Assignment 3: Evidence-Based Decision Making—Applying the Skills in Practice (30%)

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Assignment 3: Evidence-Based Decision Making—Applying the Skills in Practice (30%)

Note

Recommended due date is the end of Lesson 6.

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Description

The aim of this assignment is to give you an opportunity to show the development of your skills in EBDM. This assignment is the culmination of activities associated with Lessons 5 and 6.

Your paper should be double spaced and use APA referencing (when applicable). The use of subheadings is encouraged. A sentence/paragraph structure should be used (except when referencing); bullet points are not acceptable when a sentence paragraph structure can be used. Key words or the identification of the level of evidence do not have to be put into a sentence/paragraph structure.

Your paper should consist of four major parts:

1. Introduction
   1. Begin your paper by writing a 300–500 word introduction to evidence-based decision-making.
2. The EBDM process
   1. Case situations
      1. Based on Lesson 5: Activity 1, write out a case situation relevant to your interest or practice. Ensure you provide sufficient detail to develop all the components required for this assignment and to make the situation clear to your Open Learning Faculty Member.
   2. Framing a searchable/answerable question (ASK)
      1. Based on Lesson 5: Activity 3, write out the PICO question that is developed from your case situation.
   3. Finding the evidence (Acquire)
      1. Based on Lesson 5: Activity 4, identify the key search words you will use and the data bases you will search to answer your PICO question.
      2. Identify 3–5 articles (use APA formatting) and the level of evidence they represent.
   4. Appraise the evidence
      1. Based on Lesson 6: Activity 1, identify the appraisal process and decisions made in the papers you found related to your situation. Complete this appraisal for at least three articles.
   5. Synthesize the information
      1. Based on Lesson 6: Activity 2, write out a summary of how your experience, expertise, and personal traits inform your decision making.
      2. Based on Lesson 6: Activity 2, write out a summary of the client’s needs, values and preferences, including religious or spiritual beliefs.
   6. Recommendation statement
      1. Based on Lesson 6: Activity 2, write out a summary recommendation statement that could be included in a case file. This recommendation should be clear and succinct and include all the elements of evidence-based decision making.
   7. The case of Ms. Kimberly Fadar
      1. Based on Lesson 6: Activity 3, identify and provide two sources that were used in making the decision about Ms. Fadar’s recommendation. For each source, identify the level and include your appraisal of the evidence.
      2. Based on Lesson 6: Activity 3, write an EBP summary recommendation statement that could be included in Ms. Fadar’s client/patient record.
   8. Identify five competencies from the CCSA documents that you believe are underpinned by EBDM and indicate how you have achieved these competencies If you think it will help the reader of your paper, you may use brief examples to show your achievement.

 

Criteria for Assessment

Marking Rubric

	Exemplary  100%	Excellent  85%	Very Good  75%	Satisfactory  60%	Unsatisfactory  40%
Introduction   Value 10%	A succinct, well written analytical overview that incorporates course readings and that would be useful to present to an audience interested in EBDM.	A succinct, well written overview that incorporates course readings.       Includes major points of EBDM.	A well written summary that shows a good descriptive understanding of EBDM.       May be missing a major point.	Provides the major concepts associated with EBDM. The course material may not have been incorporated well. Some writing weaknesses or key points missing.	Doesn’t show a solid understanding of EBDM. The writing may be weak or provide a minimal integration of the course material.
EBDM Process   Value 40%	The EBDM process has been executed at an exemplary level. All the components have been clearly understood, executed well, and written clearly and succinctly.	The EBDM process has been completed at a very high level.   The flow from the case situation to the recommendations is continuous and congruent.   Evidence exists that analytical skills were used in the implementation of the skill steps.	The EBDM process has been completed at a technical level. All the steps are complete and accurate, and show competence (although perhaps not analysis).   The flow and logic from the case situation to the recommendations are clear.	Some missing elements to the EBDM process or some elements not completed accurately.   Some flow or logic inconsistencies as the process moves from the case situation to the recommendations.   Some weaknesses in the writing.	Some major elements of the EBDM process are missing.   The case situation may have been constructed poorly.   Likely to be some flow of logic inconsistencies through the process. Likely to be some major weaknesses in the clarity of the writing.
Case of Ms. Fadar   Value 40%	The sources cited are correctly formatted to APA, and indicate high relevance and a high level of evidence.   The appraisal defends well the choice of these sources.   The summary recommendation shows a high level of analysis and includes strong support from all sectors of EBP (research, clinician, client).	One area of requirement may not be met at an exemplary level.	Two areas of requirement may not be met at an exemplary level.	Provides a descriptive response to all areas of requirement, but may be some overall weaknesses.   May be one or more missing elements.	Missing two or more elements.   Recommendations not clear and do not reflect an understanding of EBDM.
CCSA Competencies   Value 10%	Competencies identified; all emerge out of EBDM knowledge.   Succinct description of how the student has achieved (can show their attainment) this competency.   Response is clearly linked to learning in Lesson 5 & 6.	All competencies identified indicate an understanding of EBDM.   In one example, the student may not have been able to provide clear evidence of how they have attained (or could demonstrate) the achievement of the competency.   Response is clearly linked to learning in Lesson 5 & 6.	One or two competencies are not necessarily linked to EBDM OR One or two attainment statements may not show clear evidence of their attainment.   Some responses may not be clearly linked to the material in Lesson 5 & 6.	Some areas of major weakness.   One or two competencies not linked to EBDM and evidence is lacking to show how this competency has been attained.   Responses not clearly linked to the material in Lesson 5 & 6.	Some major areas missed in the completion of this section.