Just need it to be comprehensive of the PowerPoint I provide. Simple power-point cummulitaive of all the other slides & speaker notes. 1 page only
20181215020913evidence__1___1_.docx

nr449_12_14_18.pdf

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Nurse to nurse incivility is nurses being rude, discourteous, and disrespectful to each other. This
incivility, often manifest itself in impolite or offensive comments. As these undesirable
behaviors continue, the work environment can become hostile. These negative behaviors leads to
a decrease in morale and work performance suffers. Studies have shown that twenty-two percent
of nurses have stated that incivility has been a factor that led to poor job performance. Other
twenty-eight percent acknowledge getting fewer tasks done due to the amount of time spent
trying to stay away from nurses who are uncivil (Joint Commission 2016). This situation is very
serious with very real implications. One of the most important tasks a nurse performs is
medication administration. If medication is administered improperly or given to the wrong
patient, patients can suffer severe adverse effects or even death. So group two formulated a
PICOT question how does a supportive work environment compared to a less supportive
environment affect reported rates of incivility and job satisfaction within the first 3-5 years of
nursing?
Sylvia
Veronica’s Speaker Notes:
Clinical Question:
The problem of nurse to nurse incivility has been recognized as a significant precursor for workplace hostility and bullying.
Moreover, workplace bullying has been estimated to impact as many as 40% of registered nurses currently practicing in the
hospital setting (Trepanier, Fernet, Austin, & Boudrias, 2016). The clinical question or PICOT question has been developed by
the group to address the problem statement and guide the direction of the search strategy and analysis. The PICOT question
states the following, this project makes an assessment of literature related to registered nurses (P) to determine how a supportive
work environment (I) compared to a less supportive environment (C) affects reported rates of incivility and job
satisfaction/performance (O) within the first three to five years of nursing practice (T). The (P) represents registered nurses as
the study population. The (I) represents the intervention component, which in this project is the supportive environment. The (C)
represents the comparative variable, a less supportive environment. The (O) represents the outcome, or the impact upon reported
rates of incivility and job performance. Lastly, the (T) represents time, and for this review the review time period is limited to
those RNs practicing within the first three to five years.
Search Strategy:
The group’s search strategy evolved from the research problem, and the PICOT question served as the foundation for the
literature review. The search strategy included numerous resources such as professional journal articles located through
governmental websites and CINAHL database searches, along with position statements from national associations, and
evidenced-based research study materials that focused on the topic of nurse to nurse incivility. The initial results retrieved from
the group’s search returned 873 results. The group refined the vast amount of information returned by using key terms such as
incivility, work environment, bullying, satisfaction, registered nurses, integrative, leadership, supportive, qualitative, quantitative,
retention, performance, interventions, hospital, environment, eliminate, improve, statistics, and affect were utilized. Delimiting
terms were also used to omit articles that were not directly relevant to the paper and those that did not provide full text
articles. Limiting terms such as “and not” were used to remove foreign articles, not English language and those published more
than five years ago. The overall search produced a wealth of information relevant to the nurse population (P) that works in
supportive (I) as well as unsupportive (C) work environments reporting job performance or satisfaction data (O) within the past
three to five (T). Each group member selected two articles that met inclusion criteria based upon the defined key words. These
selected referenced documents succinctly relayed quantitative, qualitative and mixed method data concerning the topic and
expounded on recommendations and success rates for interventions. The ten studies and articles that provided the most relevant
information for the group’s work are as follows:
Research Design:
Reference:
Qualitative
American Nurses Association. (2015). Position statement: Incivility, bullying and workplace
violence. Retrieved from http://nursingworld.org/Workplace-Violence-and-Incivility-Panel
Qualitative
Berry, P., Gillespie, G., Fisher, B., & Gormley, D. (2016). Recognizing, Confronting, &
Eliminating Workplace Bullying. Workplace Health & Safety, 64(7), 339-341. Doi: 10.1177/2165079916634711
Qualitative
Farahnaz, A., Elnaz A., Hossein, E., Azad, R., & Maryam, V. (2017). How to prevent workplace
Incivility? Nurse’ perspective. Iranian Journal of Nursing and Midwifery Research, Volume 22nd, Issue 2,
page 157-163 (2017), (2), 157. doi-10.4103/17359066.205966
Quantitative
John, K. (2017). Incivility and professional comportment in critical care nurses. AACN Advanced
Critical Care, 28(4), 345–350. chamberlainuniversity.idm.oclc.org/10.4037/aacnacc2017106
Mixed methods
Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2018). The effectiveness of education and
cognitive rehearsal in managing nurse-to-nurse incivility: A pilot study. Journal Of Nursing Management.
https://doiorg.chamberlainuniversity.idm.oclc.org/10.1111/jonm.12709
Quantitative
Smith, J., Morin, K., & Lake, E. (2017). Association of the nurse work environment with nurse
incivility in hospitals. Journal of Nursing Management, 26(2), 219-226. Doi: 10.1111/jonm.12537
Qualitative
Trépanier, S., Fernet, C., Austin, S., & Boudrias, V. (2016). Review: Work environment
antecedents of bullying: A review and integrative model applied to registered nurses. International Journal of
Nursing Studies, 55, 85–97.
Qualitative
Ward-Smith, P. (2018). Workplace incivility: Perceptions of urologic nurses. Urologic Nursing,
38(1), 20–26. https://doi-org.chamberlainuniversity.idm.oclc.org/10.7257/1053-816X.2018.38.1.2
The quantitative article employs two types of techniques that measure the nurse work
environment factors related to nurse incivility.
1. Practice Environment Scale of the Nurse Work Index (PES-NWI)
a. Measures the elements of the nurse work environment that have been established
as the potential reasons of nurse incivility based on the expectations of the
hospitals
2. Cronbach Alpha Score
.
Represents the consistency or reliability of the evidence of the relation of incivility and
the work environment
Results of categories in order, highest to lowest:
• Nurse manager ability, leadership and support of nurses
• Collegial nurse-physician relations
• Staffing and resource adequacy
Smith, J. G., Morin, K. H., & Lake, E. T. (2018). Association of the nurse work environment
with nurse incivility in hospitals. J Nurs
Manag., 26, 219-226. doi:10.1111/jonm.12537
ClipArt: 5 Tips for Wellness at Work. Retrieved from: http://www.thecareermuse.co.in/tipsensure-health-wellness-work/
Trisha
The intended article offers the qualitative research information establishing two categories of
incivility manifestations:
1. Conflict-related
2. Predatory
“Nurses are often targets in an uncivil environment, whether they are able to respond and
undesirable behaviors escalate, or unable to respond to these behaviors because of a power
imbalance, confusion on how to respond, or deniability by the perpetrator” (Berry et al, 2016,
p.338).
Results described by elimination regard the interference of the administration to confront
unprofessional behavior and empower the staff to recognize and do the same. Continued
education of and collaboration among the occupational health nurses, administrators, nurse
leaders, as well as, other health care staff creating transparent and productive work environments
(Berry et al, 2016).
Berry, P. A., Gillespie, G. L., Fisher, B. S., & Gormley, D. K. (2016). Recognizing, Confronting,
and Eliminating Workplace Bullying.
Workplace Health & Safety, 64(7), 337-341. doi:10.1177/2165079916634711
ClipArt: Workplace Civility Matters © – So What Can Managers Do About It. Retrieved from:

Trisha
The job of a nurse is to provide medical care for those in need, promote health and at the same
time prevent illness and achieve optimal health for the patient. Working together as a team,
using proper communication, and sharing individual experiences with each other can help
clients achieve optimal health. So Kile et al. recommends ways to reduce or eliminate nurse to
nurse incivility in the workplace, is to help nurses learn how to recognize this behavior, and use
techniques such as cognitive rehearsal to help stop nurse incivility (Kile te al. 2018). Proper
communication can help prevent nurse to nurse incivility. Farahnaz et al. interviewed nurses
who have experience nurse to nurse incivility and got their personal opinion on how to help
prevent it. Recommended practice change suggested was each nurse should attend inservice
on proper communication along with other health related topics, and annually thereafter
(Farahnaz et al. 2017).
Sylvia
The goal of the implementations is to prevent nurse on nurse incivility. But as we all know when
there is a mixture of personalities and cultures, some conflict is bound to surface (Ward-Smith,
2016). So the ultimate goal is to reduce it to level that it does not greatly impact the quality of
care that is given to patients placed in the care of these nurses. Stress can cause mental and
physical deficits and can be induced by nursing incivility (John, 2017). Nursing incivility
increases turnover rates, increase stress, can cause medical errors, and a decrease in quality of
care (Ward-Smith, 2016). Reducing incivility by promoting a bully free environment can increase
positive impacts while decreasing the negative impacts (John, 2017).
Proper communication is the number one obstacle when completing a group assignment. Once
a line on communication is established then the planning and solutions can be discussed
among the group, and the common goal can be achieved.
Veronica’s Speaker Notes:
A total of four teams were formed by the course professor prior to the first day of the class. Each
team was assigned a specific problem topic to develop and analyze during the duration of the
course. Group two was assigned the topic of Nurse Incivility – Nurse to Nurse Incivility and how
it Impacts Performance. Five team members were assigned to group two. Although the course
is conducted in an online venue that could limit face-to-face interaction, the team dynamics were
amicable and very supportive.
The group’s communication began in the CANVAS group forum; however, the team quickly
agreed to hold discussions via text messaging to ensure everyone was alerted when new
information was being shared within the group. In addition to ongoing text messages, the group
members reviewed each member’s weekly discussion posts and completed a review of each
member’s selected articles to reduce duplication of work effort and to prevent redundancy. The
group members stayed current on updates about the course and the project by participating in the
weekly WebEx discussions or watching the weekly recordings.
The work pertaining to the final project was not assigned or distributed to group members. Each
member proactively selected topics of
ADD CONCLUSION IN BOX
PLUS MAKE SPEAKER NOTES
Chamberlain College of Nursing
NR449 Evidence-Based Practice
Required Uniform Assignment: Group Presentation
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a
solution to a clinical problem using the EBP process and b) to demonstrate presentation skills for a group of
peers.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO #7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (PO #4, #8)
CO 3: Identify ethical issues common to research involving human subjects. (PO #6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based
practice. (PO #4, #8)
CO 5: Recognize the role of research findings in evidence-based practice. (PO #7, #8)
DUE DATE
Refer to course calendar for due date. The college’s Late Assignment policy applies to this activity.
Points Possible: 240 points
Requirements
The presentation will include the following.
1. Content
a. Identification of problem
b. Clinical question, search strategy, search results
c. Summary of evidence: quantitative and qualitative
d. Recommended practice change
e. Strategies for implementation of measurable outcomes
f. Barriers
g. Description of group process
h. Conclusion
2. Presentation
a. Vocal and/or PowerPoint delivery
b. Effective use of notes
c. Use of professional guidelines for presentation
d. Participation by all group members
3. PowerPoint presentation and handout
a. Title Slide
b. Introductory/Conclusion slide
c. Additional slides illustrating key points
d. Effective balance of color, graphics, words, and space
e. Reference slide in APA format (sixth edition)
f. Slide limit: 10–12, inclusive of introduction and references
Preparing the Presentation (online students only)
NR449 RUA Group Presentation.docx
Revised 08/31/16
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Chamberlain College of Nursing
NR449 Evidence-Based Practice
a. Presentations will give a brief overview of the topic, followed by examples of how the
topic influences or assists the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides.
Preparing the Presentation (campus students only)





Each group will have 15 minutes to provide information on its topic.
Presentations will give a brief overview of the topic, followed by examples of how the topic influences
or assists the nursing profession.
Each student will have an opportunity to speak.
Each student will contribute two to three slides for the group presentation.
Students will be prepared to have 10–12 PowerPoint slides and may include handouts for
presentations.
NR449 RUA Group Presentation.docx
Revised 08/31/16
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Chamberlain College of Nursing
Directions and Assignment Criteria
Assignment Points
Criteria
%
Content
52
125
Description






Delivery
40
17
NR449 Evidence-Based Practice
Identification of problem -clearly identifies the clinical problem and
impact on nursing practice.
Description of research process is clearly delineated, including
identified barriers, what went well, and what is still needed.
Summarizes qualitative and quantitative validity of evidence.
Findings are clearly identified.
Suggestions for implementation, including measureable outcomes
and feasibility issues, are clear.
Concluding summarization is accurate and comprehensive.
(Online Students Only)
• Followed guidelines for professional PowerPoint presentation
• Evidence of participation by all group members
(Campus Students Only)
• Verbal delivery with good volume, pitch, and inflection for all group
members
• Physical delivery with professional dress, good posture, facial
expression with eye contact, and enthusiasm is present for all group
members.
• All group members effectively use notes and do not read from slides.
• All group members participated.
Slide
Presentation
Peer Evaluation
Total
60
25
15
6
240
100
NR449 RUA Group Presentation.docx






••
Title slide has topic and all group members listed.
Introduction Slide
Additional slides illustrate all key points.
Balance between space, words and graphics, and color is clearly
effective.
Conclusion Slide
Final slide has references accurately in APA format.
Completes
peer evaluation
with
respectful
and constructive feedback.
Number
of slides
presented is
within
stated guidelines.
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Chamberlain College of Nursing
NR449 Evidence-Based Practice
Grading Rubric
Assignment
Criteria
Outstanding or Highest
Level of Performance
Very Good or High Level of
Performance
Competent or Satisfactory
Level of Performance
A (92–100%)
B (84–91%)
C (76–83%)
Content: 125 points (divided as shown)
Clarity of Introduction Introduction clearly identifies the
clinical problem and impact on
15 points
nursing practice.
14-15 points
Description of
Process Used
25 points
Description of research
process is clearly delineated,
including identified barriers;
what went well and what is
still needed is clearly
delineated.
Total Points = /125
Introduction clearly identifies the
clinical problem and impact on
nursing practice (contains minor
inaccuracies).
Introduction clearly identifies the
clinical problem and impact on
nursing practice and is
occasionally inaccurate.
12 points
13 points
Description of research
process is clearly delineated,
including identified barriers;
what went well and what is
still needed contain rare
inaccuracies.
Description of research process is
clearly delineated, including
identified barriers; what went well
and what is still needed are
occasionally inaccurate.
19-20 points
23-25 points
Recommended
Findings
30 points
F indings are clearly provided.
28–30 points
21-22 points
F indings are rarely inaccurate.
Findings are occasionally
inaccurate.
Concluding
Summarization
(25 points)
Suggestions for implementation,
including measureable outcomes
and feasibility issues, are clearly
delineated.
Suggestions for
implementation, including
measureable outcomes and
feasibility issues, have rare
inaccuracies.
28–30 points
26–27 points
Concluding summarization
accurately and comprehensively
reviews the information
presented in the presentation.
NR449 RUA Group Presentation.docx
No introduction that clearly
identifies the clinical
problem and impact on
nursing practice.
0–11 points
Description of research process is
clearly delineated, including
identified barriers; what went well
and what is still needed are
inaccurate or not identified.
0–18 points
Recommended findings are
nonexistent or inaccurate.
26–27 points
23–25 points
Suggestions for
Implementation
30 points
Poor, Failing or
Unsatisfactory Level of
Performance
F (0–75%)
Suggestions for implementation,
including measureable outcomes
and feasibility issues, are
occasionally inaccurate.
23–25 points
Concluding summarization
accurately and comprehensively
reviews the information
presented in the presentation
Concluding summarization
occasionally does not accurately
and/or comprehensively review
the information presented in the
Revised 08/31/2016
0–22 points
Suggestions for implementation,
including measureable outcomes
and feasibility issues, have
numerous errors, inaccuracies, or
are absent.
0–22 points
Concluding summarization does
not accurately and/or
comprehensively review the
information presented in the
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Chamberlain College of Nursing
NR449 Evidence-Based Practice
but has rare inaccuracies.
23-25 points
presentation.
21-22 points
19-20 points
Delivery: 40 points (divided as shown)
Delivery
20 points
Use of Notes
10 points
Participation
10 points
Follows guidelines for professional
presentation with evidence of
participation from most group
members
17-18 points
Follows guidelines for professional
presentation with evidence of
participation from all group
members
19-20 points
Follows guidelines for professional
presentation with evidence of
participation from some group
members
16 Points
ALL …
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