Prepare a PowerPoint presentation of 10-15-slides that covers all major sections of your Evidence-Based Practice Proposal – Final Paper. Major sections are:Problem or IssueQuestion(s) From...

Evidence-Based Practice Proposal
Name and Number of Student:
Date of Submission
Agenda
Agenda
Problem or Issue
Question(s) From PICO
Literature Review
Research Questions and Ethical Considerations
Theory or Model
Proposed Solution
Implementation Plan
Conclusion
/Summary
Evaluation Plan
Dissemination Plan
Problem or Issue
A healthcare issue (The problem of depression prevalent among patients).
The problem of depression, stress, and anxiety are common in the discipline of healthcare studies (Yeon et al., 2021).
Millions of people across the world suffer from stress, anxiety, and depression problems every year
A healthcare issue that is being discussed in this case study is the problem of depression prevalent among patients. The problem of depression, stress, and anxiety are common in the discipline of healthcare studies. Millions of people across the world suffer from stress, anxiety, and depression problems every year (Yeon et al., 2021).
Question(s) From PICO
P - Patient / problem : Identify the problem of the patient
I - Intervention of Interest / Ask what is the intervention you are considering and using
C – Comparison / the Comparison Intervention with alternative one
O – Outcome / the Intended Outcome, what do you hope to accomplish (Barberio, Zamani, Black, Savarino, & Ford, 2021).
Literature Review
Simulation-based learning has gained popularity as a teaching methodology in nursing education.
It provides students with the opportunity to practice clinical skills in a safe and controlled environment before entering clinical practice (Dai, Wang,., Jiang, Li, Wang, Wu, & Cheng, 2020).
Simulation-based learning has gained popularity as a teaching methodology in nursing education. It provides students with the opportunity to practice clinical skills in a safe and controlled environment before entering clinical practice. The following is a review of relevant literature on the use of simulation-based learning in nursing education.
A study by Alinier et al. (2006) examined the effectiveness of simulation-based learning in improving clinical skills among nursing students. The study found that simulation-based learning was more effective than traditional teaching methods in improving students' clinical skills and knowledge.
Another study by Shin et al. (2015) evaluated the impact of simulation-based learning on nursing students' self-efficacy and clinical competence. The study found that students who participated in simulation-based learning had higher self-efficacy and clinical competence scores compared to those who did not participate.
A systematic review by Liaw et al. (2018) examined the impact of simulation-based learning on nursing education. The review found that simulation-based learning was effective in improving nursing students' knowledge, skills, and confidence, and also led to better patient outcomes.
Several studies have also highlighted the benefits of debriefing after simulation-based learning activities. A study by Fanning and Gaba (2007) found that debriefing helped to reinforce learning, identify areas for improvement, and build confidence among nursing students. Another study by Dreifuerst (2009) found that debriefing improved critical thinking and clinical decision-making skills among nursing students.
Despite the benefits of simulation-based learning, there are also some challenges and limitations to its implementation. These include the high cost of equipment and facilities, the need for trained facilitators, and the potential for simulation scenarios to be unrealistic or lack diversity (Rutherford-Hemming et al., 2018).
Overall, the literature suggests that simulation-based learning can be an effective teaching methodology in nursing education. It has the potential to improve students' clinical skills, knowledge, and confidence, and ultimately lead to better patient outcomes. However, careful consideration must be given to the design and implementation of simulation-based learning activities to ensure their effectiveness and ethical considerations.
Research Questions and Ethical Considerations
Research Questions
In what ways has dementia affected the quality of life for those who care for others in the Korea?
What is the problem of depression prevalent among patients?
What effects can stress, depression and anxiety have on impacted people's lives? (Daley, Murray, Farina, Page, Brown, Basset, Livingston, Bowling, Knapp, & Banerjee, 2019).
Ethical considerations
Informed consent
Confidentiality
Respect for autonomy
Debriefing
Equality
Research Questions
In what ways has dementia affected the quality of life for those who care for others in the Korea?
What is the problem of depression prevalent among patients?
What effects can stress, depression and anxiety have on impacted people's lives?
The term "ethical considerations in research" refers to a set of guidelines that govern the designs and methods of your studies. Researchers and experts must always follow ethical guidelines while collecting data from humans (Jha et al,2019).
Human study typically aims to comprehend real-world events, investigate effective treatments, examine routines, and improve lives in a variety of ways. There are significant ethical considerations in the topic you decide to research and the methodology you choose (Racine et al,2019).
The proposed solution of integrating simulation-based learning into the nursing curriculum raises several ethical considerations, including:
Informed consent: Nursing students must provide informed consent before participating in simulation-based learning activities. This includes being informed about the purpose and nature of the activity, the potential risks and benefits, and the option to withdraw from the activity at any time.
Confidentiality: Nursing students' privacy and confidentiality must be maintained during simulation-based learning activities. This includes protecting their personal and health information and ensuring that simulation scenarios do not include identifiable information.
Respect for autonomy: Nursing students must be given the opportunity to make decisions and act autonomously during simulation-based learning activities. They must be treated with respect and dignity, and their choices and actions must be considered in a non-judgmental manner.
Debriefing: Debriefing after simulation-based learning activities is crucial to ensure that students understand the purpose and outcomes of the activity, reflect on their experiences, and identify areas for improvement. Debriefing must be conducted in a respectful and non-judgmental manner, and students must be given the opportunity to provide feedback on the activity.
Equality: Simulation-based learning activities must be designed to ensure that all nursing students have equal opportunities to participate and learn. This includes accommodating for different learning styles and abilities, as well as cultural and linguistic diversity.
Overall, the proposed solution must be implemented with careful consideration of ethical principles and guidelines to ensure that nursing students' rights and wellbeing are respected, and their learning experiences are optimized
Theory or Model
A model that emphasizes the following essential elements—capital, assets and resources, difficulties, flexibility, and capability for a satisfactory quality of life—will be used to guide the research. This paradigm acknowledges the significance of subjective evaluations in determining whether a person is leading a fulfilling life (Daley et...