Literature Evaluation Table GCU Example

Literature Evaluation Table GCU Example

Details:
In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student's ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.

For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the "Literature Evaluation Table" resource to complete this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin	

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences): The program intends to reduce the incidence of central line infection within nursing practice. This will be achieved by answering the question: among patients who receive medication through central lines, does matching nursing practice for central line nursing management with evidence drawn from nursing research, versus central line management without considering evidence from research have an effect on the incidence of blood stream infections associated with central line use measured over a two-month trial period?

ORDER YOUR PAPER NOW 

Criteria	Article 1	Article 2	Article 3	Article 4
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Aloush & Alsaraireh, Saudi Medical Journal, https://europepmc.org/articles/PMC5893917;jsessionid=2BDDD0B7C9C65AD5DE7B19F56C07CB73	Page et al., Journal of Oncology Practice, http://ascopubs.org/doi/full/10.1200/jop.2015.005751	Marschall et al., Infection Control and Hospital Epidemiology, https://www.jstor.org/stable/10.1086/676533	Esposito, Guillari & Angelillo, PLoS ONE, http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180473
Article Title and Year Published	Nurses’ compliance with central line associated blood stream infection prevention guidelines, 2018	Reducing oncology unit central line–associated bloodstream infections: initial results of a simulation-based educational intervention, 2016	Strategies to prevent central line–associated bloodstream infections in acute care hospitals: 2014 update, 2014	Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: a cross-sectional study in an area of southern Italy, 2017
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study	Do nurses comply with central line infection guidelines? To assess nurses’ compliance with central line associated bloodstream infection (CLABSI) prevention guidelines related to maintenance of the central line and the predictors of compliance.	Can incidence of central line-associated bloodstream infection be reduced for oncology inpatients through educational intervention? To address oncology patients’ vulnerability to central line-associated bloodstream infection.	What are the strategies for preventing central line-associated bloodstream infections? To highlight practical recommendations in a concise format designed to assist acute care hospitals in implementing and prioritizing their central line–associated bloodstream infection prevention efforts.	What are the knowledge, attitudes, and behavior among nurses regarding the prevention of central line-associated bloodstream infections? To delineate the knowledge, attitudes, and behavior among nurses regarding the prevention of central line-associated bloodstream infections and to identify their predisposing factors
Design (Type of Quantitative, or Type of Qualitative)	Observational study using a descriptive cross-sectional design.	Simulated care model, and pre-test and post-test analysis	Literature review	Cross-sectional study
Setting/Sample	171 intensive care unit nurses from 15 hospitals located in 5 cities in Jordan.	Nursing staff from January 2012 to June 2012	Uses “Strategies to Prevent Central Line–Associated Bloodstream Infections in Acute Care Hospitals” published in 2008 as the basis	335 nurses from oncology and outpatient chemotherapy units in 16 teaching and non-teaching public and private hospitals in the Campania region of Italy.
Methods: Intervention/Instruments	Sample was observed and compliance recorded on a structured observational sheet over 5 months from March to July 2017.	Nursing staff was subjected to a pretest, an educational blitz, and a post-test.	Expert opinion collected to update the guidelines.	Sample was subjected to questionnaires that collected information.
Analysis	Descriptive statistics and modeling	Descriptive analysis to include counts and rates.	Recurrent themes and consensus opinion	Descriptive analysis
Key Findings	Model χ2(4)=133.773, p=0.00 presented to show that lower nurse:patient ratio allowed for superior compliance when compared to low nurse-patient ratio.	Nurse competence improved by 16.9%. Infection rate reduced from 5.86 per 1,000 patient line-days to 3.43 per 1,000 patient line days.	A list was generated to guide medical practice while reducing incidence of infection.	Gaps exist in nurses knowledge and practice concerning infection prevention
Recommendations	Nurse:patient ratio should be lowered to improve compliance and care outcomes.	Targeted educational intervention should be used to improve nurses’ competence.	Medical personnel should observe the guidelines.	Apply educational intervention to improve knowledge and practice while encouraging evidence-based prevention intervention.
Explanation of How the Article Supports EBP/Capstone Project	The article is useful in information how to reduce incidence of central line infection by lowering nurse:patient ratio.	The article is useful in highlighting the importance of using targeted education to improve nurses’ competence in central line management.	The article presents useful strategies for actively preventing infection incidence.	The article is useful in showing how education can be used to reduce infection rates.

 

 

Criteria	Article 5	Article 6	Article 7	Article 8
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Conley, Clinical Journal of Oncology Nursing, https://cjon.ons.org/file/24791/download	Perin et al., Revista Latino-Americana De Enfermagen, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5016007/	Hina & McDowell, Journal of Clinical Nursing, doi: 10.1111/jocn.13824	Al Qadire, Tawalbeh & Suliman, International Journal of Advanced Nursing Studies, https://www.sciencepubco.com/index.php/IJANS/article/download/7295/2635
Article Title and Year Published	Central line–associated bloodstream infection prevention: standardizing practice focused on evidence-based guidelines, 2016	Evidence-based measures to prevent central line-associated bloodstream infections: a systematic review, 2016	Minimising central line‐associated bloodstream infection rate in inserting central venous catheters in the adult intensive care units, 2017	Student nurses’ knowledge of guidelines for preventing central venous catheter-associated infections, 2017
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study	ORDER YOUR PAPER NOW  What are the best practice guidelines for nurse administration of central lines? To identify evidence-based practice strategies implemented at a comprehensive ambulatory cancer center to standardize best nursing practice for central lines.	What are the best strategies for preventing central line infection in the ICU? To identify evidence-based care to prevent central line infection among adult patients hospitalized in ICUs	What procedural features can be applied to minimize risk of central line infection? To investigate the procedural aspects in inserting central venous catheters that minimise central line‐associated bloodstream infection rates in adult intensive care units through a structured literature review.	What are nursing students’ knowledge levels concerning preventions of central line infection? To evaluate student nurses’ knowledge of the guidelines for preventing central line-associated infection.
Design (Type of Quantitative, or Type of Qualitative)	Literature review	Systematic review	Systematic review	Descriptive cross-sectional survey
Setting/Sample	Publications relevant to the research topic	34 publications from PubMed, Scopus, Cinahl, Web of Science, Lilacs, Bdenf and Cochrane Studies databases addressing care and maintenance of central venous catheters, published from January 2011 to July 2014 were searched.	10 articles from Ovid and CINAHL databases.	267 second, third and fourth year student nurses from 4 government universities.
Methods: Intervention/Instruments	Review emerging themes	Review emerging themes	Review emerging themes	Survey
Analysis	Recurring ideas based on evidence	Recurring ideas based on evidence	Recurring ideas based on evidence	Descriptive analysis
Key Findings	Standardizing care and adherence reduces incidence of central line infection.	Applying education and care bundles reduced central line infection rates.	Choosing subclavian site and preparing site using alcoholic disinfectant reduces incidence of infection	Mean knowledge level score was 1.6 out of 10 with the minimum score being 0 and maximum score being 7. Students taught about preventing central line infection had better knowledge levels that their students who were not taught on the subject.
Recommendations	Port access and dressing should be standardized while implementing evidence-based policies to realize improved care outcomes. Literature Evaluation Table GCU Example	Care bundles should be coupled with education and commitment from medical personnel to reduce infection incidence.	Optimal sites should be selected for catheter insertion then disinfected to reduce incidence of infection.	Nursing education institutions should offer theoretical and practical lessons on prevention of central line infection.
Explanation of How the Article Supports EBP/Capstone	The article is useful in preventing strategies for preventing central line infection	The article is useful in presenting strategies that nursing personnel can apply to reduce incidence of central line infection	The article is useful since it presents evidence to show that site selection and disinfection is important.	The article is useful since it identifies that knowledge levels of students is lacking and should be improved.

 

 

 

References

Al Qadire, M., Tawalbeh, L. & Suliman, M. (2017). Student nurses’ knowledge of guidelines for preventing central venous catheter-associated infections. International Journal of Advanced Nursing Studies, 6(1), doi: 10.14419/ijans.v6i1.7295. Retrieved from https://www.sciencepubco.com/index.php/IJANS/article/download/7295/2635

Aloush, S. & Alsaraireh, F. (2018). Nurses’ compliance with central line associated blood stream infection prevention guidelines. Saudi Medical Journal, 39(3), 273-279. doi: 10.15537/smj.2018.3.21497. Retrieved from https://europepmc.org/articles/PMC5893917;jsessionid=2BDDD0B7C9C65AD5DE7B19F56C07CB73

Conley, S. (2016). Central line–associated bloodstream infection prevention: standardizing practice focused on evidence-based guidelines. Clinical Journal of Oncology Nursing, 20(1), 23-26. doi: 10.1188/16.CJON.23-26. Retrieved from https://cjon.ons.org/file/24791/download

Esposito, M., Guillari, A. & Angelillo, I. (2017) Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: A cross-sectional study in an area of southern Italy. PLoS ONE, 12(6), e0180473. doi: 10.1371/journal.pone.0180473. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180473 Literature Evaluation Table GCU Example

Hina, H. & McDowell, J. (2017). Minimising central line‐associated bloodstream infection rate in inserting central venous catheters in the adult intensive care units. Journal of Clinical Nursing, 26(23-24), 3962-3973. doi: 10.1111/jocn.13824

Marschall, J., Mermel, L., Fakih, M., Hadaway, L., Kallen, A., O’Grady, N. … & Yokoe, D. (2014). Strategies to prevent central line–associated bloodstream infections in acute care hospitals: 2014 update. Infection Control and Hospital Epidemiology, 3(7), 753-771. doi: 10.1086/676533. Retrieved from https://www.jstor.org/stable/10.1086/676533

Page, J., Tremblay, M., Nicholas, C. & James, T. (2015). Reducing oncology unit central line–associated bloodstream infections: initial results of a simulation-based educational intervention. Journal of Oncology Practice, 12(1), e83-e87. doi: 10.1200/JOP.2015.005751. Retrieved from http://ascopubs.org/doi/full/10.1200/jop.2015.005751

Perin, D., Erdmann, A., Higashi, G. & Sasso, G. (2016). Evidence-based measures to prevent central line-associated bloodstream infections: a systematic review. Revista Latino-Americana De Enfermagen, 24, e2787. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5016007/

 

Literature Evaluation Table 

	1 Unsatisfactory 0-71% 0.00%	2 Less Than Satisfactory 72-75% 75.00%	3 Satisfactory 76-79% 79.00%	4 Good 80-89% 89.00%	5 Excellent 90-100% 100.00%
100.0 %Article Selection
5.0 %Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Author, journal (peer-reviewed), and permalink or working link to access article section is not included.	Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.	Author, journal (peer-reviewed), and permalink or working link to access article section is present.	Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.	Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.
5.0 %Article Title and Year Published	Article title and year published section is not included.	Article title and year published section is present, but it lacks detail or is incomplete. Literature Evaluation Table GCU Example	Article title and year published section is present.	Article title and year published section is clearly provided and well developed.	Article title and year published section is comprehensive and thoroughly developed with supporting details.
10.0 %Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.
5.0 %Design (Type of Quantitative, or Type of Qualitative)	Design (type of quantitative, or type of qualitative) section is not included. Literature Evaluation Table GCU Example	Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.	Design (type of quantitative, or type of qualitative) section is present.	Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.	Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.
5.0 %Setting or Sample	Setting or sample section is not included.	Setting or sample section is present, but it lacks detail or is incomplete.	Setting or sample section is present.	Setting or sample section is clearly provided and well developed.	Setting or sample section is comprehensive and thoroughly developed with supporting details.
5.0 %Methods: Intervention or Instruments	Methods: Intervention or instruments section is not included.	Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.	Methods: Intervention or instruments section is present.	Methods: Intervention or instruments section is clearly provided and well developed.	Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.
10.0 %Analysis	Analysis section is not included.	Analysis section is present, but it lacks detail or is incomplete.	Analysis section is present.	Analysis section is clearly provided and well developed.	Analysis section is comprehensive and thoroughly developed with supporting details.
10.0 %Key Findings	Key findings section is not included.	Key findings section is present, but it lacks detail or is incomplete.	Key findings section is present.	Key findings section is clearly provided and well developed.	Key findings section is comprehensive and thoroughly developed with supporting details.
10.0 %Recommendations	Recommendations section is not included.	Recommendations section is present, but it lacks detail or is incomplete.	Recommendations section is present.	Recommendations section is clearly provided and well developed.	Recommendations section is comprehensive and thoroughly developed with supporting details.
10.0 %Explanation of How the Article Supports EBP or Capstone	Explanation of how the article supports EBP or capstone section is not included.	Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.	Explanation of how the article supports EBP or capstone section is present. Literature Evaluation Table GCU Example	Explanation of how the article supports EBP or capstone section is clearly provided and well developed.	Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.
10.0 %Presentation	The piece is not neat or organized, and it does not include all required elements.	The work is not neat and includes minor flaws or omissions of required elements.	The overall appearance is general, and major elements are missing.	The overall appearance is generally neat, with a few minor flaws or missing elements.	The work is well presented and includes all required elements. The overall appearance is neat and professional.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	The writer is clearly in command of standard, written, academic English.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage