NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention – Step-by-Step Guide With Example Solution

The first step before starting to write the NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention is to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the paper’s audience and purpose, as this will help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Chamberlain University.

How to Research and Prepare for NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Chamberlain University library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from the Chamberlain University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.

How to Write the In-text Citations for NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

In-text citations help readers give credit to the authors of the references they have used in their work. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

“The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.”

How to Write the Conclusion for NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

When writing the conclusion of the paper, start by restating your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper by restating them. Discuss the implications of your findings and your arguments. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.

How to Format the Reference List for NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically, and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319

Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.

NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention Instructions

Purpose

The purpose of this assignment is to write the second part of the DNP Project Manuscript. This assignment will allow you to present your introduction, background, practice question, literature synthesis, and evidence-based intervention. These project design sections will be added to the DNP Project Manuscript Part 1 assignment. Turnitin will be applied to this assignment. Have a look at NR702 Week 5 Discussion | Methodology of Research Translation.

Instructions

Start with the week 2 paper and the feedback from your faculty. Ensure that all track changes are accepted and make all of the revisions that your faculty requested for the week 2 assignment. Students are required to make all requested revisions per your faculty feedback and Submit a Clean Copy of the week 4 paper. Add the evidence-based intervention and literature synthesis sections (Parts 1-4) to complete the Week 4 Assignment.

Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

1. Part 2 will be graded on the quality of information, use of current research, Standard English usage and mechanics, APA format, and overall organization based on the required components as summarized in the guidelines and grading criteria/rubric.
2. Review the grading rubric carefully and consider how to incorporate each required criterion into Part 2 of the DNP Project Manuscript Template.
3. Review the tutorial on the use of the DNP Project Manuscript Template in the Week 2 lesson.

Follow the instructions on the template for the literature synthesis, and evidence-based intervention. Submit Part 2 of the DNP Project Manuscript.

1. Revise the Week 2 assignment by accepting the Track Changes and make the other revisions to your assignment that your faculty requested.
2. Research Synthesis and Evidence-Based Intervention
   1. Part 1: The Johns Hopkins Individual Evidence Summary Tool
      1. Before writing the synthesis, complete the Johns Hopkins Individual Evidence Summary Tool. Enter a minimum of 10 (or more) research articles supporting the evidence-based intervention in the table, entering the correct information in each column (Appendix A in the DNP Project Manuscript Template). The completed John Hopkins Individual Evidence Summary Table should be located in Appendix A in the DNP Project Manuscript Template. You may use research articles focusing on the intervention from NR730 and other previous courses. Submit the completed John Hopkins Individual Evidence Summary Table with this assignment in Appendix A.
         1. Complete the Johns Hopkins Individual Evidence Summary Tool.
         2. Enter 10 or more research articles supporting the evidence-based intervention. 
         3. The correct information is entered in each column.  
         4. Submit the Johns Hopkins Individual Summary Tool in Appendix A in the DNP Project Manuscript Template.
         5. Use the Johns Hopkins Research Appraisal tool and the Johns Hopkins Evidence Level and Quality Tool to determine the level and quality of the research Articles for the last column in the Johns Hopkins Individual Evidence Summary Table.
   2. Part 2: Brief Description of Intervention and Endorsement
      1. In the DNP Project Manuscript Template, begin this paragraph under the Level 2 Header:  Evidence-Based Intervention. 
      2. Begin this section with the name and brief description of the evidence-based intervention.
      3. Identify the national organization or government agency that endorses the intervention, if applicable.
   3. Part 3: Process, Outcome, and Themes of Research Evidence
      1. In the DNP Project Manuscript Template, begin this paragraph under the Level 2 Header:  Evidence-Synthesis
      2. Start the synthesis section with a statement of how many articles are included, and all articles should support the intervention is effective in changing your selected project outcome and related to the population for your project.

2. The synthesis section must include at least 10 articles supporting the intervention.
3. The articles must be 5 years old or less.
4. The sources should be evidence-based, peer-reviewed research articles. 
5. The synthesis may include both quantitative and qualitative research studies and national standards or guidelines.

2. In a brief summary statement, provide the numbers of research articles that are level I, II, and III and give a summary of the quality of the research articles.
3. Start each theme with a Level 3 Header as formatted in the DNP Project Manuscript Template.  Each theme must have its own header as indicated in the DNP Project Manuscript Template.  
4. Identify the main themes that emerge from the sources in the level 3 headers and in the paragraph under each header, describe how the intervention was used in the research to solve the practice problem or outcome
   1. Please Note: This is not an article-by-article review and is not an annotated Bibliography. The synthesis is a separate writing method in which the themes are identified in the research articles and each theme is discussed and the research articles supporting that themes are cited. 
5. Explain the differences (contrast the main points) in the research articles. In the DNP Project Manuscript Template, begin this paragraph under the Level 2 Header:   Contrasting Results or Themes in the Research.
6. Present an objective overarching synthesis of research statement supporting the evidence-based intervention.
7. References
   1. Information in this manuscript must be substantiated by citations.
   2. Reference publication dates must be within the last 5 years.
   3. References must be from peer-reviewed journals, government websites, and credible national and global organizations.
   4. In-text citations should align with the reference page.
   5. In-text citations and references must be in the current APA format.
8. Scholarly Writing Criteria
   1. Submit the paper on the DNP Project Manuscript Template.
   2. Use the headers provided in the template.
   3. Use the current APA style and format throughout the manuscript.
   4. Use the Chamberlain Guidelines for Writing a Professional Paper (located in Student Resources) to complete this assignment.
   5. Turn on Grammarly to check the grammar, sentence structure, and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before construction of the assignment.)
   6. Use third person in this DNP Project Manuscript. However, per APA, you can use first person in the project management section when you are talking about what you will do during implementation.

Note: Make sure to include the edited Part 1 manuscript items.

Writing Requirements (APA format)

• Length: 3-5 pages (not including title page, references page and Part 1)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman font or 11-point Arial
• Headings & subheadings
• In-text citations
• Title page
• References page (without permalinks)
• Standard English usage and mechanics
• Organized presentation of ideas

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
4. Appraises current information systems and technologies to improve health care. (POs 6, 7)
5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
6. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
7. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
8. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Synthesize scientific knowledge, theory, and practice expertise to inform evidence-based practice and impact outcomes. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 3, 4, 5, 6, 9)
2. Design an evidence-based translational science project to address a practice problem. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)
3. Apply effective strategies in project design for managing practice problems in healthcare delivery at the micro, meso, and macro-system levels. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)
4. Demonstrate project management and leadership skills in the design process for the evidence-based translational science project. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 2, 5, 6, 7, 8, 9)
5. Create collaborative relationships with interprofessional and intraprofessional groups to champion organizational improvements through project design. (PCs 2, 4, 5, 6, 8; POs 2, 4, 6, 8)

NR702 Week 4 Assignment 1 DNP Project Manuscript Part 2: Literature Synthesis and Evidence-Based Intervention Example

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool

© The Johns Hopkins Hospital/The Johns Hopkins University       Practice Question: For adult psychiatric patients, does the implementation of a mindfulness-based stress reduction program, compared to current practice, impact anxiety levels in 8-10 weeks?

   Date: November 8, 2023

Article Number	Author  and Date	Evidence Type	Sample, Sample Size,  Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality
1	Lake, S., & Machale, R. (2021). Mindfulness Matters”: A pilot study of a Mindfulness-based Stress Reduction group for adults with intellectual disabilities. 1. https://doi.org/10.1111/bld.12435	pilot study	Nonclinical sample of young adults with mild intellectual disabilities (n=7), conducted in a training center offering third-level education and training. ❑ N/A	Practicing mindfulness can help manage stress levels. Participants gave positive feedback after 8 weeks. CORE-LD revealed a significant improvement in overall well-being. Self-esteem improvement, though not statistically significant. The visual stress measure revealed a reduction in stress levels.	Clinical Outcomes in Routine Evaluation-Learning Disability (CORE-LD) Rosenberg Self-Esteem Scale-Adapted Visual stress measure	The sample size is small (n=7). Participants may struggle to grasp abstract concepts of mindfulness. The Rosenberg Self-Esteem Scale-Adapted has not been verified for use with people who have intellectual disability.	Level III, Moderate Quality
2	Sundquist, J., Palmér, K., Memon, A. A., Wang, X., Johansson, L. M., & Sundquist, K. (2019). Long-term improvements after mindfulness-based group therapy of depression, anxiety and stress and adjustment disorders: A randomized controlled trial. Early Intervention in Psychiatry, 13(4), 943–952. https://doi.org/10.1111/eip.12715	Randomized Controlled Trial	215 patients in southern Sweden, randomized to Mindfulness-Based Group Therapy (MGT) or Treatment as Usual (TAU) at 16 primary healthcare centers   ❑ N/A	Mindfulness-based group therapy showed long-term improvements in depression, anxiety, and stress.   Both MGT and TAU groups showed significantly improved scores in depression, anxiety, and stress after 1 year. No significant differences in scores between the two groups were observed.	Psychometric scales: MADRS-S, HADS-D, HADS-A, PHQ-9	High attrition rate (45%). Reasons for drop-out included work commitments, lack of time, moving, illness, no desire for treatment, and disappointment in being randomized to the control group. The study does not rule out the influence of the natural course of psychiatric disorders or other factors on the observed improvements.	Level I, High Quality
3	Norouzi, E., Gerber, M., Masrour, F. F., Vaezmosavi, M., Pühse, U., & Brand, S. (2020). Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress, anxiety, and depression and to improve psychological well-being among retired Iranian football players. Psychology of Sport and Exercise, 47(101636), 101636. https://doi.org/10.1016/j.psychsport.2019.101636	Intervention Study	40 retired male Iranian football players, Iranian Premier League ❑ N/A	MBSR program reduced stress, anxiety, and depression and improved psychological well-being in retired football players. an increase in psychological well-being. Control group showed minimal changes.	Pre and post-intervention psychological assessments Perceived Stress Scale (PSS), Beck Anxiety Inventory (BAI), Montgomery-Åsberg Depression Rating Scale (MADRS), Ryff Scales of Psychological Well-Being (RSPWB)	Small sample size, no assessment of underlying mechanisms, short-term follow-up, lack of investigation into long-term effects	Level II: Well-designed RCT, limited by sample size and follow-up duration
Article Number	Author  and Date	Evidence Type	Sample, Sample Size,  Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality

4	Tüccar, E., & Şar, A. (2022). The effects of psychoeducational interventions based on mindfulness on depression, anxiety, and stress outcomes of older adults. Sakarya University Journal of Education, 12(2), 481–491. https://doi.org/10.19126/suje.1140450	Quasi Experimental study	12 older adults aged 60 and over, participants reached through parents of preschool students in Bayrampaşa district of Istanbul province	Psychoeducational interventions based on mindfulness reduced depression, anxiety, and stress in older adults. Mindfulness-based group work (8 weeks, 80 minutes/session) significantly reduced depression, anxiety, and stress scores among older adults	Pre and post-intervention psychological assessments Depression Anxiety Stress Scale (DASS),	Limited to older adults Small sample size, convenience sampling, potential self-report bias, lack of control group, short-term follow-up, potential cultural bias	Level III: Quasi-experimental design, limited by sample size and study design
5	Li, S. Y. H., & Bressington, D. (2019). The effects of mindfulness‐based stress reduction on depression, anxiety, and stress in older adults: A systematic review and meta‐analysis. International Journal of Mental Health Nursing, 28(3), 635–656. https://doi.org/10.1111/inm.12568	Systematic Review & Meta-Analysis	Six eligible randomized controlled trials (RCTs) involving older adults, published between 1990 and 2017	Mindfulness-based stress reduction (MBSR) is more effective than wait-list-control group in reducing depression in older adults with clinically significant symptoms immediately following the intervention. However, no clear evidence of reduction in stress and anxiety or maintenance of positive effects over the longer term.	Depressive symptoms, Anxiety, Stress	Limited and relatively low-quality evidence, risk of bias across included RCTs, varying MBSR protocols, small sample sizes, lack of longer-term follow-up, potential ceiling effects, and potential adverse effects not well-reported	Level I: Systematic Review and Meta-Analysis, with overall low-quality evidence due to limitations in included RCTs
6	Maddock, A., & Blair, C. (2023). How do mindfulness-based programmes improve anxiety, depression and psychological distress? A systematic review. Current Psychology (New Brunswick, N.J.), 42(12), 10200–10222. https://doi.org/10.1007/s12144-021-02082-y	Systematic Review	11 studies meeting inclusion criteria after screening 2052 records, examining controlled mediation analysis on mindfulness-based programmes’ (MBPs) effects on anxiety, depression, and psychological distress. Various health or mental health populations.	Preliminary evidence suggests that Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) treatment effects on anxiety and depression may be mediated by hypothesized mechanisms, including mindfulness, rumination, worry, self-compassion, cognitive reactivity, aversion, attention regulation skills, and positive affect.	Mindfulness, rumination, worry, self-compassion, cognitive reactivity, aversion, attention regulation skills, positive affect	Lack of methodological rigor precludes definitive conclusions on causality. The results provide insights into potential causal pathways connecting MBPs with improved anxiety and depression.	Level I: Systematic Review and Meta-Analysis, with overall moderate quality based on the assessment of methodologies and findings in the included studies
7	Li, H., Qin, W., Li, N., Feng, S., Wang, J., Zhang, Y., Wang, T., Wang, C., Cai, X., Sun, W., Song, Y., Han, D., & Liu, Y. (2023). Effect of mindfulness on anxiety and depression in insomnia patients: A systematic review and meta-analysis. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1124344	Systematic Review & Meta-Analysis	10 RCTs, 1,058 subjects, Various settings in China	Mindfulness therapy significantly reduced HAMD and HAMA scores. Significant improvement in SDS and SAS scores with mindfulness therapy.	HAMD, HAMA, SDS, SAS scales	Variability in study methodologies and patient profiles. – Lack of blinding and specific interventions in some studies.Methodological flaws in included studies. Limited sample size.	Level I, High Quality
8	Li, J., Xu, C., Wan, K., Liu, Y., & Liu, L. (2023). Mindfulness-based interventions to reduce anxiety among Chinese college students: A systematic review and meta-analysis. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1031398	Systematic Review & Meta-Analysis	11 studies on mindfulness-based interventions’ effects on anxiety among Chinese college students, published between 1 January 2012 and 31 December 2021. A total sample size of 1,602 participants.	Mindfulness-based interventions have a positive effect on reducing anxiety among Chinese college students. The overall combined effect is statistically significant (p < 0.05), indicating effectiveness. Heterogeneity exists between studies, suggesting variations in intervention methods and academic competency among researchers.	Various anxiety scales (e.g., SAS, HAMA, DASS-21, SCL-90, BAI, ACS, GAD-7)	Heterogeneity between studies may influence results. Quality of literature is unbalanced with varying levels of bias. The study limitations include potential cultural variations in stress scale assessments and generalization of findings to the diverse Chinese college student population.	Level I: Meta-Analysis, with overall moderate quality based on the assessment of literature quality and heterogeneity in study findings
9	Goldberg, S. B., Riordan, K. M., Sun, S., Kearney, D. J., & Simpson, T. L. (2020). Efficacy and acceptability of mindfulness-based interventions for military veterans: A systematic review and meta-analysis. Journal of Psychosomatic Research, 138(110232), 110232. https://doi.org/10.1016/j.jpsychores.2020.110232	Systematic Review & Meta-Analysis	Military veterans, 20 studies, 16 unique comparisons, N=898	Mindfulness-based interventions are efficacious and well-accepted among military veterans  MBIs superior to non-specific controls in post-treatment for PTSD, depression, general psychological symptoms, quality of life, and mindfulness (Hedges’ gs=0.32 to 0.80).	PTSD, depression, psychological symptoms, quality of life, mindfulness	Variability in study designs and participant characteristics  Higher attrition rates in MBIs than control interventions (odds ratio=1.98). – Some models not robust to tests of publication bias. – Concerns about study quality and risk of bias.	Level I, High Quality
10	Fumero, A., Peñate, W., Oyanadel, C., & Porter, B. (2020). The effectiveness of mindfulness-based interventions on anxiety disorders. A systematic meta-review. European Journal of Investigation in Health Psychology and Education, 10(3), 704–719. https://doi.org/10.3390/ejihpe10030052	Systematic Meta-Review	12 reviews, 196 studies	Mindfulness-based interventions show effectiveness in reducing anxiety disorders. MBIs demonstrate a moderate effect size in improving anxiety symptoms. Comparable effectiveness to traditional cognitive-behavioral therapies (CBT). Large effect size with well-developed MBI protocols	Anxiety levels (self-reported, inventories, scales), attrition rates, well-being	Potential publication bias, heterogeneity of studies. Need for more refined clinical trials to establish clear conditions of MBI effectiveness. – New outcome measures required for mindfulness processes. Methodological insufficiencies in two reviews. – Absence of a list of excluded studies.	Level I, High Quality
Article Number	Author  and Date	Evidence Type	Sample, Sample Size,  Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality
			❑ N/A