Course Syllabus
Evidence-Based Practice
NURS_ADV-511
Spring 2025
3 Credit Hours
(3 didactic)
Prerequisites: Admission to Nursing graduate program
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [tbd]
Course Description
Students will develop working knowledge regarding research and scholarship methodologies that inform the provision and evaluation of quality improvement efforts and evidence-based care.
Course Materials
Books:
- Dang, D., Dearholt, S. L., Bissett, K., Ascenzi J., & Whalen, M. (2022). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Indianapolis, IN: Sigma Theta Tau International Honor Society of Nursing. ISBN-13: 978-1948057875 Available via the Bookie, or on Amazon (approximately $51).
- American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association. ISBN-13: 978-1433832161 Available via the Bookie, or on Amazon (approximately $32 new or $21 used).
Other Materials:
Other free materials will be provided in the Weekly Canvas Modules.
Fees:
No fees associated with this course.
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Course Learning Outcomes (students will be able to:) |
Assessment of the Learning Outcomes |
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1. Compare and contrast how application of research methodologies and statistical analyses inform evidence-based practice. |
Evidence Appraisal Tool Assignment Evidence Synthesis and QI Plan Project |
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2. Utilize effective literature search strategies. |
Question Development Tool Assignment Evidence Appraisal Tool Assignment Synthesis and Recommendation Tool Assignment |
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3. Synthesize evidence for the application of EBP. |
Twitter-Style Quizzes EBP Culture Mini-Project Question Development Tool Assignment Evidence Appraisal Tool Assignment Synthesis and Recommendation Tool Assignment Translation and Action Tool Assignment Evidence Synthesis and QI Plan Project |
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4. Differentiate between data collection techniques for measurement of outcomes and continuous quality improvement. |
Evidence Appraisal Tool Assignment Synthesis and Recommendation Tool Assignment Translation and Action Tool Assignment Evidence Synthesis and QI Plan Project |
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5. Analyze elements of effective communication that impact collaborative EBP efforts. |
EBP Culture Mini-Project Translation and Action Tool Assignment Evidence Synthesis and QI Plan Project |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
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Week 1 |
Evidence-Based Practice Background |
Johns Hopkins EBP Text: Chapter 1 Melnyk et al. (2018). The first U.S. study on nurses’ evidence-based practice competencies indicates major deficits that threaten healthcare quality, safety, and patient outcomes. Worldviews on Evidence-Based Nursing, 15(1), 16-25. https://doi.org/10.1111/wvn.12269 Video: What is EBP? |
Twitter Style Quiz: In 50-100 words, please share your understanding or experience with Evidence-Based Practice. Due end of Week 1. Synchronous Class via Zoom |
| Week 2 |
Infrastructure of EBP Environment (Part 1) |
Johns Hopkins EBP Text: Chapter 2 Melnyk (2014). Building cultures and environments that facilitate clinician behavior change to evidence-based practice: What works? Worldviews on Evidence-Based Nursing, 11(2), 79-80. https://doi.org/10.1111/wvn.12032 Video: The Role of Leadership in Building Culture of EBP (1-minute) |
Twitter Style Quiz: In 50-100 words, please share one thing a leader can do to cultivate an environment that supports Evidence-Based Practice. Due end of Week 2. Begin working on EBP Culture Mini-Project. Due end of Week 3. |
| Week 3 |
Infrastructure of EBP Environment (Part 2) |
Kitson et al. (2021). How nursing leaders promote evidence-based practice. Journal of Advanced Nursing, 77(5), 2447-2457. https://doi.org/10.1111/jan.14773 Melnyk et al. (2021). EBP Culture and Mentorship. Worldviews on Evidence-Based Nursing, 18(4), 272-281. https://doi.org/10.1111/wvn.12524 Video: EBP in Action with Nurse Manager (15-minutes) |
Twitter Style Quiz: In 50-100 words, please share a key element of mentorship that influences Evidence-Based Practice. Due end of Week 3.
EBP Culture Mini-Project: Create a recorded video or an infographic to address the following:
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| Week 4 |
Evidence-Based Practice Models (Part 1) |
Johns Hopkins EBP Text: Chapter 3 Speroni et al. (2020). Worldviews on Evidence-Based Nursing, 17(2), 98-107. https://doi.org/10.1111/wvn.12428 Connor et al. (2023). EBP improves patient outcomes and health system return on investment. Worldviews on Evidence-Based Nursing, 20(1), 6-15. https://doi.org/10.1111/wvn.12621 Dusin et al. (2023). EBP models and frameworks in the healthcare setting: A scoping review. MBJ Open, 13(5), e071188. https://doi.org/10.1136/bmjopen-2022-071188 |
Twitter Style Quiz: In 50-100 words, please share about an experience you have had that demonstrated the influence that evidence-based practice (or the lack thereof) has had on patient outcomes. Due end of Week 4. Synchronous Class via Zoom |
| Week 5 |
Evidence-Based Practice Models (Part 2) |
Video: EBP in Action with Pediatric Nurse Educator (15-minutes)
Video: EBP in Action in PACU (62-minutes) Review to Appendix A in your textbook: PET Process Guide (page 280) Read Exemplars 1 & 2 in your textbook (pages 223-228) |
Twitter Style Quiz: In 50-100 words, please describe how you think evidence-based practice could be improved in your workplace based on what you have learned in the review materials this week. Due end of Week 5. |
| Week 6 |
The Practice Question (Part 1) Practice Question, Evidence, Translation (PET) |
Johns Hopkins EBP Text: Chapter 4 Speckman & Friedly (2019). PM&R, 11(5), 548-553. https://doi.org/10.1002/pmrj.12116 Johns Hopkins Center for Nursing Inquiry Podcast: Three Forms of Inquiry (13-minutes) Johns Hopkins Center for Nursing Inquiry Podcast: Questions First, Methods Second (13-minutes) Review Appendix B in your textbook |
Twitter Style Quiz: In 50-100 words, please describe one key to developing a quality practice question. Due end of Week 6.
Begin Question Development Tool (Part 1) Assignment
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| Week 7 |
The Practice Question (Part 2) Practice Question, Evidence, Translation (PET) |
Ishikawa-Pacher (2022). Research questions with PICO: A universal mnemonic. Publications, 10(3), 21. https://doi.org/10.3390/publications10030021 Covvey et al., (2024). Back to the basics: Guidance for formulating good research questions. Research in Social and Administrative Pharmacy, 20(1), 66-69. https://doi.org/10.1016/j.sapharm.2023.09.009 |
Twitter Style Quiz: In 50-100 words, please describe one pitfall to avoid when developing a practice question. Due end of Week 7. Question Development Tool (Part 1) Assignment
Complete the first 8 sections of Appendix B. Use textbook page 250 as a guide. Due end of Week 7) |
| Week 8 |
Evidence: Searching and Identifying Practice Question, Evidence, Translation (PET) |
Johns Hopkins EBP Text: Chapter 5 Amit-Aharon et al. (2020). Journal of Professional Nursing, 36(6), 497-502. https://doi.org/10.1016/ j.profnurs.2020.04.001 Video: Overview of Search Techniques (9-minutes) Video: Searching Google, Google Scholar, & the Internet (9-minutes) |
Twitter Style Quiz: In 50-100 words, please describe one pitfall to avoid when developing a practice question. Due end of Week 8.
Question Development Tool (Part 2) Assignment
Synchronous Class via Zoom |
| Week 9 |
Evidence: Appraising (Part 1) Practice Question, Evidence, Translation (PET) |
Johns Hopkins EBP Text: · Evidence Section · Chapters 6-7 Bourgault (2023). Clinical practice guidelines can be valuable sources of evidence. Critical Care Nurse, 43(4), 6-8. https://doi.org/10.4037/ccn2023533 |
Twitter Style Quiz: In 50-100 words, please describe what the purpose is for using Levels of Evidence (LOEs). Due end of Week 9. Begin Evidence Appraisal Tool Assignment.
Due end of Week 10. |
| Week 10 |
Evidence: Appraising (Part 2) Practice Question, Evidence, Translation (PET) |
Glasofer & Townsend (2020). Determining the level of evidence: Non-research evidence. Nursing Critical Care, 15(2), 22-26. doi: 10.1097/01.CCN.0000654792.71629.00 Video: Introduction to Critical Appraisal (10-minutes) Johns Hopkins Center for Nursing Inquiry Podcast: Is My Article Research or Non-Research? (8-minutes) Review Appendices E & F in your textbook |
Twitter Style Quiz: In 50-100 words, please describe the benefits of using research and non-research for evidence-based practice. Due end of Week 10. Evidence Appraisal Tool Assignment.
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| Week 11 |
Translation (Part 1) Practice Question, Evidence, Translation (PET) |
Johns Hopkins EBP Text: Chapter 8 Video: Translating Evidence into Practice (23-minutes) Video: Translation - Important Tips (1-minute) Johns Hopkins Center for Nursing Inquiry Podcast: Synthesis and Translation (10-minutes) Review Appendix H in your textbook |
Twitter Style Quiz: In 50-100 words, please describe one key component of the Translation phase of evidence-based practice. Due end of Week 11.
Begin Synthesis and Recommendation Tool Assignment
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| Week 12 |
Translation (Part 2) Practice Question, Evidence, Translation (PET) |
Dagne & Beshah (2021). Implementation of EBP: The experience of nurses and midwives. PloS ONE, 16(8), e0256600. https://doi.org/10.1371/journal.pone.0256600 Kwan et al. (2022). Designing for dissemination and sustainability to promote equitable impacts on health. Annual Review of Public Health, 43, 331-353. https://doi.org/10.1146/annurev-publhealth-052220-112457 Ashcraft et al. (2020). Strategies for effective dissemination of research to United States policymakers: A systematic review. Implementation Science, 15(89). https://doi.org/10.1186/s13012-020-01046-3 |
Twitter Style Quiz: In 50-100 words, please describe one way that Evidence-Based Practice could improve population health equity. Due end of Week 12.
Synthesis and Recommendation Tool Assignment
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| Week 13 |
Translation (Part 3) Practice Question, Evidence, Translation (PET) |
Johns Hopkins EBP Text: Chapter 9 Humbles & Jones (2019). Faculty and students find a niche in scholarship: Teaching strategies to disseminate scholarly EBP projects. ABNF Journal, 30(4), 109-112. Tucker et al. (2021). Implementation science: Application of EBP models to improve healthcare quality. Worldviews on Evidence-Based Practice Nursing, 18(2), 76-84. https://doi.org/10.1111/wvn.12495 Johns Hopkins Center for Nursing Inquiry Podcast: Dissemination (10-minutes) Review Appendix I in your textbook |
Twitter Style Quiz: In 50-100 words, please describe one way to increase the impact of dissemination of evidence-based practice work. Due end of Week 13.
Translation and Action Tool Assignment
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| Week 14 |
Application (Part 1) |
Please note that the following articles will be used to complete the Evidence Synthesis and QI Plan Assignment. Please review assignment instructions prior to reading these materials. Hudson & Montelpare (2021). Predictors of Vaccine Hesitancy: Implications for COVID-19 public health messaging. International Journal of Environmental Research and Public Health, 18(5), 8054. https://doi.org/10.3390/ijerph18158054 Paul et al. (2021). Attitudes towards vaccines and intention to vaccinate against COVID-19: Implications for public health communications. The Lancet Regional Health, 1, 100012. https://doi.org/10.1016/j.lanepe.2020.100012 Neely et al. (2022). Vaccine hesitancy and exposure to misinformation: A Survey analysis. Journal of General Internal Medicine, 37, 179-187. https://doi.org/10.1007/s11606-021-07171-z Gerretsen et al. (2021). Individual determinates of COVID-19 vaccine hesitancy. PLoS ONE, 16(11), e0258462. https://doi.org/10.1371/journal.pone.0258462 Yasmin et al. (2021). COVID-1 vaccine hesitancy in the United States: A systematic review. Frontiers in Public Health, 9. 770985 https://doi.org/10.3389/fpubh.2021.770985 Lavigne (2021). Vaccine hesitancy: Root causes and possible solutions. Canadian Journal of Dental Hygiene, 55(2), 79-82. https://pmc.ncbi.nlm.nih.gov/articles/PMC8219067/ Robinson et al. (2022). Factors contributing to vaccine hesitancy and reduced vaccine confidence in rural underserved populations. Humanities and Social Sciences Communications, 9(1), 1-8. https://doi.org/10.1057/s41599-022-01439-3 Singh et al. (2022). Strategies to overcome vaccine hesitancy: A systematic review. Systematic Reviews, 11(78). https://doi.org/10.1186/s13643-022-01941-4 |
Twitter Style Quiz: In 50-100 words, please describe one insight you can use from previous assignments to help be successful this week? Due end of Week 14.
Use the provided template to begin working on the Evidence Synthesis and QI Plan Project.
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| Week 15 |
N/A | Review the reading materials from last week. |
Twitter Style Quiz: In 50-100 words, please describe what you liked about this course, what you would suggest changing, or something you would like to learn more about! Due end of Week 15. Use the provided template to finish working on the Evidence Synthesis and QI Plan Project.
Due end of Week 15 Synchronous Class via Zoom |
Expectations for Student Effort
Students are expected to spend the following on course work (at a minimum):
Didactic [F2F Video Conference or Directed Online Learning]
15 hours of faculty-directed instruction per credit hour.
Graduate Courses
For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside class.
Grading
| Type of Assignment (tests, papers, etc.) | Points | Percent of Overall Grade |
|---|---|---|
| Twitter-Style Quizzes | 15 | 15 |
| Evidence-Based Cultural Mini Project | 10 | 10 |
| Question Development Tool Assignment | 10 | 10 |
| Evidence Appraisal Tool Assignment | 10 | 10 |
| Synthesis and Recommendation Tool Assignment | 10 | 10 |
| Translation and Action Tool Assignment | 10 | 10 |
| Evidence Synthesis and QI Plan Project | 25 | 25 |
| Synchronous Classes #1 - 5 | 10 | 10 |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
95-100 |
C | 73-75 |
| A- | 90-94 | C- | 70-72 |
| B+ | 86-89 | D+ | 66-69 |
| B | 83-85 | D | 60-65 |
| B- | 80-82 | F | 0-59 |
| C+ | 76-79 |
*Minimum passing final grade for a required nursing course is C (73%). If you receive a course grade of C- (≤72%) or lower, you will need to repeat the course.
Grade Rounding Policy
A grade is rounded up if the percentage grade is >0.5 (e.g., 93.55 is rounded to a 94) or is rounded down if the percentage grade is <0.5 (e.g., 93.43 is rounded to a 93).
Alternative Grades
Incomplete, X, or Z may be awarded based on WSU Policy at https://registrar.wsu.edu/grades-and-gpa/.
Attendance and Make-Up Policy
Procedure – Scoring
Students are scored on attendance by the course instructor and is based on the student's: preparation for class, participation in activities, and feedback to peers.
Absence Makeup
Makeups are dependent on circumstances and/or prior notice only. It is the student's responsibility to ask for any missing assignments or makeup work due to an excused absence from class.
Students will have an opportunity to make up an excused absence from missing the face to face class. Students must contact the course faculty member prior to class or soon following class in the case of an emergency. This will entail watching the recorded video of class and 1) listing two things that surprised you, 2) list two things that stood out to you, and 3) list two things that you wanted to know more about and what you did to seek the answers/information.
Late Assignments
Late Assignment Policy
All course work (including, but not limited to assignments, class activities, and discussion boards) must be submitted no later than the due date specified in this syllabus unless prior arrangements are made with the faculty and a new due date is established.
All assignments (LMS postings, individual, group, presentation/written, etc.) submitted after the deadline AND without prior notification to or arrangements with the faculty, will be subjected to a penalty.
Assignment Due Date Extension Procedure
· PRIOR TO THE ASSIGNMENT DUE DATE, and using their student WSU email account, the student is to email the course instructor to negotiate a different due date.
· If the student does not negotiate a different due date, depending on the circumstances, the course faculty will impose a penalty such as:
- o an assignment score = zero.
- o a loss of 5 percentage points (for the assignment) for each day (24 hours) past the deadline.
- o other.
· Extreme violations of this policy will result in a Performance Improvement Plan (PIP) being filed with the Center for Student Excellence.
Academic Integrity Statement
Students and faculty share in the responsibility of upholding and protecting academic honesty standards within the University. At Washington State University, all cases of academic dishonesty or academic misconduct, including cases of plagiarism, will be handled according to the process in WAC 504-26-415.
Through the academic integrity violation process (see https://www.handbook.wsu.edu/academic-integrity-process/), the reported student will receive notice of the concerning information and will be given an opportunity to respond. The Standards of Conduct for Students covers cheating, plagiarism, or other forms of academic dishonesty including but not limited to the following:
- unauthorized collaboration on assignments;
- facilitation of dishonesty including not challenging academic integrity violations by others;
- obtaining unauthorized knowledge of course assignments or exam materials;
- unauthorized multiple submissions of the same work for different course assignments;
- sabotage of another student’s work;
- knowingly furnishing false information or data to any University official, faculty, or staff; and
- forgery, alteration, or misuse of any University document, record, or form of personal identification.
For a complete definition of academic dishonesty, see WAC 504-26-415 at https://apps.leg.wa.gov/WAC/default.aspx?cite=504-26-010.
Given the accessibility of electronic information, further discussion of commonly observed examples of plagiarism is warranted.
Examples may include:
- copying material (e.g., copy and paste) from any source without proper citation;
- copying homework solutions from online sources such as CHEGG, Bartleby, StackExchange, and solutions manuals; or
- using an essay for hire service or copying material from another student.
When submitting group projects, any example of plagiarism may result in the entire group facing disciplinary action. It is appropriate to ask professors for further clarification of proper protocol. In addition to increasing the availability of information, technology also provided enhanced methods for identifying copied work. Plagiarizing another’s work denies learning opportunities and does not advance one’s academic pursuits.
If a graduate student becomes aware of any incidents of academic dishonesty, the graduate student should report the incident to the appropriate faculty member. The faculty member is then responsible for contacting the reported student and for notifying the Center for Community Standards. Sanctions imposed by the faculty member may include failure of the assignment, test, or entire course. Sanctions may also lead to loss of one’s assistantship (see Chapter 9.G) and/or dismissal from the graduate program.
The Center for Community Standards will assign additional educational outcomes to a student found responsible for an academic integrity violation. For more information about possible outcomes from the community standards process, please visit https://handbook.wsu.edu/violations-and-possible-sanctions/. If a student is uncomfortable reporting another student to a faculty member, other resources include the ombudsman, the Graduate School, and the Center for Community Standards.
Artificial Intelligence (AI) Policy
WSU Executive Policy 8 prohibits the inclusion of legally protected or regulated data (e.g., proprietary, personally identifiable information, HIPAA, FERPA) in queries provided to generative AI platforms like ChatGPT. The appropriate use of AI in this course includes the use of the platform and tools, such as AI-based tools to improve spelling and grammar like Grammarly, use of AI tools such as TurnitIn to test for plagiarism before turning in an assignment or by the professor after an assignment is received, and use of platforms such as ChatGPT for outlining an assignment. You may not use ChatGPT for more than 10% of the content of ANY assignment. Use of AI for >10% of an assignment unless it is specifically authorized in the instructions for that assignment will result in an automatic zero for that assignment and potential referral to the Center for Community Standards.