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Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following:

  • Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
  • Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
  • Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
  • Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
  • Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
  • Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
  • Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
  • Add a lessons learned section that includes the following:
    • A summary of the critical appraisal of the peer-reviewed articles you previously submitted
    • An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Full APA formatted citation of selected article.Article #1Article #2Article #3Article #4
Et. al., I. (2021). Symptoms of depression among teenagers in Malaysia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(2), 711–714. https://doi.org/10.17762/turcomat.v12i2.927Shoeb, S. M. (2019). Depression in Indian teenagers; causes, symptoms & suggestion. International Journal of Innovative Science and Research Technology, 4(6), 306–308. https://doi.org/https://ijisrt.com/wp-content/uploads/2019/06/IJISRT19JU171.pdfShokrgozar, S., Khesht-Masjedi, M., Abdollahi, E., Habibi, B., Asghari, T., Ofoghi, R., & Pazhooman, S. (2019). The relationship between gender, age, anxiety, depression, and academic achievement among teenagers. Journal of Family Medicine and Primary Care, 8(3), 799. https://doi.org/10.4103/jfmpc.jfmpc_103_18Patton, G. C., Hibbert, M., Rosier, M. J., Carlin, J. B., Caust, J., & Bowes, G. (1996). Is smoking associated with depression and anxiety in teenagers? American Journal of Public Health, 86(2), 225–230. https://doi.org/10.2105/ajph.86.2.225
Evidence Level *(I, II, or III)vvIIIIII
Conceptual FrameworkDescribe the theoretical basis for the study (If there is no one mentioned in the article, say that here).**The article does not have any theoretical framework.No theoretical framework.The study does not include a literature review or a theoretical basis.No conceptual framework
Design/MethodDescribe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).The study applied content analysis and literature study methodology. The study examined literature reviews and documents on depression. The inclusion criteria were depression aspects that can be related to adult behavior.An Internet search of the literature on depression in India.The study excluded literature on depression in adolescents and children with specific physical illnesses.Also, case reports literature was excluded.The study applied stratified random sampling to generate the final sample size. The participants were generated from a number of schools identified to have adolescent students.The study used a two-stage of cluster sample. Data was collected using a questionnaire containing health-related issues.
Sample/SettingThe number and characteristics ofpatients, attrition rate, etc.Literature and documents about depression.Internet literature on depression within India.Sites used to obtain literature for review are Science Direct, google scholar, and PubMed.The study used a sample of 666 adolescents from North Iran.The sample was made up of secondary school students in Victoria state, Australia.
Major Variables StudiedList and define dependent and independent variablesThe study does not use any variables.No variables because the study focused on reviewing existing literature.The dependent variable is academic achievement, while the independent variables are anxiety, depression, and age. The study attempts to determine how age, anxiety, and depression affect academic achievement among adolescents.The dependent variable in the study is psychiatric symptoms. The independent variables are cigarette smoking and alcohol consumption.
MeasurementIdentify primary statistics used to answer clinical questions (You need to list the actual tests done).No tests were done because the study reviewed literature and other documents on depression.Evaluating the Indian research on depression in children and adolescents.The study used two instruments to measure depression and anxiety beck anxiety inventory and beck depression inventory. These instruments are usually used to measure the severity of anxiety and depression in individuals.A Computerized form of the Clinical Interview Schedule.Logistic regression analyses to investigate the interrelationships between smoking and psychiatric morbidity
Data Analysis Statistical orQualitative findings(You need to enter the actual numbers determined by the statistical tests or qualitative data).Nevid et al. (2000) stated that the level of depression is a rate of rare increase in a person’s age.60% of the performers had at least one disorder, and most had depression disorder (Shaffer et al., 1996)Studies based on screening instruments indicated depression point prevalence rate to a range between 3% and 68%.National Mental Health Survey (NMHS) reported mental morbidity point prevalence of 7% among adolescents aged 13-17 years.The study reported that 39.4% of the participants had symptoms–low anxiety, while 45.7% and 14.7% had moderate and high anxiety, respectively.Besides, the study found that 57.2% of the participants were normal, 33.6% were mildly depressed, 6.3% were moderately depressed, and 2.9% had severe depression.38% of regular male smokers were under the high-morbidity group, compared with 19% of others.
Findings and RecommendationsGeneral findings and recommendations of the researchThe symptoms of depression in patients can be identified through the patient’s affective, cognitive, behavior, and physiology.The primary treatment for depression is counseling and psychotherapy.Studies reported relationship issues at home, several education-related problems, economic challenges, and family-related issues as the main depression risk factors.The study found that boys were generally more depressed than girls. Also, the mean depression between ages had a statistical significance.Tobacco smoking and alcohol use improve psychological functioning in adolescents. Therefore, students with psychological distress are motivated to engage in smoking and alcohol consumption.
Appraisal and Study QualityDescribe the general worth of this research to practice.What are the strengths and limitations of the study?What are the risks associated with the implementation of the suggested practices or processes detailed in the research?What is the feasibility of use in your practice?The research reviews previous literature to identify key conclusions and recommendations that are necessary for addressing depression.The main strength is that the study combines the findings and recommendations of several experts.The study’s main limitation is that it does not provide details about the research strategy, the exclusion, and the inclusion criteria.No suggested practices.The study recommendations are expertly proven and can be useful in healthcare practice.The study reviews evidence-based literature that is reliable in drawing reliable conclusions.The main strength of the study is that it analyzes various categories of literature separately.The main weakness is the lack of a definite research strategy.The effectiveness of antidepressants is not proven.The study shows how depression and anxiety impact academic performance; hence, compelling stakeholders to address the rising cases of depression among adolescents.The study’s strength is the use of subgroups to ensure adequate representation in age and various age groups. The weaknesses of the study are that it does not provide a clear distinction between anxiety and depression as independent variables.Depression and anxiety are not the only causes of poor academic performance. Therefore, applying anxiety and depression strategies recommended to enhance academic achievement might not be effective for all students.The study shows how various severity levels of depression impact academic performance and how to minimize the severity.The research establishes the connection between psychiatric disorders and tobacco and alcohol use. Therefore, it will help experts to address tobacco and alcohol use among students.One weakness of the study is that it does not include an exclusion or inclusion criteria in sample selection. One strength of the study is the use of numerous categories of analysis, making it possible to draw more accurate conclusions.Some people might perceive that the primary cause of teenage smoking is psychological disorders ignoring the actual root cause.The study will help people to understand that the perceived benefits of smoking in solving mental disorders are not correct.
Key findingsDepression differs with age and gender.A high depression disorder occurs in women’s youth during the age of puberty due to significant changes to estrogen hormone levels.The point prevalence of depression/affective disorders ranges from 1.2% to 21% in the clinic-based studies, 3%–68% in school-based studies, and 0.1%–6.94% in community studies.Depression and anxiety have a significant impact on the academic achievement of teenagers. Besides, age and academic achievement among adolescents are significantly correlated.Alcohol use and cigarette smoking are strongly correlated with psychiatric symptoms.Parental smoking had insignificant relation to teenage smoking because it normally led to regular smoking.
OutcomesSocial relationships and religious support are key components used in reducing depression.The data about depression in children and adolescents in India is comparable to that from other parts of the world.Preventive strategies in schools can help minimize or eliminate depression cases and improve academic achievement.Reducing psychiatric symptoms and mental issues among teenagers will help to minimize tobacco smoking and alcohol use.
General Notes/CommentsThe study fails to explain the strategy it used to come up with the literature for review. It does not give the selection criteria it used or the sites it applied to derive the literature.Further studies can focus on establishing the connection between depression risk factors and cigarette smoking. Such studies would emphasize the importance of assessing the risk factors and addressing them before they lead to psychiatric disorders.

Critical Appraisal Tool Worksheet Template

Evaluation TableUse this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research.These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide· Level IExperimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis· Level IIQuasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis· Level IIINonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis· Level IVRespected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence· Level VLiterature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence**Note on Conceptual Framework· The following information is from Walden’s academic guides, which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework· Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.· As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”· Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.· Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.ReferencesThe Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing evidence-based practice: Appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdfGrant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework© 2018 Laureate Education Inc. 2

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