Use the rubric uploaded below and be sure to include the Matrix Table template. APA format!
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose: What will it do or describe?
Evidence Matrix Table: Data Summary (Appendix A)
Required criteria
Categorize items in the Matrix Table, including proper in-text citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
This criterion is linked to a Learning OutcomeDescription of FindingsRequired criteria
Describe the data in the Matrix Table, including proper in-text citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed-method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
This criterion is linked to a Learning OutcomeEvidence Matrix Table: Data Summary (Appendix A)Required criteria
Categorize items in the Matrix Table, including proper in-text citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
This criterion is linked to a Learning OutcomeDescription of FindingsRequired criteria
Describe the data in the Matrix Table, including proper in-text citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed-method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
This criterion is linked to a Learning OutcomeConclusionRequired criteria
Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
This criterion is linked to a Learning OutcomeFormatRequired criteria
1. Correct grammar and spelling
2. Include a title and reference page
3. Use of headings for each section:
o Problem
o Synthesis of the Literature
Variables
Methods
Participants
Instruments
Implications for Future Work
4. Conclusion
5. Adheres to current APA formatting and guidelines
6. Includes at least two (2) scholarly, current (within 5 years) primary sources other than the textbook
American Journal of Infection Control 49 (2021) 1123−1128
Contents lists available at ScienceDirect
American Journal of Infection Control
journal homepage: www.ajicjournal.org
Major article
Environmental hygiene, knowledge and cleaning practice: a
phenomenological study of nurses and midwives during COVID-19
Cassie Curryer PhD a, Philip L. Russo PhD b,c, Martin Kiernan MPH a,d, Karen D. Wares M.Sc. a,
Kate Smith Grad Cert (Nurs) a, Brett G. Mitchell PhD a,e,*
a School of Nursing and Midwifery, University of Newcastle, Ourimbah, New South Wales, Australia
b Department of Nursing Research, Cabrini Institute, Malvern, Victoria, Australia
c Nursing and Midwifery, Monash University, Frankston, Victoria, Australia
d Richard Wells Research Centre, University of West London, Brentford, United Kingdom
e School of Nursing, Avondale College of Higher Education, Wahroonga, New South Wales, Australia
Key Words:
* Address correspondence to: Brett G. Mitchell, PhD,
wifery, The University of Newcastle, BE Building, 10 Ch
Australia, 2258.
E-mail addresses: [email protected],
au (B.G. Mitchell).
Funding: This study received no external funding.
https://doi.org/10.1016/j.ajic.2021.04.080
0196-6553/© 2021 Association for Professionals in Infect
A B S T R A C T
Background: Environmental cleanliness is a fundamental tenet in nursing and midwifery but often over-
shadowed in practice. This study explored nurses’ and midwives’ knowledge and experiences of infection
prevention and control (IPC) processes and cleaning, and perceptions about workplace risk-management
during COVID-19.
Methods: Six registered and enrolled nurses (one with dual midwife qualifications) were recruited. In-depth
telephone interviews were analyzed using Colaizzi’s phenomenological method.
Results: Four major themes were identified: Striving towards environmental cleanliness; Knowledge and
learning feeds good practice; There’s always doubt in the back of your mind; and COVID has cracked it wide
open. These articulate the nurses’ and midwives’ experiences and knowledge of IPC, particularly during
COVID-19.
Discussion: The findings emphasize the dynamic, interdependent nature of clinical (time, staff knowledge
and compliance, work processes, hospital design) and organizational contexts and environmental cleanli-
ness, which must be constantly maintained. COVID-19 opened up critical insights regarding poor past practi-
ces and lack of IPC compliance.
Conclusions: COVID-19 has highlighted the criticality of environmental cleanliness within clinical and com-
munity settings. Evidence-based, experiential learning is important for nurses and midwives at all career
stages, but provides only one solution. Clinician-led hospital
Infection, Disease & Health (2021) 26, 55e62
Available online at www.sciencedirect.com
ScienceDirect
journal homepage: http://www.journals.elsevier.com/infection-
disease-and-health/
Research paper
Nurses’ and midwives’ cleaning knowledge, attitudes
and practices: An Australian study
Brett G. Mitchell a,b,*, Philip L. Russo c,d, Martin Kiernan a,e, Cassie Curryer a
a School of Nursing and Midwifery, University of Newcastle, Ourimbah, New South Wales, Australia
b School of Nursing, Avondale College of Higher Education, Wahroonga, New South Wales, Australia
c Department of Nursing Research, Cabrini Institute, Malvern, VIC, Australia
d Nursing and Midwifery, Monash University, Frankston, VIC, Australia
e Richard Wells Research Centre, University of West London, Brentford, UK
Received 30 June 2020; accepted 7 September 2020
Available online 30 September 2020
KEYWORDS
Cleaning;
Infection prevention
and control;
Patient environment;
Shared equipment;
Education;
Applied knowledge
* Corresponding author. School of N
2308, Australia. Tel: þ61 2 4349 4536
E-mail address: brett.mitchell@ne
https://doi.org/10.1016/j.idh.2020.09
2468-0451/ª 2020 Australasian Colleg
Abstract Background: As frontline providers of care, nurses and midwives play a critical role
in controlling infections such as COVID-19, influenza, multi-drug resistant organisms and health
care associated infections. Improved cleaning can reduce the incidence of infection and is cost
effective but relies on healthcare personnel to correctly apply cleaning measures. As nurses
and midwives have the most contact with patients and as an important first step in improving
compliance, this study sought to explore nurses’ and midwives’ knowledge on the role of the
environment in infection prevention and control and identify challenges in maintaining clean
patient environments.
Methods: Cross-sectional online survey of 96 nurses (RN/EN) and midwives (RW) employed in
clinical settings (e.g. hospital, aged care, medical centre, clinic) in Australia.
Results: Nurses and midwives broadly stated that they understood the importance of cleaning.
However, cleaning responsibilities varied and there was confusion regarding the application of
different disinfectants when cleaning after patients with a suspected or diagnosed infection
post-discharge. Most would not be confident being placed in a room where a previous patient
had a diagnosed infection such as multi-drug resistant organism.
Conclusion: Greater organisational support and improving applied knowledge about infection
control procedures is needed. This includes correct use of disinfectants, which disinfectant
to use for various situations, and cleaning effectively following discharge of a patient with
known infection. The cleanliness of shared medical equipment may also pose current risk
due to lack of cleaning.
ª
NR449 Evidence-Based Practice
RUA: Analyzing Published Research Guidelines
Evidence Matrix Table
|
Article |
References |
Purpose Hypothesis Study Question(s) |
Variables Independent(I) Dependent(D) |
Study Design |
Sample Size & Selection |
Data Collection Methods |
Major Finding(s) |
|
1 (SAMPLE ARTICLE) |
Smith, Lewis (2013), What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. |
How do educational support groups effect dietary modifications in patients with diabetes? |
D-Dietary modifications I-Education |
Quantitative |
N- 18 Convenience sample-selected from local support group in Pittsburgh, PA |
Focus Groups |
Support and education improved compliance with dietary modifications. |
|
1 |
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2 |
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3 |
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4 |
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5 |
NR449_RUA_Analyzing_Published_Research_Guidelines_Sept20_v2 1
Purpose
NR449 Evidence-Based Practice
RUA: Analyzing Published Research Guidelines
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 200 points
Preparing the assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
a. Clinical Question (30 points/15%)
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this
is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of
this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for
improvement provided as feedback.
b. Evidence Matrix Table: Data Summary (Appendix A) – (60 points/30%)
Categorize items in the Matrix Table, including proper intext citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
c. Description of Findings (60 points/30%)
Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method
study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence
is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
<
NURSING RESEARCH
READING, USING, AND CREATING EVIDENCE
FOURTH EDITION
JANET HOUSER, PHD, RN
Provost and Professor
Rueckert-Hartman College for Health Professions
Regis University
Denver, Colorado
JONES & BARTLETT
LEARNING
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