Hi, Need help doing a poster presentation for a nursing research class.
The poster should be based on the research paper which I have attached.
The instructions for the poster are attached as well as an example for guidance.
PLEASE USE THE POSTER TEMPLATE I HAVE ATTACHED!
Please let me know if you have any questions.
Thanks in advance for the hard work 🙂
Poster Presentation
Students this project will allow you to formulate and hypothetically develop your own research project. The purpose of this project is for the student to follow all of the different steps in a research project on an already published article and presented as a poster presentation. A poster session or poster presentation is the presentation of research information by an individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is usually peer reviewed. Poster sessions are particularly prominent at scientific conferences such as medical congresses.
Students will select a nursing research already published and following the article information you will create a poster presentation that include the below information:
The outline of the poster should include the following tabs (minimum requirements)
Abstract Outline:
-Title of Project
-Problem Statement: what is the problem that needs fixing?
-Purpose of the Project
-Research Question(s)
-Hypothesis
-Methodology (Qualitative vs. Quantitative)
-Steps in implementing your project
-Limitations
Results (Pretend results)
-Conclusion
-References
I have attached an example of a poster presentation for guidance. The due date for the poster presentation is WEEK 13. Please feel free to be artistic and provide graphs and data. You are welcome to use any poster template. Please submit it via turn it in.
Criterion |
Outstanding 4 |
Very Good 3 |
Good 2 |
Unacceptable 1 |
Score |
Completeness |
Complete in all respects; reflects all requirements |
Complete in most respects; reflects most requirements |
Incomplete many respects; reflects few requirements |
Incomplete in most respects; does not reflect requirements |
|
Understanding |
Demonstrates excellent understanding of the topic(s) and issue(s) |
Demonstrates an accomplished understanding of the topic(s) and issue(s) |
Demonstrates an acceptable understanding of the topic(s) and issue(s) |
Demonstrates an inadequate understanding of the topic(s) and issue(s) |
|
Analysis |
Presents an insightful and through analysis of the issue (s) identified |
Presents a thorough analysis of most of the issue(s) identified |
Presents a superficial analysis of some of the issue(s) identified |
Presents an incomplete analysis of the issue(s) identified. |
|
Evaluation |
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied |
Makes appropriate connections between the issue(s) identified and the concept(s) studied |
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied |
Makes little or no connection between the issue(s) identified and the concept(s) studied. |
|
Opinion |
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective |
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective |
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument |
Supports opinion with few reasons and little evidence; argument is one-sided and not objective. |
|
Recommendations |
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied |
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied |
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied |
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied. |
|
Grammar and Spelling |
Minimal spelling and grammar errors |
Some spelling and grammar errors |
Noticeable spelling and grammar errors |
Unacceptable number of spelling and grammar errors |
|
APA guidelines |
Uses APA guidelines accurately and consistently to cite sources |
Uses APA guidelines with minor violations to cite sources |
Reflects incomplete knowledge of APA guidelines |
Does not use APA guidelines |
|
Total |
Titleof Project
Presenter Name
University name
Introduction and Problem
Variables
Descriptive Data
Results
Results (cont
.
)
Clinical Questions/PICOT
Discussion
Project Limitations
Conclusion and Recommendations
Purpose of the Project
The data analysis was in line with the needs of the project: statistical tests, including t-test and Wilcoxon signed ranks, were employed to determine if there were statistically significant differences between pre- and post-test measurements
.
This way, the relationships between the independent and dependent variables were reliably inferred (Polit & Beck, 2017)
Data types:
Survey: quantitative, ordinal (Likert scale).
Reports: quantitative, ratio (number of mistakes).
Data analysis approaches:
Software: SPSS.
Survey: Wilcoxon signed ranks test.
Reports: paired t-test.
Data Analysis
The project employed four Advanced Practice Registered Nurses, three Medical Doctors, and one Physician Assistant who exhibited significant resistance to the use of EHR.
References
.
.
Several studies have shown the benefits of the use of electronic health records (EHR) for patients’ safety, as well as their ability to improve efficiency in primary care settings (Porterfield, Engelbert, & Coustasse, 2014). Regardless of the positive effects of the implementation of EHR, health care providers have moved slowly to adopt this technology (King, Patel, Jamoom, & Furukawa, 2014). Practitioners who do not want to adopt EHR, especially electronic prescription, can endanger patient safety.
Medication errors, in turn, are a serious issue that causes numerous safety incidents in primary care. Studies have shown that the use of EHR significantly reduces the number of prescription errors that can harm patients (Liao et al., 2017). Palabindala, Pamarthy, and Jonnalagadda (2016) showed that the use of EHR could reduce medication error while also resulting in improved communications between patients and healthcare teams
The purpose of this quantitative quasi-experimental project was to determine if there was a relationship between the application of an educational program and the improvement of practitioners’ perception of EHR usability, as well as the reduction of the number of prescription medication errors, at a medical group practice in the Southeastern of the United States (US).
The PICOT question created for the project was as follows: (P) Among healthcare practitioners, (I) how does the implementation of an educational program in a primary care medical center in the Southeast of the US (C) compared to the pre-intervention measurements in the prior four weeks (O) influences primary care practitioners’ perceptions of the usability of EHR and the incidence of prescription medication errors (T) within four weeks of participating in the program?
The following clinical questions guide this quantitative project:
Q1: How does the implementation of an educational program influence the perceptions of primary care practitioners regarding EHR usability?
Q2: How does the implementation of an educational program influence prescription medication error incidence?
Variable 1: Quality improvement educational program (independent)
Variable 2: Primary care practitioners’ perception of EHR usability (dependent)
Variable3: Number of prescription medication errors (dependent).
The educational program can enhance the participants’ perceptions regarding EHR, but the described project cannot reject the null hypothesis that the intervention had no effects on the medication error rates. However, since the project was constricted by significant limitations, this finding is not conclusive.
Some of the research recommendations include the proposal to increase the sample size, have a greater timeframe for future projects, and consider randomizing the sample into two groups.
The project can also be used to recommend educational EHR efforts for the reduction of EHR resistance and the specific program that has been tested for the same purpose.
The sample was small (8 participants) and could not be expanded because the facility was small.
The data collection process was limited by the short time allocated to observing the results (4 weeks)
The project employed a quasi-experimental design. Since its sample was so small, trying to split it further was not feasible.
King, J., Patel, V., Jamoom, E. W., & Furukawa, M. F. (2014). Clinical benefits of electronic health record use: National findings. Health Services Research, 49(1pt2), 392–404. doi: 10.1111/1475-6773.12135
Liao, T. V., Rabinovich, M., Abraham, P., Perez, S., DiPlotti, C., Han, J., … Honig, E. (2017). Evaluation of medication errors with implementation of electronic health record technology in the medical intensive care unit. Open Access Journal of Clinical Trials, 9, 31-40. doi: 10.2147/OAJCT.S131211
Porterfield, A., Engelbert, K., & Coustasse, A. (2014). Electronic prescribing: Improving the efficiency and accuracy of prescribing in the ambulatory care setting. Perspectives in Health Information Management, 2014, 1-13
Palabindala, V., Pamarthy, A., & Jonnalagadda, N. R. (2016). Adoption of electronic health records and barriers. Journal of Community Hospital Internal Medicine Perspectives, 6(5), 1-3. doi: 10.3402/jchimp.v6.32643
Polit, D.F., & Beck, C.T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
The survey contained 11 individual items and used a Likert scale in which 1 stood for an extremely negative assessment of an aspect of usability or usefulness and 5 referred to an extremely positive one. The summary of the mean and standard deviation for each of the items before and after the intervention is presented in Table 1.
. The raw data indicate that the most common errors for the clinic include incorrect dosage, incorrect drug, and drug-drug interaction, as well as incorrect frequency and drug omission.
Table 4 presents the results of the paired t-test analysis of the errors that occurred and those that were reported. No statistically significant differences were found for either pair (p>0.05). Thus, the findings do not suggest that the program had an impact on medication error rates; a relationship between the independent variable and medication errors was not found.
Example changes in pre- and post-test scores can be found in Figure 4. Table 2 summarizes the results of analyzing the survey items with the Wilcoxon signed ranks test. Items 1, 3, 4, 5, 6, 7, 8, 9, and 10 demonstrate statistically significant results (p<=0.05).
Therefore, the intervention improved the perceptions of the participants regarding the effect of EHR on one’s performance and job effectiveness, the usefulness of EHR, the clarity of interacting with the system, the ease of EHR use, and the use of EHR for clinical care and research. The relationship between the independent variable (program) and perceptions (one of the dependent variables) was found.
Figure 1. The occupations of the participants.
Figure 2. Age of the participants.
Figure 3. Gender of the participants.
Figure 4. Example changes in survey results before and after the intervention.
As had been planned, the data were collected before and after the intervention using an already established survey tool and the clinic’s pharmacy call reports regarding medication errors.
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Table 2
Survey Analysis Results Summary
Item Significance (1-tailed)
Q1 0.04
Q2 0.07
Q3 0.04
Q4 0.04
Q5 0.05
Q6 0.03
Q7 0.04
Q8 0.04
Q9 0.03
Q10 0.04
Q11 0.244
Table 1
Survey Summary
Item Pre-Test Post-Test
Mean St. Deviation Mean St. Deviation
Q1 2.25 0.707 4.75 0.463
Q2 2.13 0.991 4.38 0.744
Q3 1.75 0.707 4.38 0.744
Q4 2.25 0.707 4.75 0.463
Q5 2.13 0.991 5 0
Q6 1.63 0.744 4.75 0.463
Q7 2.38 0.744 4.38 0.518
Q8 2 0.756 4.13 0.641
Q9 2.25 0.886 5 0
Q10 1.63 0.518 5 0
Q11 4 0.756 4.38 0.518
Table 3
Error Data Summary
Error Type Number
Occurred
Number
Occurred
Number
Reported
Number
Reported
Incorrect Drug 3 4 3 4
Incorrect Dose 5 3 6 4
Incorrect Generic Selection 0 1 0 1
Outdated Product 0 0 0 0
Drug Unavailable/Omission 3 2 2 3
Incorrect Dosage Form 1 2 0 3
Incorrect Patient 3 3 2 4
Allergic Drug Reaction 1 0 1 0
Drug-drug Interaction 4 2 4 2
Incorrect time 1 2 1 2
Incorrect Route 1 2 1 2
Incorrect Frequency 3 3 4 3
Illegible or Ambiguous Prescription 3 0 4 0
Other 3 4 3 4
Total 31 28 31 32
Table 4
Total Errors Analysis Results: Paired Samples Test
Sig. (2-tailed)
Pair 1 .587
Pair 2 .846
Running head: CRITIQUING A RESEARCH ARTICLE 1
CRITIQUING A RESEARCH ARTICLE 2
Risks of Smoking
Janeisy Serrano
Florida National University
Risks of Smoking
Introduction
The Article
Grassi, M.C., Baraldo, M., Chiamulera, C., Culasso, F., Raupach, T., Ferketich, A.K., Patrono, C., & Nencini, P. (2014). Knowledge about health effects of cigarette smoking and quitting among Italian university students: The importance of teaching nicotine dependence and treatment in the medical curriculum. BioMed Research International, 2014(321657), 1-9.
Research Problem
Cigarette smoking causes more avoidable mortalities in the developed world than any other risky behavior. It is also blamed for about 22% of deaths attributed to cancer annually, worldwide. In Italy, there are around 11 million current smokers, all of whom are adults and form 20.7% of the country’s gross adult population. 695,000 people die in Europe annually as a result of diseases linked to smoking. The authors had previously carried out a study whose findings showed that 4th year Italian undergraduate medical students are not adequately knowledgeable about the role of doctors in facilitating smoking cessation, tobacco dependence, and pathologies linked to smoking. Analysis of these results can be strengthened further by juxtaposing them with survey results in which respondents are nonmedical undergraduates. Medical students are naturally expected to be more informed about tobacco use and smoking cessation compared to their nonmedical counterparts, especially since health advocacy is one of their primary roles. Currently, however, there is a knowledge gap because surveys assessing nonmedical undergraduates’ understanding of tobacco are scarce at best.
Research Question and Research Objectives
The paper has no research question. The research objectives are, however, three-pronged. First, the authors intend to ascertain the consistency of their earlier findings. Second, the current study is aimed at determining if similarly-aged nonmedical undergraduates have varying interpretations and attitudes concerning smoking as opposed to medical undergraduates. The third objective is to scrutinize the smoking status of medical undergraduates as well as their knowledge retention one and two years after a brief educational intervention.
Initial Results and Methods
Respondents were required to fill a questionnaire containing 60 items. Each of the items revolved around participants’ awareness of the epidemiology and health ramifications of smoking, which was labeled as Score 1, and the potency of cessation therapies, which was identified as Score 2. Once they had completed their questionnaires 4th year medical undergraduates were sensitized about tobacco dependence. One and two years after the initial study, the respondents were called upon to participate in the same exercise. Findings showed that 5th year medical undergraduates who had undergone sensitization in year 4 posted higher scores compared to their colleagues who had not been briefed. Huge variations were observed one year following the educational interposition. The authors surmised that medical undergraduates are more knowledgeable about tobacco-related conditions and smoking cessation techniques compared to nonmedical undergraduates; however, the difference is minor. A brief educational mediation was linked to greater awareness after one year; nevertheless, the impact was fleeting and marginal.
Evaluation
The study does not have a literature review. In terms of the actual research, the article is broken down into abstract, introduction, methods, results, discussion, conclusions, ethics approval, acknowledgments, references, and copyright sections. The most the authors do in terms of reviewing literature is to refer to their previous study, whose findings they use as a precursor to and justification for the present research.
The research article is current as it was published in April 2014, which makes it less than 6-years-old. The article also appreciates prevailing health issues. Cigarette smoking is one of the most ubiquitous health concerns in the 21st century as it is a major risk factor for a wide range of diseases, including cancer and heart disease. Smoking also comes with a huge financial and economic burden that is normally imposed on governments and the immediate families of people that are ailing because of a history of tobacco use; this cost runs into billions of dollars per year. To date, various stakeholders such as research institutions, nongovernmental organizations (NGOs), health practitioners, and interest groups are aggressively exploring strategies with which they can increase smoking cessation, curtail potential new smokers, and confront the different diseases linked to the practice.
The research type is non-experimental and qualitative in nature. The authors conducted a survey using a questionnaire comprising 60 items. The questionnaire had four parts: awareness of smoking-oriented epidemiologic realities, demographics and individual smoking background, attitudes towards the effect of smoking on individuals’ life expectancy, and awareness of clinical frameworks on smoking cessation therapies and ability to counsel people who want to give up smoking.
The sample size consisted of 1191 undergraduates. The participants were drawn from three main groups. The first group contained medical students, the second group comprised architecture students, and the third cluster was made up of law students. Medical students contributed the largest portion of participants, at 962, followed by architecture and law students at 122 and 107 students, respectively. In terms of gender, female students made up 61%, 57%, and 72% of medical, architecture, and law students. The mean age and range was 23.9 (20-55), 23.2 (20-41), and 21.7 (20-38) for medical, architecture, and law students, respectively. All participants filled the questionnaire, with a 100% response rate. The sample was large and diverse enough for the research. However, the sampling method – such as stratified sampling or simple random sampling – employed by the authors is not expressly identified; this is a serious shortcoming because it casts doubts on the reliability and validity of the sample in terms of scholarly standards.
The study and its findings are adequately practical. The authors hypothesize that the results establish the basis for investigations comparing the impacts of a single educational mediation with other interventions informed by a more elaborate orientation in the health implications of smoking. The authors add that recent studies have shown that the educational approach preferred is significantly less influential for student learning vis-à-vis summative evaluations. Using their findings as a premise, the researchers infer that medical students should participate in comprehensive summative reviews of their understanding of tobacco dependence.
The study could have been improved and there are multiple areas of weakness that could have been addressed by the authors. As an example, the researchers sourced participants from just four Italian universities. Considering that Italy has 89 universities, almost all of which have medical schools, four institutions are neither holistic nor accurate with respect to representation of the total number of medical students in the country. Another aspect that the authors should have addressed or worked to minimize pertains to selection bias. As it has already been mentioned, follow-up tests were conducted after the first one. Due to attrition, the number of students who participated in the first and second follow-up assessments declined by about 25%; as a result, selection bias crept in and promoted the involvement of students who are more curious about smoking-related aspects and also more motivated. This could have distorted the results. The third area in which improvement could have been made relates to the balance between the three clusters of samples. Medical students considerably outnumbered their law and architecture colleagues, and this reduces the representativeness of the research finding in the two smaller constituencies. Apart from this, the authors relied primarily on a self-report to appraise the smoking status of respondents; for this reason, they could have misjudged smoking prevalence. Finally, the researchers should have monitored individual respondents and fluctuations in their responses by incorporating identifying details, which were not captured during the study.
The article is written in a logical, legible, and explicit manner. It is also organized properly, with different sections and subsections. The main headings are emboldened, thus making it easy for readers to navigate through the article, while the subheadings are numbered numerically. The article has a nice flow to it, moving from one section to another in systematic fashion. Further research can be conducted on the subject because more efforts need to be made to enlighten a new breed of health practitioners, especially physicians, who will come up against the effects of the present smoking epidemic.
Conclusion
Smoking cessation enhances quality of life and lowers health risks. For instance, the overall risk of mortality due to lung and cardiovascular diseases as well as cancer can be significantly lowered when smokers quit, including in old age. Medical school syllabuses typically pay little attention to nicotine addiction and tobacco-related matters, which is disappointing given that health advice enables cessation. General practitioners (GPs) do not comply with recommendations for counseling; this is secondarily caused by insufficient training at undergraduate level despite the availability of sound scholarly solutions to leverage the skills, perceptions, and knowledge of undergraduate medical students with respect to strategies of smoking cessation. It is also worth noting that the actualization of academic interventions is constrained by their exorbitant cost in relation to instructor time and resources. This calls for a clear and relatively straightforward yet potent tobacco syllabus that incorporates teaching about smoking-related issues, such as therapy and toxicology. It is necessary to conduct more effective research in this field.
Reference
Grassi, M.C., Baraldo, M., Chiamulera, C., Culasso, F., Raupach, T., Ferketich, A.K., Patrono, C., & Nencini, P. (2014). Knowledge about health effects of cigarette smoking and quitting among Italian university students: The importance of teaching nicotine dependence and treatment in the medical curriculum. BioMed Research International, 2014(321657), 1-9.
Titleof Project
Presenter Name
University name
Introduction and Problem
Variables
Descriptive Data
Results
Results (cont
.
)
Clinical Questions/PICOT
Discussion
Project Limitations
Conclusion and Recommendations
Purpose of the Project
Data Analysis
References
.
.
.
.
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