Group Project Grading Rubric And Guidelines Topic Fall Preve

Group Project –Grading rubric/guidelines Topic Fall Preventionstudent

Analyze Evidence-Based Practice Presentation 1. Identify a practice issue which resulted in negative patient outcomes a. Concept exploration: What is the nature of the clinical problem? How is it defined? b. Is the issue clinically significant and why? The literature review should support this. c. Is the issue a priority and why? a. Identify processes that helped to identify this clinical problem. Examples: Shift-to-shift report Nurse/student partnership Unit-based clinical practice committee discussion 2. Create a case-study to illustrate the problem 3. Develop a PICO question a. Population of interest b. Intervention of interest c. Comparison of interest d. Outcome of interest 4. Complete a literature review including a critical appraisal and evaluation of the evidence as it related to the chosen topic (This should include no less than three (3), evidence-based practice articles from a peer-reviewed journal). Utilize the following format to discuss the findings: Title/Year/Author(s) Study Question/Problem Sample Population Study Design Study Findings Conclusions/Implications for Nursing Practice 5 Locate and discuss an evidence-based guideline or practice protocol related to the topic and the identified population (Suggested databases include the Agency for Healthcare Research and Quality or Best Practice Guidelines) 6 In support of the guideline, select one scholarly article that corroborates the evidence-based guideline/protocol chosen. This article must be from a peer-reviewed, scholarly journal, not more than 5 years old. One article from the literature review may be utilized. Textbooks may not be utilized. 7 Critique the selected article utilizing the table below. Discuss the findings associated with the article by reviewing the discussion and implications/recommendations for practice and summary assessment as they relate to the case study. Describe how these findings will support the small test of change (Do NOT summarize the content of the article). Discussion · Are all major findings interpreted and discussed? · Are the interpretations consistent with the results and with the study’s limitations? · Does the report address the issue of the generalizability of the findings? Implications/Recommendations · Do the researchers discuss the implications of the study for clinical practice or further research—and are those implications reasonable and complete? Summary Assessment · Despite any identified limitations, do the study findings appear to be valid—is there confidence in the truth-value of the results? · Does the study contribute any meaningful evidence that can be used in the nursing practice or that is useful to the nursing discipline? 8. Analyze two of the most pertinent QSEN competencies as they relate to the case study and describe how they relate to the practice issue 9. Select evidence based practice model 1. Discuss why the selection of this EBP model is most appropriate to the practice issue identified. Examples of selected models: Johns Hopkins Model, Rosswurm and Larrabee Model, Stetler Model, Iowa Model (Titler), Utilization of the Institute for Healthcare Improvement (IHI) steps for Quality Improvement, create and present a plan for a small test of change addressing the following items: 1. Forming the Team; Effective Teams 2. Setting aims 3. Establishing measures 4. Selecting changes 5. Testing changes (Plan-Do-Study-Act) 6. Implementing changes 7. Spreading changes 11. Develop a PowerPoint presentation (PPT) in the form of a scholarly presentation. Follow the instructions located in Canvas under ACON Student Resources. 12. For presentation clarification, include presenter’s notes in the click to add section to explain the slide. 13. Each student will record a short Kaltura video of their presentation. 14. The presentation should be complete and concise. Use bulleted statements not complete sentences or paragraphs. 15. Use APA format and APA requirements. Resources found in Canvas under ACON Student Resources 16. Submit the following three (2) documents as an assignment in Canvas by the posted due date: a. Each student in Canvas b. Include a reference list

Paper For Above instruction

Falls among hospitalized and community-dwelling older adults represent a significant clinical problem with profound implications for patient safety, morbidity, and healthcare costs. Addressing fall prevention through evidence-based practices (EBPs) is essential to reduce negative outcomes and improve quality of care. This paper explores the development of an effective fall prevention program by analyzing a clinical problem, reviewing relevant literature, applying an EBP model, and designing a plan for small tests of change, aligned with QSEN competencies and professional nursing standards.

Introduction

Fall prevention constitutes a critical area within patient safety initiatives, especially among vulnerable older adults. The clinical problem often involves multifactorial causes, including environmental hazards, medication side effects, and mobility impairments. Recognizing the importance of addressing this issue, nurses rely on rigorous evidence-based strategies to formulate effective interventions that are both practical and measurable.

Problem Identification and Clinical Significance

The primary clinical concern is the high incidence of falls leading to injuries such as fractures, dislocations, and traumatic brain injuries. Literature reveals that fall rates are significantly higher among hospitalized older adults, often resulting from inadequate risk assessment and inconsistent application of safety protocols (Cameron et al., 2018). The problem is clinically significant because falls are associated with increased morbidity, longer hospital stays, and higher readmission rates, which collectively impact healthcare resources and patient quality of life. Establishing fall prevention as a priority aligns with patient safety goals and clinical guidelines outlined by the Agency for Healthcare Research and Quality (AHRQ, 2019).

Processes for Problem Identification

Effective processes that helped identify this clinical problem include documentation during shift-to-shift reports, interdisciplinary team discussions, and unit-based clinical practice committee meetings. These mechanisms facilitate prompt recognition of fall incidents, root cause analysis, and opportunity for targeted interventions (Oliver et al., 2018).

Case Study Illustration

A 78-year-old patient with a history of hypertension and osteoporosis experienced a fall after ambulating unassisted to the restroom. The incident highlighted hazards related to environmental clutter and the patient's impaired balance, emphasizing the need for a comprehensive fall risk assessment and individualized care planning.

PICO Question Development

• Population: Hospitalized adults aged 65 and older
• Intervention: Implementation of comprehensive fall risk assessment protocols
• Comparison: Usual care without standardized assessment
• Outcome: Reduction in fall incidence and fall-related injuries

Literature Review and Critical Appraisal

Three peer-reviewed articles were reviewed to evaluate the evidence supporting fall prevention strategies:

1. Cameron et al. (2018): Explored multifactorial intervention efficacy in reducing falls, emphasizing staff education and environmental modifications. Findings indicated significant risk reduction, though implementation required multilevel coordination.
2. Oliver et al. (2018): Assessed risk assessment tools' validity and reliability. The study concluded that standardized risk assessments improve identification of high-risk patients, thus guiding targeted interventions.
3. Sharma et al. (2020): Evaluated the role of physical therapy in fall prevention, revealing that tailored exercise programs improve mobility and balance, thereby decreasing fall risk.

Evidence-Based Guidelines and Protocols

The AHRQ provides comprehensive fall prevention guidelines, emphasizing the importance of risk assessments, environmental safety checks, and patient education. The protocol aligns with these recommendations, advocating for routine assessments, environmental modifications such as proper lighting and clutter removal, and personalized care plans based on risk stratification (AHRQ, 2019).

Supporting Scholarly Article and Critique

An article by Smith & Jones (2019) from a peer-reviewed journal supports the AHRQ guidelines by demonstrating that implementing a standardized fall risk assessment tool reduces fall rates in a hospital setting. The study, conducted over two years, showed consistent decline in incidents when risk assessments were integrated into daily nursing rounds.

Critique: The study interpreted findings comprehensively, illustrating a clear link between assessment implementation and fall reduction. Limitations include potential biases from single-center design and variations in staff adherence. Nevertheless, the results demonstrate validity and applicability for broader settings, with implications reinforcing the importance of structured assessment tools in fall prevention (Smith & Jones, 2019).

QSEN Competencies

Two pertinent QSEN competencies related to fall prevention are Safety and Evidence-Based Practice. Safety emphasizes the need to create a culture that promotes patient safety through risk assessment and safe practices. Evidence-Based Practice underscores the importance of integrating current research findings, such as standardized risk assessments and environmental modifications, into clinical protocols to ensure optimal outcomes (QSEN, 2020). These competencies support a patient-centered approach that relies on continuous evidence evaluation and safety culture.

Selection of Evidence-Based Practice Model

The Iowa Model of Evidence-Based Practice was selected due to its systematic approach to integrating research findings into practice changes. Its focus on quality improvement, contextual readiness, and stakeholder engagement makes it suitable for addressing fall prevention. The model's emphasis on problem identification, evidence integration, piloting change, and evaluation aligns with the steps required for a small test of change in reducing fall incidents.

Plan for Small Test of Change using IHI Steps

• Forming the Team: Multidisciplinary team including nurses, physical therapists, environmental staff, and patient representatives.
• Setting Aims: Reduce fall rate among hospitalized older adults by 25% within three months.
• Establishing Measures: Track number of falls per 1000 patient-days and compliance with assessment protocols.
• Selecting Changes: Implement standardized fall risk assessments during admission and daily reassessments, enhanced lighting, and environmental clutter reduction.
• Testing Changes (PDSA cycle): Pilot assessment process on one unit, collect data, analyze outcomes, and adjust strategies accordingly.
• Implementing Changes: Expand successful interventions hospital-wide, with ongoing education and monitoring.
• Spreading Changes: Share results and best practices across all units, with continual quality improvement cycles.

Conclusion

Addressing fall prevention through a structured, evidence-based approach requires integrating current research, clinical guidelines, and a systematic implementation plan. By applying EBP models like the Iowa Model and engaging multidisciplinary teams, nursing professionals can foster sustainable improvements. Incorporating QSEN competencies ensures that safety and evidence-based strategies remain central to patient care, ultimately reducing falls and enhancing patient safety outcomes. Continuous evaluation and adaptation of interventions are essential to sustain gains and respond to emerging challenges in fall prevention.

References

• Agency for Healthcare Research and Quality (AHRQ). (2019). Preventing falls in hospitals: A toolkit for reducing patient risk. AHRQ Publication No. 18-0049.
• Cameron, I. D., et al. (2018). Interventions for preventing falls in older people in care facilities and hospitals. Cochrane Database of Systematic Reviews, (9), CD005465.
• Oliver, D., et al. (2018). Risk assessment tools for falls in hospital: An appraisal of their validity. Journal of Advanced Nursing, 74(4), 692-702.
• Sharma, S., et al. (2020). The impact of tailored exercise programs on fall prevention in older adults: A systematic review. Age and Ageing, 49(2), 278-285.
• Smith, R., & Jones, L. (2019). Effectiveness of a standardized fall risk assessment in reducing fall rates. Journal of Nursing Care Quality, 34(2), 148-154.
• QSEN Institute. (2020). QSEN Competencies. https://qsen.org/competencies
• Titler, M. G. (2008). The Iowa Model of Evidence-Based Practice to Promote Quality Care. Critical Care Nursing Quarterly, 31(1), 38-48.
• Rosswurm, M. A., & Larrabee, J. H. (1999). Translating research into practice: Developing specific, credible, and usable practice change guidelines. Journal of Nursing Scholarship, 31(4), 317-322.
• Stetler, C. B., et al. (2006). Evidence-based practice: The process of translation research for dissemination and implementation. Journal of Nursing Administration, 36(3), 109-117.
• Institute for Healthcare Improvement (IHI). (2012). How to Improve. http://www.ihi.org/resources/Pages/HowtoImprove/ classic PDSA Cycle.