| Course | HCI 540 Understanding and Applying Principles of Evidence-Based Practice |
|---|---|
| Module | Module 6 |
| Paper type | Evidence evaluation table |
| Length | About 385 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | Master of Healthcare Innovation |
| Updated | October 2026 |
Free sample paper for HCI 540 Module 6
Getting Older Patients Moving: An Evaluation Table for an Early Mobility Question
Student Name
Master of Healthcare Innovation, Arizona State University
HCI 540: Understanding and Applying Principles of Evidence-Based Practice
Instructor Name
Month Day, Year
Getting Older Patients Moving: An Evaluation Table for an Early Mobility Question
The PICOT Question
In adults 65 and older admitted to general medical units (P), would a nurse-led early mobility program (I), measured against current usual care (C), lower length of stay and loss of function (O) during hospitalization and the month after discharge (T)?
Evaluation Table
| Citation | Design and sample | Intervention | Key outcomes | Level | Usefulness |
|---|---|---|---|---|---|
| Brown et al. (2016) | Randomized trial; 100 older veterans | Assisted walks two times a day plus a behavioral coaching component | No difference in daily activities; community mobility one month after discharge maintained (score 52.5 vs 41.6) | II | Shows benefit after discharge in a small sample |
| Liu et al. (2018) | Multisite interrupted time series; 12,490 patients, mean age 80 | Mobilization implementation strategy in 14 hospitals | More patients out of bed daily; median stay shorter by about 3.5 days during the intervention | IV | Large and practical; not randomized |
| Hoyer et al. (2016) | Quality improvement project on general medicine units | Daily mobility goals using a mobility scale | Patients reaching ambulation rose from 43% to 70%; median stay fell by 0.4 days, more for longer stays; no rise in injurious falls | IV | Close match to a nurse-led program |
| Inouye et al. (1999) | Controlled trial; 852 older inpatients | Multicomponent program including early mobilization | Delirium 9.9% vs 15.0% | III | Mobility as part of a bundle |
| Hshieh et al. (2015) | Meta-analysis of 14 studies | Multicomponent nonpharmacological programs | Delirium odds reduced (OR 0.47); falls reduced in four studies | I | Strongest evidence, but bundled interventions |
Synthesis
Across the five sources, early mobility appears safe and associated with shorter stays and better preserved function, but the strongest evidence comes from multicomponent programs in which mobility is one element. The single randomized trial of mobility alone found no difference in basic daily activities but did find preserved community mobility after discharge (Brown et al., 2016). Large implementation studies show shorter stays and no increase in injurious falls, though without randomization other changes may contribute (Hoyer et al., 2016; Liu et al., 2018). Meta-analytic evidence shows that bundles including mobilization reduce delirium and falls (Hshieh et al., 2015). Taken together, the evidence supports a nurse-led mobility program, ideally paired with other delirium-prevention measures, and it suggests measuring length of stay, mobility level and falls when the program is tested locally.
References
Brown, C. J., Foley, K. T., Lowman, J. D., Jr., MacLennan, P. A., Razjouyan, J., Najafi, B., Locher, J., & Allman, R. M. (2016). Comparison of posthospitalization function and community mobility in hospital mobility program and usual care patients: A randomized clinical trial. JAMA Internal Medicine, 176(7), 921-927. https://doi.org/10.1001/jamainternmed.2016.1870
Hoyer, E. H., Friedman, M., Lavezza, A., Wagner-Kosmakos, K., Lewis-Cherry, R., Skolnik, J. L., Byers, S. P., Atanelov, L., Colantuoni, E., Brotman, D. J., & Needham, D. M. (2016). Promoting mobility and reducing length of stay in hospitalized general medicine patients: A quality-improvement project. Journal of Hospital Medicine, 11(5), 341-347. https://doi.org/10.1002/jhm.2546
Hshieh, T. T., Yue, J., Oh, E., Puelle, M., Dowal, S., Travison, T., & Inouye, S. K. (2015). Effectiveness of multicomponent nonpharmacological delirium interventions: A meta-analysis. JAMA Internal Medicine, 175(4), 512-520. https://doi.org/10.1001/jamainternmed.2014.7779
Inouye, S. K., Bogardus, S. T., Jr., Charpentier, P. A., Leo-Summers, L., Acampora, D., Holford, T. R., & Cooney, L. M., Jr. (1999). A multicomponent intervention to prevent delirium in hospitalized older patients. New England Journal of Medicine, 340(9), 669-676. https://doi.org/10.1056/NEJM199903043400901
Liu, B., Moore, J. E., Almaawiy, U., Chan, W. H., Khan, S., Ewusie, J., Hamid, J. S., Straus, S. E., & MOVE ON Collaboration. (2018). Outcomes of Mobilisation of Vulnerable Elders in Ontario (MOVE ON): A multisite interrupted time series evaluation of an implementation intervention to increase patient mobilisation. Age and Ageing, 47(1), 112-119. https://doi.org/10.1093/ageing/afx128
What the HCI 540 Module 6 instructions ask for
The Evaluation Table is worth 20% of the HCI 540 grade and is due at the end of Weeks 5 and 6, the course's weeks on critical appraisal and synthesis of evidence. Using the PICO(T) research question you wrote in Week 1 and the searches you ran in Week 2, organize and display the evidence you found. For each study, record the design and sample, the intervention, the key outcomes with figures and the level of evidence, and note how useful it is for your question. The assigned American Journal of Nursing articles on critical appraisal show the format; add a short synthesis below the table explaining what the body of evidence suggests. Cite each study in APA style.
How the HCI 540 Module 6 example is put together
The sample restates the PICOT question so the table has a clear purpose. Five studies of different designs appear in one table with consistent columns, exact outcome figures and an evidence level for each. The usefulness column links every study back to the question. A synthesis paragraph explains how the studies agree and differ, notes that mobility alone has weaker evidence than bundled programs and states what the evidence supports for practice. A margin note explains why exact figures and levels matter. Sources are recent enough for practice and include one classic trial. Studies are ordered so the reader can compare designs, and the synthesis ends with what to measure locally, which links the table to the final presentation. Every row cites its source.
HCI 540 Module 6 rubric: what earns full marks
Graders scoring the 20% table look for relevant studies matched to the PICOT question, accurate appraisal of design and level of evidence, precise reporting of findings and a synthesis that goes beyond summary. Tables lose points when studies are irrelevant, when levels are misassigned, when findings are vague or when the synthesis simply lists results. Including studies with mixed or null findings, and explaining what they mean, demonstrates critical appraisal. A clear, consistent layout also counts, since the purpose is to display evidence at a glance. Tables that note each study's limitations, such as small samples or lack of randomization, show the critical thinking the assignment rewards.
HCI 540 Module 6 help from the desk
Restate your PICOT question above the table. Choose five to seven of the strongest, most relevant studies. Use the same columns for every row. Copy exact figures from results sections. Assign levels using the hierarchy from your readings. Add one line on how each study applies to your question. Write a synthesis that compares, not just repeats. Unsure about evidence levels? Ask our desk to look over your ratings. Keep entries brief. Keep a search log so you can explain how each study was found. Check that every study actually addresses your population and intervention. Keep rows short.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More HCI 540 and Master of Healthcare Innovation sample papers
- HCI 540 Module 7: Voiceover Presentation: Pitching an Early Mobility Program to Hospital Leaders
- HCI 550 Module 7: Healthcare and Innovation Narrated Policy Presentation
HCI 540 Module 6 questions, answered
Where can I find a free HCI 540 Module 6 sample paper?
The full evaluation table on early mobility for hospitalized older adults is on this page.
What is the HCI 540 Evaluation Table?
A table that organizes and appraises the evidence found for your PICOT research question.
How much is the HCI 540 Evaluation Table worth?
20% of the course grade.
Does early mobility shorten hospital stays?
Large implementation studies found shorter stays, though randomized evidence is limited.
Do multicomponent programs reduce delirium?
A meta-analysis found reduced odds of delirium, with an odds ratio of 0.47.