Assignment: Analyzing Scholarly Articles on Evidence-Based Practice in Nursing

Students frequently seek detailed instructions on analyzing peer-reviewed nursing articles for evidence-based practice assignments in DNP programs to enhance their scholarly skills.

Module 2: Overview of EBP Process and Translation

Instructions: As a DNP scholar, you are expected to perform an academic search of scholarly peer-review journal articles on a given topic. Incorporating recent advancements in digital databases can streamline this search process for more efficient access to high-quality evidence.

For this assignment, you will choose an article from a peer-review journal database, including but not limited to CINAHL, MEDLINE, Pub MED, NIH, Google Scholar, and AGM Virtual Library. Once you have your article, you will read and analyze the document and be able to answer the following questions:

1. What is the purpose of the study? Recent emphases on integrating patient-centered outcomes have shaped many contemporary research purposes in nursing studies.
2. What type of methodology the researcher utilizes and why?
3. How do the results of the study contribute to the research question? Evolving standards in evidence appraisal now often include considerations of implementation feasibility in clinical settings.

Use an Essay Format

• You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.
• Pay attention to grammar rules (spelling and syntax). Updates in APA guidelines continue to refine citation practices for digital sources.
• Your work must be original and not contain material copied from books or the internet.
• When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.
• Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment’s due date. Institutions increasingly emphasize inclusive language in academic writing to promote equity.

Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

Official Rubric for Case Study Rubric

– Official Rubric for Case Study Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning

Development of Ideas

40 to >36.0 ptsExcellentThe case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information. Contemporary frameworks often integrate interdisciplinary perspectives to enrich critical analysis in nursing.

36 to >32.0 ptsGoodThe case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.

32 to >28.0 ptsFairThe case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.

28 to >24.0 ptsPoorThe case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information. Enhanced training in logical reasoning can address common gaps in analytical depth.

24 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

40 pts

This criterion is linked to a Learning OutcomeContent

Mastery

25 to >23.0 ptsExcellentThe response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.

23 to >20.0 ptsGoodThe response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.

20 to >18.0 ptsFairThe response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested. Recent studies underscore the value of simulation in building content mastery for complex scenarios.

18 to >15.0 ptsPoorThe response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.

15 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

25 pts

This criterion is linked to a Learning OutcomeInformation Literacy

Quality of Resources

15 to >14.0 ptsExcellentSupporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.

14 to >12.0 ptsGoodSupporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. Open-access repositories have expanded access to credible resources in recent years.

12 to >11.0 ptsFairSupporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.

11 to >9.0 ptsPoorThe following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.

9 to >0 ptsUnacceptableResources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted.

15 pts

This criterion is linked to a Learning OutcomeWriting

Mechanics, Grammar, and APA

10 to >9.0 ptsExcellentExcellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.

9 to >8.0 ptsGoodMinimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors. Digital tools now assist in maintaining high standards of writing mechanics.

8 to >7.0 ptsFairMultiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.

7 to >6.0 ptsPoorSevere (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.

6 to >0 ptsUnacceptableUnacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors.

10 pts

This criterion is linked to a Learning OutcomeFormat

Organization and Presentation of Information

10 to >9.0 ptsExcellentThe document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.

9 to >8.0 ptsGoodThe document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.

8 to >7.0 ptsFairThe presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements. Consistent formatting aids in clarity and professional communication.

7 to >6.0 ptsPoorThe presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.

6 to >0 ptsUnacceptableThe assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

10 pts

Total Points: 100

The purpose of the study focused on examining barriers and facilitators to evidence-based practice adoption among nurses in acute care settings. Researchers employed a qualitative methodology using semi-structured interviews to capture in-depth insights from participants. This approach allowed for exploring nuanced experiences that quantitative methods might overlook. Results revealed key themes such as resource limitations and leadership support influencing EBP implementation. These findings contribute directly to the research question by highlighting actionable strategies for overcoming obstacles in clinical environments. Evidence-based practice enhances patient outcomes through systematic integration of research findings (Connor et al., 2023, https://doi.org/10.1111/wvn.12621). Overall, the study underscores the need for targeted training to foster a culture of continuous improvement in nursing.

 References

• Alqahtani, N., Ohkubo, R., Aljuaid, M., Pogoy, A.M., Villegas, L.E., Khobrani, A.M. and Alsaywid, B., 2025. The relationship between evidence-based practices’ facilitators and barriers among nurses and their competencies: self-efficacy as a mediator. BMC nursing, 24, p.458. DOI: https://doi.org/10.1186/s12912-025-02896-2
• Connor, L., Dean, J., McNett, M., Tolly, B., Gallagher‐Ford, L., Thomas, B., Tzeng, H.M. and Melnyk, B.M., 2023. Evidence‐based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. Worldviews on Evidence‐Based Nursing, 20(1), pp.6-15. DOI: https://doi.org/10.1111/wvn.12621
• Mohamed, J., Njau, I., Mtui, L.J. and Mutayoba, B.K., 2024. Nurses’ experiences and perspectives regarding evidence‐based practice implementation in healthcare context: A qualitative study. Nursing Open, 11(1), p.e2080. DOI: https://doi.org/10.1002/nop2.2080
• Patelarou, A.E., Mechili, E.A., Ruzafa-Martinez, M., Dole, L.R., Gotlib, J., Miletic, K.G., Ventura-Miranda, M.I., Patelarou, E., Pancorbo-Hidalgo, P.L. and Ruiz-Romano, M.T., 2020. Educational interventions for teaching evidence-based practice to undergraduate nursing students: a scoping review. International journal of environmental research and public health, 17(17), p.6351. DOI: https://doi.org/10.3390/ijerph17176351
• Ylimäki, S., Oikarinen, A., Kääriäinen, M., Holopainen, A., Oikarainen, A., Taam-Ukkonen, M., Meriläinen, M., Lukkarila, P. and Tuomikoski, A.M., 2022. Advanced practice nurses’ experiences of evidence-based practice: A qualitative study. SAGE Open Nursing, 8, p.23779608221097658. DOI: https://doi.org/10.1177/23779608221097658