Evidence-Based Practice Project: Evaluation of Literature Table
Literature Evaluation Table
| Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article
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Article Title and Year Published
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Research Questions/ Hypothesis, and Purpose/Aim of Study
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Setting/Sample
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Methods: Intervention/ Instruments
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Analysis/Data Collection
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Outcomes/Key Findings
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Recommendations
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Explanation of How the Article Supports Your Proposed EBP Practice Project Proposal |
| Flores-Luevano et al. Journal of Clinical Medicine Research, 12(8), 517–529. https://doi.org/10.14740/jocmr4273 | Impact of a Culturally Tailored Diabetes Education and Empowerment Program in a Mexican American Population Along the US/Mexico Border: A Pragmatic Study. 2020
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What is the impact of culturally tailored diabetes education and empowerment program on Mexican American population along the US/Mexico border? | Quantitative | 209 participants were enrolled in the project. They were adult patients with diabetes obtained from three primary care clinics. | The participants were enrolled in a bilingual culturally tailored diabetes education program that incorporated hands-on participatory techniques. The intervention was delivered in 4-8 weekly group sessions. Self-management, clinical, and psychosocial outcomes were evaluated before and after intervention using surveys and a review of medical records. | Descriptive analyses were performed on a survey and clinical diabetes measures. Mean and standard deviation was used to report quantitative variables. Categorical variables were reported using percentages and frequencies. Change of scores from baseline to post-intervention was calculated for knowledge and behavioral scales. Paired t-test was used in calculating pre and post-intervention outcomes of BMI, A1c, high-density lipoprotein-cholesterol, cholesterol, triglyceride, low-density lipoprotein, and urinary microalbumin. Logistic regression analysis was used for reporting the odds ratio. Paired t-test was used to compare educational sessions attended, psychosocial, clinical outcomes, and diabetes knowledge. Forest plots were used in summarizing important results. | The study showed that the intervention led to significant improvements in glycated hemoglobin, total cholesterol, glucose self-monitoring, exercise, nutritional behavior, knowledge, and diabetes-related emotional distress. Benefits of the program were observed with an attendance rate as low as 50%. | A culturally tailored program for diabetes is effective in healthcare. It should be considered to improve treatment outcomes in diabetic patients. | The article supports my proposed EBP practice project proposal by showing that culturally tailored interventions improve treatment outcomes in diabetes. It also shows the feasibility of the intervention in healthcare. |
| Goff, Moore, et al. Diabetic Medicine, 38(11), e14594.https://doi.org/10.1111/dme.14594 | Development of Healthy Eating and Active Lifestyles for Diabetes, a culturally tailored diabetes self-management education and support program for Black-British adults: A participatory research approach.
2021 |
The purpose of the study was to develop an evidence-based, culturally tailored, diabetes self-management education and support program for Black-British adults, called Healthy Eating and Active Lifestyles for Diabetes (HEAL-D) | Quantitative | The participants in this study comprised people living with type II diabetes, healthcare practitioners, and community leaders. | The participants in this research were involved in developing the study interventions. They developed intervention structure, content, format, and delivery through the three phases of research that included formative research, materials development, and co-development workshops. | Data collection was done using semi-structured interviews with the participants. Focus groups and interviews were also used where the data was recorded and transcribed verbatim. Data analysis utilized quantitative and qualitative methods that included a framework approach in NVivo. | The findings of this participatory research showed that healthcare providers should be considerate of the critical determinants of successful culturally tailored interventions. The results showed the need for embedding culturally tailored interventions into current structures in healthcare, using culturally knowledgeable providers, and culturally sensitive education resources. Overall, the findings demonstrated the effectiveness of culturally tailored interventions in empowering patients to play a proactive role in the care process. | The researchers recommend the use of participatory methods in implementing culturally tailored interventions to address diabetes. | The article relates to my proposed EBP change project, as it shows the critical processes and interventions that should be considered for the successful implementation of culturally tailored interventions for diabetes. |
| Goff, Rivas, et al.,BMJ Open Diabetes Research and Care, 9(1), e002438.https://doi.org/10.1136/bmjdrc-2021-002438 | Healthy Eating and Active Lifestyles for Diabetes (HEAL-D), a culturally tailored self-management education and support program for type 2 diabetes in black-British adults: A randomized controlled feasibility trial. 2021 | The purpose of this study was to examine the acceptability, trial feasibility, and fidelity of a culturally tailored intervention for type II diabetes. | Quantitative | The participants comprised 55 black-British adults suffering from type II diabetes. | The participants were assigned to either the intervention group or the usual care. The intervention entailed culturally-tailored self-management practices for diabetes, group-based culturally tailored lifestyle and diet education, supervised physical activity, and behavior change support. | The study data were analyzed using descriptive analysis. Recruitment rates were calculated as a percentage of the participants that received invitation letters. Intervention adherence was determined using attendance records. Data completion criteria were calculated as the proportion of the participants that attended the end visit. | The study findings demonstrated that the culturally tailored intervention was highly acceptable, with a high fidelity rate and feasibility. | The authors recommended that culturally tailored interventions are feasible, acceptable, and have a high fidelity level. As a result, they recommended its use with a focus on the clinical and cost-effectiveness of the interventions. | The article supports my proposed EBP project by showing that culturally tailored interventions in type II diabetes are highly acceptable, feasible, and have a high level of fidelity when used in healthcare settings. |
| Huang et al.,Human Resources for Health, 17(1), 17. https://doi.org/10.1186/s12960-019-0356-6 | Cost-effectiveness analysis of a cluster-randomized, culturally tailored, community health worker home-visiting diabetes intervention versus standard care in American Samoa. 2019 |
The purpose of this study was to analyze the cost-effectiveness of Diabetes Care in American Samoa intervention compared to standard care using a randomized controlled trial in a low-resource setting. | Quantitative | The participants comprised 268 American Samoans with a diagnosis of type II diabetes mellitus. | The participants were assigned randomly to either intervention or control groups. The data on clinical, cost, and utilization was collected over 2 years and modeled to determine quality-adjusted life eyes gained by the participants from the study. | Data in healthcare utilization was measured using retrospective medical record abstraction of the hospital emergency department and primary care utilization for the participants. Cost-effectiveness analysis was performed by calculating the incremental cost-effectiveness of the project interventions versus control interventions. Variable costs were determined using consumables over 3-month intervals. | The study results showed that the culturally tailored intervention led to a significant reduction in glycated hemoglobin in the intervention group compared to the control group. The results also demonstrated that culturally tailored interventions are cost-effective as compared to the usual care. | The authors recommended that future studies should focus on determining the lifetime cost-effectiveness and quality of life saved from utilizing culturally tailored interventions in healthcare for diabetes type II. | The article supports my EBP project by demonstrating the effectiveness of culturally tailored interventions in improving glycemic control. It also shows the cost-effectiveness of the intervention compared to the usual care. |
| Islam et al. Clinical Diabetes, 36(2), 100–111. https://doi.org/10.2337/cd17-0068 | A Culturally Tailored Community Health Worker Intervention Leads to Improvement in Patient-Centered Outcomes for Immigrant Patients With Type 2 Diabetes.
2018 |
The purpose of this study was to investigate the effect of a culturally tailored intervention on patient-centered outcomes for immigrant patients suffering from type 2 diabetes. | Quantitative | The participants comprised 336 individuals of Bangladeshi origin. | The participants were selected based on developed criteria and assigned to either intervention or control groups randomly. Four trainedbilingual Bangladesh community healthcare workers delivered the intervention. The intervention comprised five 2-hour monthly group educational sessions and two one-on-one visits that lasted about 90 minutes each. | The primary outcome measure of the study was a decrease in A1C. it was estimated using the previous changes noted during the pilot study. Pearson correlation was used to compare the baseline characteristics between the control and intervention groups. The student’s t-test was used for analyzing continuous variables. Paired t-test was used to test the differences within-group at baseline and six months. McNemar test and paired t-test were used to test each of the outcome measures in the study. Change across groups was determined using the GENMOD procedure.Change across groups for dichotomous outcomes was determined using the GEE model with a binomial distribution. All the analyses were done using SAS version 9.4. | The study outcomes showed that a significant decrease in A1C was seen in the intervention group while no change was witnessed in the control group. The intervention group also demonstrated the potential for further decrease in A1C at six months and unlike in the control group. There was also a significant decrease in mean cholesterol, BMI, low-density lipoprotein-cholesterol, triglycerides, and high-density lipoprotein-cholesterol. The intervention group also demonstrated significant improvement in knowledge about diabetes and its self-management. | The authors recommended the need for culturally tailored interventions to improve outcomes in type II diabetes. They also recommended the replication of the study interventions in other settings. | The study supports my proposed EBP change project by showing the effectiveness of culturally tailored interventions in type II diabetes. The study supports that culturally tailored interventions improve knowledge, diabetes outcomes, and self-management behaviors that patients use. |
| Li-Geng et al. Health Equity. https://doi.org/10.1089/heq.2019.0087 | Cultural Influences on Dietary Self-Management of Type 2 Diabetes in East Asian Americans: A Mixed-Methods Systematic Review.
2020 |
The purpose of this study was to examine the cultural perspectives of East Asian Americans that influence dietary self-management of type II diabetes mellitus and identify educational interventions alongside their approaches that enhance their dietary self-management of diabetes. | Quantitative | The sample comprised 16 studies (6 quantitative and 10 qualitative) that met the developed inclusion criteria. | The researchers searched databases that included Web of Science, CINAHL, SCOPUS, MEDLINE, and PubMed. The studies included were published between 1995 and 2018. | Thematic synthesis was used in analyzing qualitative data. The initial approach entailed coding quotes and comments line by line and developing themes for similar codes. The synthesis of quantitative data entailed the researchers analyzing the relationship between the cultural interventions and outcomes of type II diabetes mellitus. | The study outcomes showed that the beliefs of the participants about food affected their ability to adopt appropriate dietary recommendations for diabetes management. Special diets disrupted the social harmony of the participants, making them feel a burden to others. The intervention eased the stress that participants experienced in making their dietary modifications. Post-intervention results showed a significant reduction in hbA1c following the implementation of culturally tailored interventions. | The authors recommend the need for the consideration of diverse cultural beliefs related to diet among diabetes patients, as they influence self-management behaviors. | The article supports the proposed EBP change initiative by providing insights into the cultural aspects that influence diabetes self-management. It also supports the effectiveness of culturally tailored interventions in improving diabetes outcomes. |
| Moore et al. BMC Public Health, 19(1), 1–14. https://doi.org/10.1186/s12889-019-7411-z | Designing the Healthy Eating and Active Lifestyles for Diabetes (HEAL-D) self-management and support program for UK African and Caribbean communities: A culturally tailored, complex intervention underpinned by behavior change theory.
2019 |
The purpose of this study was to apply the behavior change wheel in the design of a culturally sensitive self-management support program for type II diabetes in UK African and Caribbean communities. | Quantitative | The sample comprised 41 patients with diabetes from African Caribbean communities. | Focused groups were held with the participants to understand the physical activity, diet, and healthful weightmanagement. The COM-B framework and behavior change wheel were used to evaluate the acquired qualitative data and identify appropriate techniques to promote behavior change. | As noted before, the COM-B framework was adopted for data analysis. It entailed defining the target behaviors, things that needed to change, intervention functions, components, and delivery. | The results of the study demonstrated that the participants had a high level of motivation to avoid diabetes-related consequences. The identified barriers to healthful behaviors included knowledge gaps about self-management behaviors. The intervention’s effectiveness was attributed to social support, change techniques, and social comparison strategies. | The authors recommended the incorporation of the behavioral change wheel into culturally tailored interventions for diabetes type II. They also recommended future studies to examine the feasibility of the adopted behavioral change interventions in culturally tailored interventions for diabetes. | The article supports the proposed EBP project by providing insights into strategies that can be adopted to achieve optimum outcomes in diabetes management using culturally tailored interventions. |
| Wadi et al. Public Health Nutrition, 1–15. https://doi.org/10.1017/S1368980021003682 | Culturally tailored lifestyle interventions for the prevention and management of type 2 diabetes in adults of Black African ancestry: A systematic review of tailoring methods and their effectiveness. 2021 | The purpose of this study was to evaluate cultural tailoring methods utilized in type II diabetes, prevention, and management among populations of Black African ancestry. It also aimed at examining the effectiveness of the cultural tailoring methods on measures of glycemia. | Quantitative | The sample comprised sixteen randomized controlled trials. | A search was performed on databases that included Psychinfo, Embase, and Medline. They were selected based on developed inclusion and exclusion criteria. | Researchers extracted descriptive data from the selected articles. Outcome data were also extracted to include changes in HbA1c and their statistical significance. Components of the culturally tailored interventions were also extracted. | The study results showed that culturally tailored interventions led to significant improvements in glycated hemoglobin at six and eight months. There was also improvement in diabetes knowledge and fasting plasma glucose with the culturally tailored interventions. | The authors recommended the need for further randomized controlled trials to evaluate the effectiveness of culturally tailored interventions in the prevention of type II diabetes in other communities outside the USA. | The article supports the EBP practice project by showing that culturally tailored interventions are effective in improving glycemic control in patients with type II diabetes. They also improve knowledge on diabetes self-management for the affected populations. |
| Weber et al. Family Medicine and Community Health, 8(2), e000295.https://doi.org/10.1136/fmch-2019-000295 | Tailoring lifestyle programs for diabetes prevention for US-South Asians.
2020 |
The purpose of this study was to develop and evaluate the feasibility of a culturally tailored diabetes prevention program for US-South Asians predisposed to diabetes. | Quantitative | The participants included South Asian adults. They included 109 individuals aged above 25 years old. | Focus group discussions were held with the study participants. They focused on lifestyle behaviors, diabetes prevention, and modification of the culturally tailored program. The focus group discussions were conducted within the communities of the participants. | Descriptive analysis of the findings was done in this research. The researchers explored changes in glycemic measures after the project implementation by comparing them with the baseline data. | The results of the study showed that focused group discussions guided the modification of the culturally tailored interventions. The implementation of the interventions led to positive changes in weight, blood pressure, waist circumference, plasma lipids, HbA1c, and other cardiometabolic markers of diabetes. | The researchers recommended the need for tailoring diabetes management interventions to the cultural values, needs, beliefs, and practices of the target populations. Tailoring improves the outcomes obtained in the research. | The study supports the proposed EBP change initiative by providing insights into the importance of focused group discussions in the development of culturally tailored interventions. It also shows that culturally tailored interventions improve the risk factors for diabetes. |
| Yorke&Atiase, Ghana Medical Journal, 52(1), 41–60, https://www.ajol.info/index.php/gmj/article/view/169345 | Impact of structured education on glucose control and hypoglycemia in Type-2 diabetes: A systematic review of randomized controlled trials.
2018 |
The purpose of this research wasto assess the impact of structural education on hypoglycemia and glucose control in the management of type II diabetes. | Quantitative | 36 studies | A search for relevant literature was performed on databases that include Medline and EMBASE. They were selected based on the developed inclusion and exclusion criteria. The articles were published between 1980 and 2014. | The data for this research were synthesized and analyzed using PRISMA guidelines. The results were summarized using a flow chart. The selected studies were summarized with their variables set up in a tabular form. | Most of the included studies in the review demonstrated that structured education had a significant effect on glycemic control compared to control groups. One study also demonstrated the effectiveness of the intervention on hypoglycemia. | The authors recommended the need for the incorporation of structured interventions into the routine care of diabetic patients. | The study supports the proposed EBP project that structured interventions, including culturally tailored interventions, improve outcomes of diabetes management. They improve glycemic control and prevent hypoglycemia. |
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References
Flores-Luevano, S., Pacheco, M., Shokar, G. S., Dwivedi, A. K., &Shokar, N. K. (2020). Impact of a Culturally Tailored Diabetes Education and Empowerment Program in a Mexican American Population Along the US/Mexico Border: A Pragmatic Study. Journal of Clinical Medicine Research, 12(8), 517–529. https://doi.org/10.14740/jocmr4273
Goff, L. M., Moore, A. P., Harding, S., & Rivas, C. (2021).Development of Healthy Eating and Active Lifestyles for Diabetes, a culturally tailored diabetes self-management education and support programme for Black-British adults: A participatory research approach.Diabetic Medicine, 38(11), e14594. https://doi.org/10.1111/dme.14594
Goff, L. M., Rivas, C., Moore, A., Beckley-Hoelscher, N., Reid, F., & Harding, S. (2021). Healthy Eating and Active Lifestyles for Diabetes (HEAL-D), a culturally tailored self-management education and support program for type 2 diabetes in black-British adults: A randomized controlled feasibility trial. BMJ Open Diabetes Research and Care, 9(1), e002438. https://doi.org/10.1136/bmjdrc-2021-002438
Huang, S. J., Galárraga, O., Smith, K. A., Fuimaono, S., &McGarvey, S. T. (2019).Cost-effectiveness analysis of a cluster-randomized, culturally tailored, community health worker home-visiting diabetes intervention versus standard care in American Samoa.Human Resources for Health, 17(1), 17. https://doi.org/10.1186/s12960-019-0356-6
Islam, N. S., Wyatt, L. C., Taher, M. D., Riley, L., Tandon, S. D., Tanner, M., Mukherji, B. R., & Trinh-Shevrin, C. (2018). A Culturally Tailored Community Health Worker Intervention Leads to Improvement in Patient-Centered Outcomes for Immigrant Patients With Type 2 Diabetes. Clinical Diabetes, 36(2), 100–111. https://doi.org/10.2337/cd17-0068
Li-Geng, T., Kilham, J., & McLeod, K. M. (2020). Cultural Influences on Dietary Self-Management of Type 2 Diabetes in East Asian Americans: A Mixed-Methods Systematic Review. Health Equity. https://doi.org/10.1089/heq.2019.0087
Moore, A. P., Rivas, C. A., Stanton-Fay, S., Harding, S., & Goff, L. M. (2019).Designing the Healthy Eating and Active Lifestyles for Diabetes (HEAL-D) self-management and support programme for UK African and Caribbean communities: A culturally tailored, complex intervention under-pinned by behaviour change theory.BMC Public Health, 19(1), 1–14. https://doi.org/10.1186/s12889-019-7411-z
Wadi, N. M., Asantewa-Ampaduh, S., Rivas, C., & Goff, L. M. (2021). Culturally tailored lifestyle interventions for the prevention and management of type 2 diabetes in adults of Black African ancestry: A systematic review of tailoring methods and their effectiveness. Public Health Nutrition, 1–15. https://doi.org/10.1017/S1368980021003682
Weber, M. B., Hennink, M. M., & Narayan, K. M. V. (2020). Tailoring lifestyle programmes for diabetes prevention for US South Asians. Family Medicine and Community Health, 8(2), e000295. https://doi.org/10.1136/fmch-2019-000295
Yorke, E., &Atiase, Y. (2018).Impact of structured education on glucose control and hypoglycaemia in Type-2 diabetes: A systematic review of randomized controlled trials.Ghana Medical Journal, 52(1), 41–60.
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***PICOT for this assignment: In Hispanic adults with Type II diabetes mellitus (population) does a culturally tailored diabetes education program (intervention) compared to a traditional diabetes education program (comparison) increase self-management of DM (outcome)?***
The purpose of this assignment is to provide research evidence in support of the PICOT you developed for your selected topic.
Conduct a search for 10 peer-reviewed, translational research articles published within the last 5 years that demonstrate support for your PICOT. You may include previous research articles from assignments completed in this course. Use the “Literature Evaluation Table” provided to evaluate the articles and explain how the research supports your PICOT.
Once your instructor returns this assignment, review the feedback and make any revisions necessary. If you are directed by your instructor to select different articles in order to meet the assignment criteria or to better support your PICOT, make these changes accordingly. You will use the literature evaluated in this assignment for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
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Evidence-Based Practice Project: Evaluation of Literature Table – Rubric
Collapse All Evidence-Based Practice Project: Evaluation Of Literature Table – Rubric
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PICOT
7.5 points
Criteria Description
PICOT – I already included it in the previous attachment
5. Excellent
7.5 points
The PICOT is clearly and accurately presented.
4. Good
6.9 points
NA
3. Satisfactory
6.6 points
NA
2. Less Than Satisfactory
6 points
NA
1. Unsatisfactory
0 points
The PICOT is omitted.
Articles
15 points
Criteria Description
Articles
5. Excellent
15 points
Sources are current and highly appropriate for the assignment criteria and nursing content. Article citations and permalinks are presented. Article citations are accurate.
4. Good
13.8 points
Sources are current and generally appropriate for the assignment criteria and nursing content. Article citations and permalinks are presented. Article citations are presented, but there are minor errors.
3. Satisfactory
13.2 points
Number of required sources is met, but some sources are outdated or inappropriate. Article citations and permalinks are presented. Article citations are presented, but there are errors.
2. Less Than Satisfactory
12 points
Number of required sources is only partially met. Article citations and permalinks are presented. One or more links do not lead to the intended article.
1. Unsatisfactory
0 points
Required number of sources are not included. Article citations and permalinks are omitted.
Research Question, Hypothesis, Purpose or Aim of Study
15 points
Criteria Description
Research Question, Hypothesis, Purpose or Aim of Study
5. Excellent
15 points
A discussion on the research question, hypothesis, purpose or aim of study is thoroughly and accurately presented for each article.
4. Good
13.8 points
Research question, hypothesis, purpose or aim of study for each article is adequately presented. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
Research question, hypothesis, purpose or aim of study for each article is presented. Key aspects are missing for one or two articles. There are minor inaccuracies.
2. Less Than Satisfactory
12 points
Research question, hypothesis, purpose or aim of study for each article is presented, but key information is consistently omitted. There are inaccuracies throughout.
1. Unsatisfactory
0 points
Research question, hypothesis, purpose or aim of study for one or more articles is omitted.
Study Design
15 points
Criteria Description
Study Design
5. Excellent
15 points
A thorough and accurate discussion on the study design for each article is presented.
4. Good
13.8 points
The study design is adequately presented for each article. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
The study design is indicated for each article. Key aspects are missing for one or two articles. There are minor inaccuracies.
2. Less Than Satisfactory
12 points
The study design for each article is presented, but key information is consistently omitted. There are inaccuracies throughout.
1. Unsatisfactory
0 points
The study design for one or more article is omitted.
Setting and Sample
15 points
Criteria Description
Setting and Sample
5. Excellent
15 points
The setting and sample in which the researcher conducted the study are detailed and accurate for each article.
4. Good
13.8 points
The setting and sample are adequately presented for each article. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
The setting and sample are indicated for each article. Key aspects are missing for one or two articles. There are minor inaccuracies.
2. Less Than Satisfactory
12 points
The setting and sample are indicated for each article, but key information is consistently omitted. There are inaccuracies throughout.
1. Unsatisfactory
0 points
The setting and sample are omitted for one or more of the articles.
Methods
15 points
Criteria Description
Methods
5. Excellent
15 points
A thorough and accurate discussion on the method of study for each article is presented.
4. Good
13.8 points
An adequate discussion on the method of study for each article is presented. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
The method of study for each article is presented. Key aspects are missing for one or two articles. There are minor inaccuracies
2. Less Than Satisfactory
12 points
The method of study is presented for each article, but key information is consistently omitted. There are inaccuracies throughout.
1. Unsatisfactory
0 points
Method of study for one or more articles is omitted. Overall, the methods of study are incomplete.
Analysis and Data Collection
15 points
Criteria Description
Analysis and Data Collection
5. Excellent
15 points
A thorough and accurate discussion on the analysis and data collection for each article is presented.
4. Good
13.8 points
An adequate discussion on the method of study for each article is presented. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
Analysis and data collection for each article are presented. Key aspects are missing for one or two articles. There are minor inaccuracies.
2. Less Than Satisfactory
12 points
Analysis and data collection are presented for each article, but key information is consistently omitted. There are inaccuracies throughout.
1. Unsatisfactory
0 points
Analysis and data collection for one or more articles is omitted. Overall, the analysis and data collection are incomplete.
Outcomes and Key Findings
15 points
Criteria Description
Outcomes and Key Findings
5. Excellent
15 points
A thorough and accurate discussion on the outcomes and key findings collection for each article are presented.
4. Good
13.8 points
An adequate discussion on outcomes and key findings for each article are presented. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
Outcomes and key findings for each article are presented. Key aspects are missing for one or two articles. There are minor inaccuracies.
2. Less Than Satisfactory
12 points
Outcomes and key findings are presented for each article, but key information is consistently omitted. There are inaccuracies throughout.
1. Unsatisfactory
0 points
Outcomes and key findings for one or more articles are omitted. Overall, the outcomes and key findings are incomplete.
Recommendations
15 points
Criteria Description
Recommendations
5. Excellent
15 points
Researcher recommendations are accurately and thoroughly described for each article.
4. Good
13.8 points
Researcher recommendations for each article are accurately presented. Minor detail is needed for accuracy or clarity.
3. Satisfactory
13.2 points
Researcher recommendations for each article are presented. Researcher recommendations described for one article are inaccurate or incomplete.
2. Less Than Satisfactory
12 points
Researcher recommendations are indicated for each article. The researcher recommendations described for two of the articles are inaccurate or incomplete.
1. Unsatisfactory
0 points
Researcher recommendations are omitted for one or more of the articles. The recommendations described for three or more articles are inaccurate or incomplete.
Explanation of How Articles Support Proposed Evidence-Based Practice Project Proposal
15 points
Criteria Description
Explanation of How Articles Support Proposed Evidence-Based Practice Project Proposal
5. Excellent
15 points
A detailed explanation for how each article supports the proposed evidence-based practice project proposal is presented. Support for the evidence-based project proposal is clearly evident.
4. Good
13.8 points
An explanation for how each article supports the proposed evidence-based practice project proposal is presented. Minor detail is needed for accuracy or clarity. Adequate support for the evidence-based project proposal is demonstrated.
3. Satisfactory
13.2 points
A general explanation for how each article supports the proposed evidence-based practice project proposal is presented. The explanation for one article is inaccurate or incomplete. Support for the evidence-based project proposal is generally evident.
2. Less Than Satisfactory
12 points
An explanation for how each article supports the proposed evidence-based practice project proposal is presented. The explanation for two of the articles is inaccurate or incomplete.
1. Unsatisfactory
0 points
An explanation of how the article supports the proposed evidence-based practice project proposal is omitted for one or more of the articles. The explanation for three or more articles is inaccurate or incomplete.
Mechanics of Writing
7.5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5. Excellent
7.5 points
The writer is clearly in command of standard, written, academic English.
4. Good
6.9 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
3. Satisfactory
6.6 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
2. Less Than Satisfactory
6 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.