| Course | NUR 593 Applied Project |
|---|---|
| Module | Module 2 |
| Paper type | Evidence review and evaluation table with search narrative |
| Length | About 601 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 593 Module 2
Six Sources, One Question: An Evidence Review and Evaluation Table on Hospital Safe Sleep Modeling
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 593: Applied Project
Instructor Name
Month Day, Year
Six Sources, One Question: An Evidence Review and Evaluation Table on Hospital Safe Sleep Modeling
Search Strategy
I searched CINAHL and PubMed for articles published from 2012 to 2026 using combinations of the terms safe sleep, infant sleep, sudden unexpected infant death, hospital, nurse education, modeling, crib audit and quality improvement. I limited results to English-language articles on hospitalized infants or maternity services and excluded articles that addressed only home settings without a hospital component. The search returned 64 articles; after removing duplicates and screening titles and abstracts, 14 were read in full, and six were selected because they tested or described interventions directly relevant to nurse modeling of safe sleep in a hospital. The AAP policy statement was added as the governing practice recommendation.
Rating the Evidence
I rated each source using the levels of evidence described by Melnyk and Fineout-Overholt (2023), in which quasi-experimental studies are Level III, single descriptive or quality improvement studies are Level VI, and expert committee reports are Level VII.
Evidence Evaluation Table
| Source | Design and level | Setting and sample | Intervention | Key results | Limitations |
|---|---|---|---|---|---|
| Moon et al. (2022) | AAP policy statement; Level VII | National recommendations | Not applicable | Supine sleep on a firm, flat, noninclined surface, room sharing without bed sharing, no soft bedding | Expert consensus; does not test hospital interventions |
| Shadman et al. (2016) | Quality improvement with PDSA cycles and run charts; Level VI | Children's hospital general care unit; 316 sleep episodes audited | Policy, room setup redesign, nurse education, continuous audits | Adherence to all practices rose from 0% to 26.9%; empty cribs rose from 3.4% to 60.3% | Single site; pediatric unit rather than maternity |
| Sleutel et al. (2018) | Longitudinal quasi-experimental; Level III | Three U.S. hospitals; 62 nurses, 462 crib audits | Nurse education, process changes, crib cards and room signs | Improvements in 8 of 19 nurse knowledge items and 5 of 6 sleep conditions; parent recall of teaching improved on all 11 items | No control group; two-month follow-up |
| Gelfer et al. (2013) | Quality improvement; Level VI | Neonatal intensive care unit | Algorithm, crib cards, nurse and parent education, audits, post-discharge calls | Supine positioning rose from 39% to 83% before discharge, with better reported practice at home | NICU population; single site |
| Patterson et al. (2022) | Quality improvement; Level VI | Small-volume maternity service | Nurse education based on AAP guidance, crib audits | Nurse knowledge improved; fewer multiple blankets, better swaddling and parent teaching | Small sample; short follow-up |
| Stone et al. (2023) | Descriptive survey and audit; Level VI | Large maternity service; 144 surveys, 120 couplets audited | Survey and audit only | High staff knowledge, yet audits found frequent unsafe conditions | Describes the gap; no intervention tested |
Discussion of the Evidence
In every setting studied, nurses' knowledge ran ahead of what parents actually saw at the bassinet. The descriptive study from a large maternity service found high knowledge but frequent unsafe conditions (Stone et al., 2023), which suggests that education alone is unlikely to be enough. The intervention studies share a common bundle: nurse education, visible cues such as crib cards, and audits with feedback. The strongest design, a quasi-experimental study across three hospitals, found improvements in nurse knowledge, sleep conditions and parents' recall of teaching (Sleutel et al., 2018). Studies using run charts showed that gains can be sustained when audits continue (Shadman et al., 2016).
Gaps
Only two studies were conducted in maternity services with healthy newborns, and most had short follow-up. Few measured what parents do at home after discharge, and none examined differences by language or culture, which matters for our unit, where many families speak Spanish. These gaps shape the next assignment's synthesis and the project's evaluation plan.
References
Gelfer, P., Cameron, R., Masters, K., & Kennedy, K. A. (2013). Integrating "Back to Sleep" recommendations into neonatal ICU practice. Pediatrics, 131(4), e1264-e1270. https://doi.org/10.1542/peds.2012-1857
Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer.
Moon, R. Y., Carlin, R. F., Hand, I., & Task Force on Sudden Infant Death Syndrome and the Committee on Fetus and Newborn. (2022). Sleep-related infant deaths: Updated 2022 recommendations for reducing infant deaths in the sleep environment. Pediatrics, 150(1), e2022057990. https://doi.org/10.1542/peds.2022-057990
Patterson, K. J., Adams, E. D., & Ramieh, C. (2022). Infant safe sleep initiative in a small volume maternity service. MCN: The American Journal of Maternal/Child Nursing, 47(4), 189-194. https://doi.org/10.1097/NMC.0000000000000836
Shadman, K. A., Wald, E. R., Smith, W., & Coller, R. J. (2016). Improving safe sleep practices for hospitalized infants. Pediatrics, 138(3), e20154441. https://doi.org/10.1542/peds.2015-4441
Sleutel, M. R., True, B., Gustus, H., Baldwin, K., & Early, B. (2018). Response to a national issue: Moving beyond "Back to Sleep" at three hospitals. Journal of Pediatric Nursing, 43, 16-22. https://doi.org/10.1016/j.pedn.2018.07.013
Stone, G., Chase, A., Vidrine, D. C., Singleton, W. W., Kitto, L., Laborde, K., Harper, J., & Sutton, E. F. (2023). Safe newborn sleep practices on a large volume maternity service. MCN: The American Journal of Maternal/Child Nursing, 48(1), 43-47. https://doi.org/10.1097/NMC.0000000000000879
NUR 593 Module 2 instructions, in plain terms
ASU's posted syllabus places Assignment 2, Evidence Review and Evaluation Table, in Weeks 4 and 5, under Course Module 2, which it calls Deconstruction and which covers the evidence search, review type and rigor, and the evidence review table. It is one of two Scholarly Inquiry assignments worth 28 of 100 points together. Expect to document how you searched, explain how sources were chosen, and appraise each source in a table by design, level of evidence, sample, intervention, findings and limitations. Your Canvas course will have the required table columns and minimum number of sources. Most students search at least two databases and keep a record of terms and numbers screened, since the search narrative is often graded along with the table itself.
Inside the NUR 593 Module 2 example
The paper opens with a reproducible search narrative: databases, terms, years, limits and the numbers screened and selected. A short section names the evidence hierarchy used for leveling. The evaluation table gives each source one row with the same six columns, so differences in design and strength are easy to compare. A discussion section looks across studies rather than summarizing each again, and a gaps section names what the evidence does not answer and connects those gaps to the project setting. Seven references include the leveling text. Short phrases fill the cells, so the table stays readable, and each row's source is listed in the references, with a DOI wherever one exists.
Where the marks sit in the NUR 593 Module 2 rubric
Evidence review tables are commonly graded on a clear and reproducible search, appropriate source selection, accurate identification of design and level of evidence, complete and concise appraisal, recognition of limitations, and APA formatting. Faculty look for accurate leveling and for limitations that reflect the actual design rather than generic statements. A brief discussion across sources shows the start of synthesis. Noting gaps that matter for the student's own setting demonstrates critical thinking about how evidence will be applied. Tables that note sample size and setting help faculty judge whether findings can be applied to the student's unit, which is the purpose of the appraisal. Clear notes on how sources were excluded also show a disciplined search rather than a collection of articles found by chance.
NUR 593 Module 2 help with common mistakes
Students often fill the table with abstract text rather than appraisal. Use short phrases and your own judgment. Another common error is mislabeling quality improvement projects as experimental studies. Check each design against your leveling text. Keep columns consistent across rows. Record enough search detail that a classmate could rerun it. Avoid relying on one type of source. If you want help appraising sources for your own project question, send your question and articles to the desk. Read the methods section of each article before leveling it, because titles and abstracts sometimes describe a project in terms that suggest a stronger design than was used. Save full citations as you search so the reference list matches the table exactly.
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.
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NUR 593 Module 2 questions, answered
Where can I find a free NUR 593 Module 2 sample paper?
The evidence review is shown above in full: a documented search, a six-source evaluation table on hospital safe sleep interventions, a discussion across studies, gaps and references.
What columns go in a NUR 593 evidence table?
Usually source, design and level of evidence, setting and sample, intervention, key results and limitations; follow the template in Canvas.
How do I level evidence for NUR 593?
Use a recognized hierarchy, such as Melnyk and Fineout-Overholt's levels, and match each study's actual design to the correct level.
How many sources should a NUR 593 evidence review include?
Find the minimum; several high-quality, directly relevant sources are better than many loosely related ones in the Canvas module.
Can I include guidelines in the evidence table?
Yes. Clinical practice guidelines and policy statements are often included and leveled as expert or committee evidence.