Nurse Burnout

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APATemplate7thEdforSynthesisProjectII1.docx

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Please look at your instructor feedback from your previous paper and incorporate changes throughout. Note that in APA there is no heading that says Introduction. The paragraph or two that follows the title on the first page of your text is assumed to be your introduction. Your introduction follows the title of your paper. You should start your introduction with a powerful statement or two to stimulate interest. You should identify the purpose of your paper and provide a preview of what the paper will include. Remember that formal papers are in general in third person so no I, me, we; however, you can use first person in the search section since you are describing what you did. Delete all highlighted information in this sample template prior to submission.

Significance of the Practice Problem

Start this section with identification of the practice problem. The problem must be significant to the student’s identified practice area and have significant impact on the student’s discipline and patient outcomes. This section should also answer the question “why is this important?” You should address the significance to the patient/client (e.g., pain, suffering, quality of life, impact on income potential, etc.), the family, healthcare system (e.g., impact on cost or delivery systems), and society (e.g., cost of care, need for healthcare policy). Discuss the incidence and/or prevalence and include the financial impact if at all possible. You might discuss the impact on length of stay, readmission, home health care requirements, disability and/or mortality. Also, you should address any quality, safety, legal, and ethical implications. This discussion MUST be substantiated by citations from professional literature.

PICO-Format Clinical Question

This section should include your PICO question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing. This section contains, in essence, your operational definitions of the variables in the question. You should include a brief introduction to what PICO format is and why it is used when addressing a practice problem. If you use definitions from the literature, be sure to cite them.

Population

This is a clear description of the population of interest, which includes at least two characteristics (e.g., age, setting, condition), and includes elaboration of why these characteristics are pertinent to the clinical question. Describe the population by age, gender, diagnosis, personal habit, procedure, etc. Be thorough. Remember that this is the population that most closely matches the population where you would conduct your EBP change but not so specifically like that population that you cannot find that population in the scientific literature related to your problem and intervention.

Intervention

Describe the intervention being investigated as a possible means to achieve the outcome. Be thorough and include citations which support this intervention for your selected practice problem. This is not a literature review but you need to demonstrate how you came around to selecting this intervention as a potential solution for your practice problem. This section should absolutely include citations as evidence supporting your intervention.

Comparison

Describe the comparison. If the comparison is usual treatment, describe what that usual treatment is and include citations to support that it is usual treatment. The comparison is what is currently being done for this patient population.

Outcome

Describe the outcome you are measuring- typically this is your practice problem since you are trying to affect that. It should be measurable since you will need to describe how you are going to measure it in your evaluation plan for the week 8 project. If you know of a tool or instrument to measure the outcome, briefly describe it here. You can find this in the literature you are reading, and other researchers should have used it in their studies on your topic. Again, citations are necessary.

Search Strategy and Results

This section should include a description of keywords (including MeSH headings used), inclusion and exclusion criteria, which databases were searched (such as CINAHL, PubMed, etc.) and the results of the search. Your reader should be able to recreate your search based on your narrative. Your final number of primary research studies and/or systematic reviews after exclusion criteria is applied should be between five and ten. If you have more than that, then you need to narrow your search, perhaps by publication date range. You need to identify why you eliminate any primary research studies or systematic reviews that meet your inclusion criteria and do not meet your exclusion criteria. One acceptable reason would be poor quality of study. These studies should ideally be studies from the United States unless international studies are significant to answer the question because healthcare systems are very different around the world. (NOTE: If you did not find at least 5-10 primary research studies and/or systematic reviews to answer your clinical question, it is a research question rather than an EBP question and you need to change your question.)

Synthesis of the Literature

Synthesize your final primary research studies and/or systematic reviews and/or meta-analyses. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. The studies that you cite in this section must relate directly to your PICOT question. This is a synthesis rather than a study-by-study review. Address the similarities, differences, and controversies in the body of evidence. This section should include at least five studies/evidence summaries.

Practice Recommendations

This is where you propose the answer to your clinical question. You should summarize the strength of the body of evidence (quality, quantity, and consistency- use the Johns Hopkins evaluation tool from your week 5 discussion board), make a summary statement, and, based on your conclusions drawn from your review of the body of evidence related to your clinical question, give a recommendation for practice change. This would logically be the intervention of your PICO question. It is also possible that perhaps you found substantiation for usual practice, and you recommend reinforcement and education regarding this best practice. Use the Johns Hopkins EBP rating for level and quality when making your recommendations. Typically, practice recommendations are based only on high-level evidence (level 1 and 2)- if you do otherwise, make sure to thoroughly explain your rationale.

Conclusion

The conclusion should start with a statement regarding the intention of the paper and your achievement toward that intention. Also, it should briefly say what was included in the paper. Remember that the introduction is a preview and this section should contain a summary. No new information should be introduced in a conclusion.

References

Achterberg, J. (1985). Imagery in healing. Shambhala Publications.

American Psychological Association. (2017). Stress in America: The state of our nation. https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf

Baider, L., Uziely, B., & Kaplan De-Nour, A. (1994). Progressive muscle relaxation and guided imagery in cancer patients. General Hospital Psychiatry, 16(5), 340–347. https://doi.org/10.1016/0163-8343(94)90021-3

Ball, T. M., Shapiro, D. E., Monheim, C. J., & Weydert, J. A. (2003). A pilot study of the use of guided imagery for the treatment of recurrent abdominal pain in children. Clinical Pediatrics, 42(6), 527–532. https://doi.org/10.1177/000992280304200607

Bernstein, D. A., & Borkovec, T. D. (1973). Progressive relaxation training: A manual for the helping professions. Research Press.

Bottomley, A. (1996). Group cognitive behavioural therapy interventions with cancer patients: A review of the literature. European Journal of Cancer Cure, 5(3), 143–146. https://doi.org/10.1111/j.1365-2354.1996.tb00225.x

Cohen, M., & Fried, G. (2007). Comparing relaxation training and cognitive-behavioral group therapy for women with breast cancer. Research on Social Work Practice, 17(3), 313–323. https://doi.org/10.1177/1049731506293741

Cunningham, A. J., & Tocco, E. K. (1989). A randomized trial of group psychoeducational therapy for cancer patients. Patient Education and Counseling, 14(2), 101–114. https://doi.org/10.1016/0738-3991(89)90046-3

Freebird Meditations. (2012, June 17). Progressive muscle relaxation guided meditation [Video]. YouTube. https://www.youtube.com/watch?v=fDZI-4udE_o

Hardy, K. (2017, October 8). Mindfulness is plentiful in “The post-traumatic insomnia workbook.” Veterans Training Support Center. http://bit.ly/2D6ux8U

Hashim, H. A., & Zainol, N. A. (2015). Changes in emotional distress, short term memory, and sustained attention following 6 and 12 sessions of progressive muscle relaxation training in 10–11 years old primary school children. Psychology, Health & Medicine, 20(5), 623–628. https://doi.org/10.1080/13548506.2014.1002851

Holden-Lund, C. (1988). Effects of relaxation with guided imagery on surgical stress and wound healing. Research in Nursing & Health, 11(4), 235–244. http://doi.org/dztcdf

Jacobson, E. (1938). Progressive relaxation (2nd ed.). University of Chicago Press.

Lange, S. (1982, August 23–27). A realistic look at guided fantasy [Paper presentation]. American Psychological Association 90th Annual Convention, Washington, DC, United States.

McCallie, M. S., Blum, C. M., & Hood, C. J. (2006). Progressive muscle relaxation. Journal of Human Behavior in the Social Environment, 13(3), 51–66. http://doi.org/b54qm3

McGuigan, F. J., & Lehrer, P. M. (2007). Progressive relaxation: Origins, principles, and clinical applications. In P. M. Lehrer, R. L. Woolfolk, & W. E. Sime (Eds.), Principles and practice of stress management (3rd ed., pp. 57–87). Guilford Press.

Menzies, V., Lyon, D. E., Elswick, R. K., Jr., McCain, N. L., & Gray, D. P. (2014). Effects of guided imagery on biobehavioral factors in women with fibromyalgia. Journal of Behavioral Medicine, 37(1), 70–80. https://doi.org/10.1007/s10865-012-9464-7

Peterson, A. L., Hatch, J. P., Hryshko-Mullen, A. S., & Cigrang, J. A. (2011). Relaxation training with and without muscle contraction in subjects with psychophysiological disorders. Journal of Applied Biobehavioral Research, 16(3–4), 138–147. https://doi.org/10.1111/j.1751-9861.2011.00070.x

Rausch, S. M., Gramling, S. E., & Auerbach, S. M. (2006). Effects of a single session of large-group meditation and progressive muscle relaxation training on stress reduction, reactivity, and recovery. International Journal of Stress Management, 13(3), 273–290. https://doi.org/10.1037/1072-5245.13.3.273

Scherwitz, L. W., McHenry, P., & Herrero, R. (2005). Interactive guided imagery therapy with medical patients: Predictors of health outcomes. The Journal of Alternative and Complementary Medicine, 11(1), 69–83. https://doi.org/10.1089/acm.2005.11.69

Skovholt, T. M., & Thoen, G. A. (1987). Mental imagery and parenthood decision making. Journal of Counseling & Development, 65(6), 315–316. http://doi.org/fzmtjd

Trakhtenberg, E. C. (2008). The effects of guided imagery on the immune system: A critical review. International Journal of Neuroscience, 118(6), 839–855. http://doi.org/fxfsbq

Utay, J., & Miller, M. (2006). Guided imagery as an effective therapeutic technique: A brief review of its history and efficacy research. Journal of Instructional Psychology, 33(1), 40–43.

White, J. R. (2000). Introduction. In J. R. White & A. S. Freeman (Eds.), Cognitive-behavioral group therapy: For specific problems and populations (pp. 3–25). American Psychological Association. https://doi.org/10.1037/10352-001

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). Basic Books.

Yu, S. F. (2004). Effects of progressive muscle relaxation training on psychological and health-related quality of life outcomes in elderly patients with heart failure (Publication No. 3182156) [Doctoral dissertation, The Chinese University of Hong Kong]. ProQuest Dissertations and Theses Global.

Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

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Table 1.

Synthesis Matrix

(This matrix is to help you see the commonalities, differences, and main ideas present in your evidence. The first column is for the main ideas you find in the literature related to your PICO format clinical question. The next columns are for each of your up to ten references. This table may be single space and 10-point font; ONLY primary research articles or systematic reviews should be in this table. See rubric for specific requirements.) (example provided regarding effective pain management)

Main ideas

Al-Shaer, D., Hill, P. D., & Anderson, M. A. (2011). Nurses' knowledge and attitudes regarding pain assessment and intervention. Medsurg Nursing: Official Journal of The Academy of Medical-Surgical Nurses, 20(1), 7-11.

Reference 2 (put your next articles APA reference here)

Reference 3

Reference 4

Reference 5

Add columns as necessary

Use of analgesics

Use of nonpharmacologic methods

Need for healthcare professional education

Nursing students and practicing nurses need more education related to effective pain management.

Need for patient education

Add rows as necessary

Table 1

Primary Research Evidence

(This table is only for primary research references (single studies by an author who did research). This table may be single space and 10-point font; ONLY primary research articles should be in this table. See rubric for specific requirements. Put information in your own words and do not copy directly from the studies to avoid plagiarism.) Example provided.

Citation (in APA 7th)

Question, Hypothesis, or Aims of Study

Research Design (include tools) and Sample Size

Key Findings

Recommendations/

Implications

JHEBP Level of Evidence & Quality

Al-Shaer, D., Hill, P. D., & Anderson, M. A. (2011). Nurses' knowledge and attitudes regarding pain assessment and intervention. Medsurg Nursing: Official Journal of The Academy of Medical-Surgical Nurses, 20(1), 7-11.

Identify nurses’ knowledge regarding pain assessment and intervention and the influences, if any, of selected demographic variables on knowledge of pain management principles.

Research Design: Non-experimental, descriptive

Research Tools Used: Nurses' Knowledge and Attitude Survey Regarding Pain (NKAS)

Sample Size: A convenience sample of 129 registered nurses (representing 10 different nursing units) from a Midwestern metropolitan hospital was utilized.

Data Analysis: Descriptive statistics were used to examine normality of the data and describe the sample

Independent t-tests and one-way analysis were used to examine differences in knowledge scores with categorical demographic variables

Chi-square test was used to examine differences in proportions with categorical variables.

Nurses’ lack a general knowledge of pain management concepts and interventions.

Greater emphasis on pain management should be taught in schools.

Nurses must be reminded that pain is a subjective experience

Education regarding pain assessment and particularly pain management needs to be a high priority.

III/Good

Legend: (all abbreviations and acronyms used in the table should be listed here such as: NKAS, Nurses' Knowledge and Attitude Survey Regarding Pain

Table 2

Evidence Summaries

(This table is for integrative reviews, systematic reviews, meta-analyses, etc. where the author searched the literature and put the findings in a big article- no actual single research study was performed. This table may be single space and 10-point font; ONLY systematic reviews should be in this table. See rubric for specific requirements. Put information in your own words and do not copy directly from the studies to avoid plagiarism) (Example provided)

Citation

Question/ Topic

Search Strategy

Inclusion/ Exclusion Criteria

Data Extraction and Analysis

Key Findings

Recommenda-tion/ Implications

JHNEBP Level of Evidence/ Quality

Meddings, J., Rogers, M. M., Macy, M., & Saint, S. (2010). Systematic review and meta-analysis: reminder systems to reduce catheter-associated urinary tract infections and urinary catheter use in hospitalized patients. Clinical Infectious Diseases: An Official Publication of The Infectious Diseases Society of America, 51(5), 550-560. https: //doi:10.1086/655133

Evaluate the effectiveness of interventions that remind clinicians of presence of urinary catheters that prompt the removal of catheters during hospitalization

Medical literature search regarding interventions to decrease catheter-associated urinary tract infections (CAUTIs). MEDLINE and Cochrane databases (Ovid) the PubMed Journals and MeSH (Medical Subject Heading) databases, the Web of Science and Biosis Previews, and the CINAHL and EMBASE databases.

Must have evaluated an intervention that functioned as reminder to physicians/nurses to remove unnecessary urinary catheters.

-inclusion of at least one relevant outcome (CAUTI rates, urinary catheter use, or need for catheter replacement) and a comparison group.

Data were extracted to calculate RR (risk ratios) or SMD (standardized mean differences) with 95% CI (confidence intervals). Additional data were sought from authors of primary studies where necessary. Two reviewers independently extracted data. Disagreements were resolved by a third reviewer

CAUTI rates were decreased by 52% (P<.001) with use of a reminder/ stop order. Mean duration of catheterization decreased by 37%, (2.61 fewer days of catheterization per patient); Pooled standardized mean difference in the duration of catheterization was -1.11 overall (P=.070), including a statistically significant decrease in studies that used a stop order (SMD, -0.30; P=.001) but not in those that used a reminder (SMD, -1.54; P=0.71. Recatheterization rates were similar in both groups.

Urinary catheter reminders/stop orders should be considered in enhancing the safety of hospitalized patients.

I/Good

Legend: (all abbreviations and acronyms used in the table should be listed here separated by semicolons)