

0 pts
Did Not Meet Full Criteria
Student missing significant detail in discussion of POI and significance to the APN role and/or expected structural, process or outcome measure. This discussion is not fully supported with peer reviewed references.

3 pts

 

This criterion is linked to a Learning Outcome
PICO/Clinical Question
Identifies the criteria for P,I,C,O and includes a well written clinical question that includes PICO framework.

Constructs PICO Framework & clinical question in correct format for course assignment.

5 pts
Met or Exceeds Criteria
Student fully addressed the required elements in development of PICO framework and clinical question demonstrating full understanding of this section. Included in correct format.

3.75 pts
Met Minimum Criteria
Student identified PICO and clinical question. Minimal details missing in 1 area of PICO with all components included in clinical question. PICO and clinical question in correct format for course assignment.

2.5 pts
Missing Significant Criteria
Student partially addressed the required elements of the PICO framework and clinical question. Details missing in 2 or 3 of the PICO areas. Full understanding of elements of PICO framework and/or clinical question were not demonstrated. May or may not be in correct format.

0 pts
Missing
Student did not meet all requirements for development of the PICO framework and/or development of a clearly written clinical question that includes PICO framework. Missing significant details in at least 3 or more areas of PICO and/or clinical question. May or may not be in correct format.

5 pts

 

This criterion is linked to a Learning Outcome
Tool Completion
Student demonstrated understanding of critique by completing the appraisal tool as designated in the module directions. Completed appraisal tool is submitted with the paper.

1 pts
Met or Exceeds Criteria
Student addressed each component of the tool demonstrating understanding of the critique. Tool submitted correctly with assignment.

0.75 pts
Met Minimum Criteria
Tool missing minimal data; submitted correctly with assignment.

0.5 pts
Missing Significant Criteria
Student did not address each component of the tool OR failed to show full understanding of the critique. May or may not be submitted correctly with assignment.

0 pts
Missing
Student did not submit tool with assignment OR student did not select the correct guideline, position statement or practice recommendation.

1 pts

 

This criterion is linked to a Learning Outcome
Critique of Guideline/Position Statement
Student demonstrated understanding
of analysis by including a full discussion on each of the following points:

1. Purpose/aim of the recommendation/position statement (1.5 points)

2. Recommendations or objectives of the guideline/position statement (1.5points)

3. Who (authors, groups, organizations) developed the guideline or
position statement and what biases or funding did they receive. Did the authors, organization, groups have a valued interest in the guideline, why or why not? (1.5 points)

4. Describe if the information is credible and justify your answer (1.5 points)

5. Levels of evidence used to
support recommendations. Specifically identify and detail the number of resources used, study design and strength of research used to form the guideline or position statement (1.5 points)

6. Describe the overall influence the quality of evidence (answered in #5) has on the APN’s decision to implement or not implement this recommendation in practice. (1.5 points)

Students may have additional points deducted if the incorrect guideline, position statement or practice recommendation is selected for this assignment as these items can not be discussed appropriately.

All elements are well supported throughout discussion.

9 pts
Met or Exceeds Criteria
Student addressed in appropriate detail all requirements for discussion demonstrating a full analysis of guideline or position statement.

6.75 pts
Met Minimum Criteria
Student demonstrated a minimum level of understanding of analysis by meeting the basic requirements of the criterion. Details missing in one or more of the criterion and/or the discussion may not be well supported throughout the discussion.

4.5 pts
Missing Significant Criteria
Student missing significant details in one or more criterion and/or did not address all criterions in the discussion. Significant support missing from the discussion.

0 pts
Missing
Student did not address the criterion and/or did not demonstrate understsanding of the material required in each criterion. Significant content was missing from discussion. Lacking sufficient support for the discussion.

9 pts

 

This criterion is linked to a Learning Outcome
Quality Improvement
Student addresses how the guideline
or position statement impacts quality
improvement by addressing 2 of the
bio ethical principles: justice, autonomy, beneficence, or nonmaleficence. Student must demonstrate understanding of each principle and how it applies to guideline or POI.

2 pts
Met or Exceeds Criteria
Student fully addressed 2 bio ethical principles with appropriate detail in discussion. Demonstrated full understanding of each principle and how it applies to guideline or POI.

1.5 pts
Met Minimum Criteria
Student addressed at least 2 bio ethical principles, but was missing details to support discussion.

1 pts
Missing Significant Criteria
Student partially addressed bio ethical principles pr only addressed 1 principle. Appropriate support demonstrating full understanding of principles may or may not be lacking.

0 pts
Missing
Student failed to discuss 2 bio ethical principles with accurate support in discussion to demonstrate full understanding.

2 pts

 

This criterion is linked to a Learning Outcome
Conclusion
1. Summarize the major points of the paper in one (1) paragraph.

2. No new information or references should be included in this section.

0.5 pts
Met or Exceeds Criteria
The information fully summarizes the main points of the paper/discussion, without including any new information or references.

0.38 pts
Met Minimum Criteria
Information summarized with minimal detail.

0.25 pts
Missing Significant Criteria
The information did not adequately summarize the main points of the paper/discussion. New information or references may have been introduced.

0 pts
Missing
Student did not address or poorly addressed in one (1) sentence.

0.5 pts

 

This criterion is linked to a Learning Outcome
Guideline or Position Statement Link or Attachment
Student included in the text of the paper after the Conclusion:
1. appropriate guideline or position statement for POI topic

2. provides a working and direct link to the guideline or position statement OR attaches document to the assignment.
Faculty must be able to directly link to the guideline OR see a submitted copy of the guideline/posittion statement with the assignment for full credit.

0.5 pts
Met or Exceeds Criteria
Student identified an appropriate guideline or position statement AND provided a direct working link to the document OR attached it along with the assignment.

0.38 pts
Met Minimum Criteria
Student identified an appropriate guideline or position statement. Link or attachment to guideline or position statement missing or not working.

0.25 pts
Missing Significant Criteria
Student did not select an appropriate guideline or position statement OR failed to provide a direct working link OR attachment to the assignment.

0 pts
Missing
Student did not provide a working link to the guideline or position statement in the assignment OR attach to the assignment. Therefore, student failed to demonstrate an appropriate guideline was selected.

0.5 pts

 

This criterion is linked to a Learning Outcome
Scholarship
Demonstrate Graduate Level Scholarship. Follows guidelines in the 7th Edition APA manual.
1. Formal, scholarly writing style, no first-person language.

2. Writing should be clear and concise.

3. Organize work by headings.

4. Full paper (except reference page, appendices and/or attachments) submitted to Turnitin with minimal similarity.

5. Correctly formatted title page included with page numbers formatted according to APA 7th edition standards.

6. Writing should be free of APA errors.

7. Paper to include a minimum of 2 peer-reviewed or scholarly references in addition to required EBP guideline.

8. Citations and references follow APA 7th edition format.

9. Writing should be free of grammatical and spelling errors.

10. Paper not to exceed 6 pages excluding title page, reference page and any appendices.

11. Follow all assignments instructions/directions.

12. Additional deductions may apply for late submissions, plagiarism or lack of scholarship and professionalism in the assignment.

2.5 pts
Met or Exceeds Criteria
The student’s application of graduate level critical thinking, writing skills, and application of 7th edition APA format are exemplary. Faculty discretion may apply

1.85 pts
Met Minimum Criteria
The student’s application of graduate level critical thinking, writing skills, and application of 7th edition APA format are good with room for minor improvements. Additional assistance outside of class optional. Faculty discretion may apply.

1.25 pts
Missing Significant Criteria
The student’s application of graduate level critical thinking, writing skills, and application of APA format illustrates some competency with room for moderate improvements. Additional assistance outside of class recommended. See Student and CON Resources and Support for information on how to create an eTutoring account with the Center for Academic Excellence and/or help with Scholarly Writing. Faculty discretion may apply.

0 pts
Missing
The student’s application of graduate level critical thinking, writing skills, and application of APA format are absent with major improvements necessary. Additional assistance outside of class likely required for success in the course. See Student Resources and Support for information on how to create an eTutoring account with the Center for Academic Excellence and/or help with Scholarly Writing. Faculty discretion may apply.

2.5 pts

 

Total Points: 25
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