Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
PICOT Question:
For hospitalized patients on a general medicine unit with Foley catheters (P), does implementation of nursing Foley bundles, accompanied with continual education on Foley bundles (I), compared to using no nursing Foley bundles/continual education (C), decrease the incidence of hospital-acquired catheter-associated urinary tract infections (O), over one year (T)?
Urinary tract infections are the leading cause of infections in hospital settings. In my EBP proposal, concluding on how removing urinary catheters within 72 hours will decrease the number of infections that occur. To ensure that urinary catheters are removed in a timely fashion, having a protocol in place for nurses to utilize instead of waiting on the physician to place an order, will decrease the occurrence of urinary tract infections. Utilizing nurse-driven protocols for proper catheter use and timely removal have been proven to reduce the risk of infections (Durant, 2017). The protocols provide a rubric that nurses can follow to make adequate decisions without requiring them to consult the attending physician as frequently. Nurses being able to act within these protocols, the likelihood of a CAUTI from occurring is significantly reduced.
The data obtained for this EBP proposal is imperative. Data will be gathered by obtaining information from patients who have had a urinary catheter inserted once admitted to the hospital. Comparing patients who have had the indwelling urinary catheter longer than 72 hours to those who had it removed before the 72 hours mark. By comparing the numbers there will be an established baseline. This will help create protocols for when the nurses are able to perform removal procedures, and thus will show infection rates are decreased. The statistical analysis method that is planned to be used in this proposal is EBP. The analysis relies on a numerical system by analyzing measurements and reporting associations among studied variables (Lucas-Alfieri, 2015).
References
Durant, D. J. (2017). Nurse-driven protocols and the prevention of catheter-associated urinary tract infection: A systematic review. American Journal of Infection Control, 45(12), p 1331-1341. Retrieved from https://www-sciencedirect-com.southuniversity.libproxy.edmc.edu/science/article/pii/S0196655317309070?via %3Dihub
Lucas-Alfieri, D. (2015). Quantitative research. Science Direct. Retrieved from https://www.sciencedirect.com/topics/social-sciences/quantitative-research
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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