NR 702 Week 3 EBP Summary

NR 702 Week 3 EBP Summary

Student Name

Chamberlain University

NR-702: DNP Project & Practicum I

Prof. Name

Date

NR 702 Week 3 EBP Summary

Johns Hopkins Nursing Evidence-Based Practice

EBP Question: [Insert EBP Question Here]
Date: [Insert Date Here]

The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Appendix G tool is a structured framework designed to help healthcare professionals critically appraise and summarize individual sources of evidence during the evidence-based practice (EBP) process. This tool assists in capturing essential details about each study, including its evidence type, study population, methodology, findings, limitations, and its assigned evidence level with a corresponding quality rating.

By promoting a systematic and transparent appraisal method, the JHNEBP tool minimizes bias and enhances the comparability of research findings. This structured approach ensures that healthcare decisions and recommendations are grounded in strong, credible, and consistent evidence.

Evidence Summary

The following summary presents findings from five peer-reviewed studies that evaluate the effectiveness of Diabetes Self-Management Education and Support (DSMES) interventions among patients with both type 1 and type 2 diabetes. These studies collectively provide insights into clinical outcomes, behavioral improvements, and program effectiveness, thereby guiding evidence-based practices in diabetes management.

Table 1

Individual Evidence Summary for DSMES Interventions

Article No.	Author & Date	Evidence Type	Sample, Sample Size & Setting	Study Findings	Limitations	Evidence Level & Quality
One	Bekele et al. (2020)	Systematic review & meta-analysis (Quantitative)	16 RCTs retrieved from PubMed, Medline, Scopus, BioMed Central, and Cochrane Library	DSMES improved patients’ self-care behaviors, health-related knowledge, and quality of life, while reducing complications and healthcare expenditures.	Several included studies were older than five years, raising concerns about data relevance.	Level I-A, High quality
Two	Nkhoma et al. (2021)	Systematic review & meta-analysis (Quantitative)	39 studies with 6,861 participants; databases: PubMed, Cochrane, Web of Science, EMBASE, Scopus	Digital DSMES interventions showed significant improvements in HbA1c and diabetes knowledge, suggesting strong potential in glycemic management.	Digital illiteracy among older adults with limited access to technology was not addressed.	Level I-A, High quality
Three	Rohilla et al. (2021)	Umbrella review of systematic reviews (Quantitative)	166 studies analyzed using PRISMA methodology	DSMES programs were associated with better self-care behaviors and improved glycemic outcomes for patients with type 1 diabetes.	Lack of strategies for sustaining adherence to lifestyle modifications.	Level I-A, High quality
Four	Romero-Castillo et al. (2022)	Pilot randomized controlled trial	131 participants divided into intervention (n=69) and control (n=62) groups at Virgen Macarena & Virgen del Rocio Hospitals	DSMES intervention demonstrated improved glycemic control in type 1 diabetes, supporting clinical feasibility.	Limited generalizability due to small sample size and lack of follow-up adherence strategies.	Level II, High quality
Five	Tanaka et al. (2020)	Systematic review & meta-analysis of RCTs	12 RCTs retrieved from Cochrane Library and related databases	DSMES enhanced health literacy and glycemic outcomes among adults newly diagnosed with type 2 diabetes.	Some studies relied on outdated findings, which reduced credibility.	Level I-A, High quality

Directions for Use of the Individual Evidence Summary Tool

Purpose

The Individual Evidence Summary Tool is designed to assist EBP teams in systematically documenting and analyzing findings from each research source during the appraisal phase. This structured format ensures that vital study information—such as research type, methodology, participant characteristics, limitations, and evidence quality—is organized in a uniform way. As a result, the tool enhances transparency, facilitates comparison among studies, and supports clinical decision-making based on robust evidence.

Key Instructions

1. Header Information: Always include the EBP question and date to ensure clear identification and organization of evidence summaries.

2. Article Numbering: Assign a unique article number to each study to streamline cross-referencing throughout the project.

3. Author and Date: Clearly note the lead author and publication year to maintain accuracy and citation integrity.

4. Evidence Type: Specify whether the study is a randomized controlled trial (RCT), meta-analysis, systematic review, or qualitative study.

5. Sample and Setting: Summarize participant characteristics, sample size, and the setting where the study was conducted.

6. Findings: Present only those findings that directly relate to the EBP question under review.

7. Limitations: Document potential biases, methodological gaps, and any constraints that may affect the validity or generalizability of results.

8. Evidence Level and Quality: Apply the JHNEBP evidence hierarchy to assign each study a level and quality rating, reflecting the strength and reliability of its evidence.

References

Bekele, B. B., Negash, S., Bogale, B., Tesfaye, M., Getachew, D., Weldekidan, F., & Balcha, B. (2020). The effectiveness of diabetes self-management education (DSME) on glycemic control among T2DM patients randomized control trial: Systematic review and meta-analysis protocol. Journal of Diabetes & Metabolic Disorders, 19(2), 1631–1637. https://doi.org/10.1007/s40200-020-00584-3

Nkhoma, D. E., Soko, C. J., Bowrin, P., Manga, Y. B., Greenfield, D., Househ, M., … & Iqbal, U. (2021). Digital interventions self-management education for type 1 and 2 diabetes: A systematic review and meta-analysis. Computer Methods and Programs in Biomedicine, 210, 106370. https://doi.org/10.1016/j.cmpb.2021.106370

Rohilla, L., Kaur, S., Duggal, M., Malhi, P., Bharti, B., & Dayal, D. (2021). Diabetes self-management education and support to improve outcomes for children and young adults with type 1 diabetes: An umbrella review of systematic reviews. The Science of Diabetes Self-Management and Care, 47(5), 332–345. https://doi.org/10.1177/26350106211031809

Romero-Castillo, R., Pabón-Carrasco, M., Jiménez-Picón, N., & Ponce-Blandón, J. A. (2022). Effects of a diabetes self-management education program on glucose levels and self-care in type 1 diabetes: A pilot randomized controlled trial. International Journal of Environmental Research and Public Health, 19(23), 16364. https://doi.org/10.3390/ijerph192316364

Tanaka, R., Shibayama, T., Sugimoto, K., & Hidaka, K. (2020). Diabetes self-management education and support for adults with newly diagnosed type 2 diabetes: A systematic review and meta-analysis of randomized controlled trials. Journal of Diabetes Investigation, 11(4), 1152–1166. https://doi.org/10.1111/jdi.13241