Scholarship in nursing practice
Golden1
10.pdf
MYM2 — MYM2 TASK 1: EVIDENCE- BASED PRACTICE AND APPLIED NURSING RESEARCH
SCHOLARSHIP IN NURSING PRACTICE — D219
PRFA — MYM2
COMPETENCIES
738.2.1 : Foundations of Inquiry
The learner differentiates between quality improvement processes, evidence-based practice, and research.
738.2.2 : Literature Review and Analysis
The learner demonstrates knowledge of the process and outcomes of conducting a literature review.
738.2.3 : Ethics and Research
The learner demonstrates an understanding of the ethics of nursing research particularly human subjects' protections, informed consent, and alignment with patient and family values and preferences.
738.2.4 : Patient Outcomes
The learner discriminates between evidence-based standards of practice and conventional practices to
improve patient outcomes.
738.2.5 : Data Collection, Analysis, and Documentation
The learner describes the process of data collection, analysis, and implementation of evidence that can
improve clinical practice from an interprofessional perspective.
INTRODUCTION
Evidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions. Therefore, it is of pivotal importance to understand the basic
tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.
In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and
review selected research-based and non-research-based evidence to find answers to that question.
Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change would require the support of many high-quality research
studies.
REQUIREMENTS
Preparation Task Overview Submissions Evaluation Report
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 1/10
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).
A. Submit a copy of your Collaborative Institutional Training Initiative (CITI) certification in either a .jpeg, .png, .bmp, .gif, or .pdf file.
B. Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects. 1. Identify each of the following PICO components of the clinical practice problem:
• P: patient, population, or problem • I: intervention
• C: comparison • O: outcome
2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in
part B and the PICO components identified in part B1.
Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.
C. Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.
Note: The article you select should not be more than five years old.
1. Discuss the background or introduction (i.e., the purpose) of the research-based article. 2. Describe the research methodology used in the research-based article.
3. Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence- Based Practice (JHNEBP) model.
Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.
4. Summarize how the researcher analyzed the data in the research-based article.
5. Summarize the ethical considerations of the research-based article. If none are present, explain why.
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 2/10
6. Identify the quality rating of the research-based article according to the JHNEBP model.
Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to
establish the quality rating.
7. Analyze the results or conclusions of the research-based article.
a. Explain how the article helps answer your EBP question.
D. Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.
Note: The article you select should not be more than five years old.
1. Discuss the background or introduction (i.e., the purpose) of the non-research-based article. 2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline)
used in the non-research-based article.
3. Identify the level of evidence in the non-research-based article using the JHNEBP model.
Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.
4. Identify the quality rating of the non-research-based article according to the JHNEBP model.
5. Discuss how the author’s recommendations in the non-research-based article help answer your EBP
question.
E. Recommend a practice change that addresses your EBP question using both the research-based and non- research-based articles you selected for part C and part D.
1. Explain how you would involve three key stakeholders in supporting the practice change
recommendation. 2. Discuss one specific barrier you may encounter when implementing the practice change
recommendation. 3. Identify one strategy that could be used to overcome the barrier discussed in part E2.
4. Identify one outcome (the O component in PICO) from your EBP question that can be used to measure
the recommended practice change.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 3/10
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf,
mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:CITI CERTIFICATION
B:CLINICAL PRACTICE PROBLEM
B1:PICO COMPONENTS
B2:EVIDENCE-BASED QUESTION
NOT EVIDENT
A copy of the learner’s CITI cer-
tification is not provided.
APPROACHING
COMPETENCE
Not applicable.
COMPETENT
A copy of the learner’s CITI certi-
fication is provided.
NOT EVIDENT
The submission does not identi-
fy a clinical practice problem or
does not include a discussion of
the impact of a clinical practice
problem on the patient or pa-
tients and the organization it
affects.
APPROACHING COMPETENCE
The submission includes a dis-
cussion of the clinical practice
problem but does not logically
address its impact on the patient
or patients and the organization
it affects.
COMPETENT
The submission includes a discus-
sion of the clinical practice prob-
lem that logically addresses its
impact on the patient or patients
and the organization it affects.
NOT EVIDENT
The submission does not include
each of the given PICO compo-
nents of the clinical practice
problem.
APPROACHING COMPETENCE
The submission includes each of
the PICO components of the
clinical practice problem, but 1
or more of the given compo-
nents are inaccurate or
incomplete.
COMPETENT
The submission includes each of
the given PICO components of
the clinical practice problem.
Each of the given components is
accurate and complete.
NOT EVIDENT
The submission does not include
an EBP question.
APPROACHING COMPETENCE
The submission includes an EBP
question, but the EBP question
does not appropriately address
COMPETENT
The submission includes an EBP
question that appropriately ad-
dresses the clinical practice prob-
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 4/10
C:SELECTION OF A RESEARCH-BASED ARTICLE
C1:BACKGROUND OR INTRODUCTION OF THE RESEARCH-BASED ARTICLE
C2:RESEARCH METHODOLOGY IN THE RESEARCH-BASED ARTICLE
C3:LEVEL OF EVIDENCE IN THE RESEARCH-BASED ARTICLE
the clinical practice problem or
does not include all the PICO
components.
lem and includes all the PICO
components.
NOT EVIDENT
An article selection is not
provided.
APPROACHING COMPETENCE
The selected article is not re-
search based or does not answer
the EBP question from part B2.
COMPETENT
The selected article is research
based and answers the EBP ques-
tion from part B2.
NOT EVIDENT
The submission does not include
a discussion of the background
or introduction of the research-
based article.
APPROACHING
COMPETENCE
The submission does not accu-
rately discuss the background or
introduction of the research-
based article.
COMPETENT
The submission accurately dis-
cusses the background or intro-
duction of the research-based
article.
NOT EVIDENT
The submission does not include
a description of the research
methodology used in the re-
search-based article.
APPROACHING COMPETENCE
The submission includes a de-
scription that inaccurately de-
scribes the research methodolo-
gy used in the research-based
article.
COMPETENT
The submission includes a de-
scription that accurately de-
scribes the research methodolo-
gy used in the research-based
article.
NOT EVIDENT
The submission does not identi-
fy the level of evidence for the
research-based article.
APPROACHING
COMPETENCE
The submission identifies the
level of evidence for the re-
search-based article that is not
accurate according to the
JHNEBP model.
COMPETENT
The submission accurately identi-
fies the level of evidence for the
research-based article that is
based on the JHNEBP model.
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 5/10
C4:ANALYSIS OF THE DATA
C5:ETHICAL CONSIDERATIONS OF THE RESEARCH-BASED ARTICLE
C6:QUALITY RATING OF THE RESEARCH-BASED ARTICLE
C7:RESULTS OR CONCLUSIONS OF THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not include
a summary of the data analysis
in the article.
APPROACHING
COMPETENCE
The submission includes a sum-
mary of the data analysis, but
the summary does not accurate-
ly describe how the researcher
analyzed the data in the article.
COMPETENT
The submission includes a sum-
mary that accurately describes
how the researcher analyzed the
data in the article.
NOT EVIDENT
The submission does not include
a summary of ethical considera-
tions. Or the submission does
not include an explanation of
why no ethical considerations
are present in the research-
based article.
APPROACHING COMPETENCE
The submission includes a sum-
mary of ethical considerations,
but the summary does not logi-
cally describe the ethical consid-
erations of the research-based
article. Or, if no ethical consider-
ations are present in the re-
search-based article, the sub-
mission does not logically ex-
plain why none are present.
COMPETENT
The submission includes a sum-
mary that logically describes the
ethical considerations of the re-
search-based article. Or, if no
ethical considerations are
present, the submission includes
a logical explanation of why none
are present.
NOT EVIDENT
The submission does not identi-
fy a quality rating of the re-
search-based article.
APPROACHING
COMPETENCE
The submission identifies a qual-
ity rating of the research-based
article that is not accurate ac-
cording to the JHNEBP model.
COMPETENT
The submission accurately identi-
fies a quality rating of the re-
search-based article according to
the JHNEBP model.
NOT EVIDENT
The submission does not include
an analysis of the results or con-
clusions of the research-based
article.
APPROACHING COMPETENCE
The submission includes an
analysis of the results or conclu-
sions, but the analysis does not
logically evaluate the results or
COMPETENT
The submission includes an
analysis that logically evaluates
the results or conclusions of the
research-based article.
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 6/10
C7A:HOW THE ARTICLE ANSWERS THE EBP QUESTION
D:SELECTION OF A NON-RESEARCH-BASED ARTICLE
D1:BACKGROUND OR INTRODUCTION OF THE NON-BASED-RESEARCH ARTICLE
D2:TYPE OF EVIDENCE IN THE NON-BASED-RESEARCH ARTICLE
D3:LEVEL OF EVIDENCE IN THE NON-RESEARCH-BASED ARTICLE
conclusions of the research-
based article.
NOT EVIDENT
The submission does not include
an explanation of how the article
helps answer the EBP question.
APPROACHING COMPETENCE
The submission does not appro-
priately explain how the article
helps answer the EBP question.
COMPETENT
The submission appropriately ex-
plains how the article helps an-
swer the EBP question.
NOT EVIDENT
An article selection is not
provided.
APPROACHING
COMPETENCE
The selected article is not a non-
research-based article or does
not answer the EBP question
from part B2.
COMPETENT
The selected article is a non-re-
search-based article and answers
the EBP question from part B2.
NOT EVIDENT
The submission does not include
a discussion of the background
or introduction of the non-re-
search-based article.
APPROACHING COMPETENCE
The submission does not accu-
rately address the background
or introduction of the non-re-
search-based article.
COMPETENT
The submission accurately ad-
dresses the background or intro-
duction of the non-research-
based article.
NOT EVIDENT
The submission does not include
a description of the type of evi-
dence used in the non-research-
based article.
APPROACHING
COMPETENCE
The submission does not accu-
rately describe the type of evi-
dence used in the non-research-
based article.
COMPETENT
The submission accurately de-
scribes the type of evidence used
in the non-research-based
article.
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 7/10
D4:QUALITY RATING OF THE NON-RESEARCH-BASED ARTICLE
D5:AUTHOR’S RECOMMENDATIONS IN THE NON-RESEARCH-BASED ARTICLE
E:RECOMMENDED PRACTICE CHANGE
NOT EVIDENT
The submission does not identi-
fy the level of evidence for the
non-research-based article.
APPROACHING
COMPETENCE
The submission identifies the
level of evidence for the non-re-
search-based article that is not
accurate according to the
JHNEBP model.
COMPETENT
The submission accurately identi-
fies the level of evidence for the
non-research-based article ac-
cording to the JHNEBP model.
NOT EVIDENT
The submission does not identi-
fy a quality rating for the non-re-
search-based article.
APPROACHING COMPETENCE
The submission identifies a qual-
ity rating for the non-research-
based article that is not accurate
according to the JHNEBP model.
COMPETENT
The submission accurately identi-
fies the quality rating for the non-
research-based article according
to the JHNEBP model.
NOT EVIDENT
The submission does not include
a discussion of the author’s rec-
ommendations that help answer
the EBP question.
APPROACHING
COMPETENCE
The submission includes a dis-
cussion of the author’s recom-
mendations, but the discussion
does not logically explain how
the author’s recommendations
help answer the EBP question.
COMPETENT
The submission includes a discus-
sion that logically explains how
the author’s recommendations
help answer the EBP question.
NOT EVIDENT
The submission does not include
a practice change
recommendation.
APPROACHING
COMPETENCE
The submission includes a prac-
tice change recommendation,
but the recommendation does
not appropriately address the
EBP question. Or the recom-
mendation does not accurately
use both the research-based and
non-research-based articles to
COMPETENT
The submission includes a prac-
tice change recommendation
that appropriately addresses the
EBP question and accurately uses
both the research-based and
non-research-based articles to
show how the change should be
made.
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 8/10
E1:INVOLVEMENT OF KEY STAKEHOLDERS
E2:BARRIER OF IMPLEMENTING THE PRACTICE CHANGE
E3:STRATEGY FOR OVERCOMING THE BARRIER
E4:OUTCOME TO MEASURE THE RECOMMENDED PRACTICE CHANGE
show how the change should be
made.
NOT EVIDENT
The submission does not include
an explanation of 3 key stake-
holders’ involvement in the
practice change
recommendation.
APPROACHING
COMPETENCE
The submission includes an ex-
planation of 3 key stakeholders’
involvement, but the explana-
tion does not address how 1 or
more of the stakeholders would
appropriately support the prac-
tice change recommendation.
COMPETENT
The submission includes an ex-
planation of how 3 key stake-
holders would appropriately sup-
port the practice change
recommendation.
NOT EVIDENT
The submission does not include
a discussion of 1 specific barrier
that might be encountered when
implementing the practice
change recommendation.
APPROACHING COMPETENCE
The submission includes a dis-
cussion of 1 specific barrier that
might be encountered, but the
barrier discussed is not appro-
priate for the practice change
recommendation, or the barrier
discussed would not feasibly be
encountered during
implementation.
COMPETENT
The submission includes a discus-
sion of 1 specific barrier that
might feasibly be encountered
during implementation, and the
barrier discussed is appropriate
for the practice change
recommendation.
NOT EVIDENT
The submission does not identi-
fy 1 strategy that could be used
to overcome the barrier dis-
cussed in part E2.
APPROACHING
COMPETENCE
The submission identifies 1
strategy for overcoming a barri-
er, but that strategy would not
logically be used to overcome
the barrier discussed in part E2.
COMPETENT
The submission identifies 1 strat-
egy that could logically be used
to overcome the barrier dis-
cussed in part E2.
NOT EVIDENT APPROACHING COMPETENCE
COMPETENT
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 9/10
F:SOURCES
G:PROFESSIONAL COMMUNICATION
WEB LINKS
Appendix B: Question Development Tool
Appendix E: Research Evidence Appraisal Tool
Appendix F: Non-Research Evidence Appraisal Tool
The submission does not identi-
fy 1 outcome for measuring the
recommended practice change.
The submission identifies 1 out-
come from the EBP question,
but the outcome does not ap-
propriately measure the recom-
mended practice change.
The submission identifies 1 out-
come from the EBP question that
appropriately measures the rec-
ommended practice change.
NOT EVIDENT
The submission does not include
both in-text citations and a ref-
erence list for sources that are
quoted, paraphrased, or
summarized.
APPROACHING
COMPETENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or summa-
rized and a reference list; how-
ever, the citations and/or refer-
ence list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased, or
summarized and a reference list
that accurately identifies the au-
thor, date, title, and source loca-
tion as available.
NOT EVIDENT
This submission includes profes-
sional communication errors re-
lated to spelling, grammar, punc-
tuation, and sentence fluency.
For best results, please focus on
the specific Correctness errors
identified by Grammarly for
Education to help guide your re-
visions. If you need additional
assistance preparing your sub-
mission, please contact your
Instructor.
APPROACHING
COMPETENCE
This submission includes profes-
sional communication errors re-
lated to spelling, grammar, punc-
tuation, and/or sentence fluency.
For best results, please focus on
the specific Correctness errors
identified by Grammarly for
Education to help guide your
revisions.
COMPETENT
This submission demonstrates
correct use of spelling, grammar,
punctuation, and sentence fluen-
cy. You have demonstrated quali-
ty professional communication
skills in this submission.
8/27/25, 1:04 PM WGU Performance Assessment
https://tasks.wgu.edu/student/010145861/course/28020012/task/3576/overview 10/10
