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Integrating Evidence-Based Practice in Clinical Setting
Integrating Evidence-Based Practice in Clinical Setting
| ORDER # | 100302 |
| PAPER TYPE | ESSAY |
| WRITING LEVEL | UNDERGRADUATE |
| WRITING STYLE | APA |
| # OF SOURCES | 3 |
| # OF PAGES & WORD COUNT | 6≈ 1650 WORDS |
Write a 1000-1500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be two main sections, one for each bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with (2) sources (1 outside source and the textbook) using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.
Part 1:
Describe the eight steps to integrating evidence-based practice into the clinical environment. What barriers might you face in implementing a new practice to address your research topic (as identified in Module 1)? Describe strategies that could be used to increase success including overcoming barriers.
Part 2:
Describe six sources of internal evidence that could be used in providing data to demonstrate improvement in outcomes.
This assignment uses a grading rubric. Please read the requirements of the rubric before you start writing the essay.
Grading Rubric
Levels of Assessment
| Criteria | Inadequate=D (Below Standard) | Adequate=C (Meets Standard) | Above Average=B (Exceeds Standard) | Exemplary=A (Far Exceeds Standard) |
| Organization | Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. | Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. | Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. | Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. |
| Level of Content | Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal. | Content indicates thinking and reasoning applied with original thought on a few ideas. | Content indicates original thinking and develops ideas with sufficient and firm evidence. | Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic. |
| Development | Main points lack detailed development. Ideas are vague with little evidence of critical thinking. | Main points are present with limited detail and development. Some critical thinking is present. | Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points | Main points well developed with high quality and quantity support. Reveals high degree of critical thinking. |
| Grammar & Mechanics | Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. | Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. | Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. | Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. |
| Style | Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis. | Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices. | Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. | Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination |
| Format | Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. | Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors. | Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. | Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. |
