Assignment: Bronchiolitis Safely

Assignment: Bronchiolitis Safely

Assignment: Bronchiolitis Safely

R. Paul, E. Melendez, A. Stack, Improving adherence to PALS septic shock guidelines, Pediatrics, Vol. 133, 2014, e1358-e1366

16 J.S. Tieder, A. Robertson, M.M. Garrison, Pediatric hospital adherence to the standard of care of acute gastroenteritis, Pediatrics, Vol. 124, 2011, e1081-e1087

17 A.T. Akenroye, M.N. Baskin, M. Samnaliev, Impact of a bronchiolitis guideline on ED resource use and cost: a segmented time-series analysis, Pediatrics, Vol. 133, 2014, e227-e234

18 S.D. Wilson, B.B. Dahl, R.D. Wells, An evidence-based clinical pathway for bronchiolitis safely reduces antibiotic overuse, Am J Med Qual, Vol. 17, 2002, 195-199

19 M.A. Bryan, A.D. Desai, L. Wilson, Association of bronchiolitis clinical pathway adherence with length of stay and costs, Pediatrics, Vol. 139, 2017, e20163432

20 V. Mittal, C. Darnell, B. Walsh, Inpatient bronchiolitis guideline implementation and resource utilization, Pediatrics, Vol. 133, 2014, e730-e737

21 K. Parikh, M. Hall, S.J. Teach, Bronchiolitis management before and after the AAP guidelines, Pediatrics, Vol. 133, 2014, e1-e7

22 A.T. Akenroye, A.M. Stack, The development and evaluation of an evidence-based guideline programme to improve care in a paediatric emergency department, Emerg Med J, Vol. 33, 2016, 109-117

23 P. Kurtin, E. Stucky, Standardize to excellence: improving the quality and safety of care with clinical pathways, Pediatr Clin North Am, Vol. 56, 2009, 893-904

24 K.C. Lion, D.R. Wright, S. Spencer, Standardized clinical pathways for hospitalized children and outcomes, Pediatrics, Vol. 137, 2016, e20151202

25 B.J. Weiner, A theory of organizational readiness for change, Implement Sci, Vol. 4, 2009, 67

26 G.H. Guyatt, D. Rennie, M.O. Meade, D.J. Cook, Users’ Guides to the Medical Literature: A Manual for Evidence-Based Clinical Practice, 2nd ed., 2008, McGraw-Hill, New York City

27 G.H. Guyatt, A.D. Oxman, R. Kunz, GRADE guidelines: 2. Framing the question and deciding on important outcomes, J Clin Epidemiol, Vol. 64, 2011, 395-400

28 The AGREE Research Trust, Appraisal of guidelines for research & evaluation II (AGREE II) Instrument, Available at:, Accessed 4-29-17

29 J. Andrews, G. Guyatt, A. Oxman, GRADE guidelines: 14. Going from evidence to recommendations: the significance and presentation of recommendations, J Clin Epidemiol, Vol. 66, 2013, 719-725

30 S. Hollon, P. Areán, M. Craske, Development of clinical practice guidelines, Annu Rev Clin Psychol, Vol. 10, Iss. 29, 2014, 213-241

31 National Academy of Sciences, Clinical practice guidelines we can trust, Available at:, Accessed 4-29-17

32 The GRADE Working Group, GRADE, Available at:, Accessed 4-29-17

33 G. Langley, R. Moen, K. Nolan, The improvement guide: a practical approach to enhancing organizational performance, 2009, Jossey-Bass, San Francisco, CA

34 Agency of Healthcare Research and Quality, Preventing falls in hospitals, Available at:, Accessed 4-29-17

35 A.L. Francke, M.C. Smit, A.J. de Veer, P. Mistiaen, Factors influencing the implementation of clinical guidelines for health care professionals: a systematic meta-review, BMC Med Inform Decis Mak, Vol. 8, 2008, 38

36 M.S. Bauer, A review of quantitative studies of adherence to mental health clinical practice guidelines, Harv Rev Psychiatry, Vol. 10, 2002, 138-153

37 D.A. Davis, A. Taylor-Vaisey, Translating guidelines into practice. A systematic review of theoretic concepts, practical experience and research evidence in the adoption of clinical practice guidelines, CMAJ, Vol. 157, 1997, 408-416

38 R. Tooher, P. Middleton, W. Babidge, J Wound Care, Vol. 12, 2003, 373-382

39 M.D. Cabana, C.S. Rand, N.R. Powe, JAMA, Vol. 282, 1999, 1458-1465

40 S.H. Simpson, T.J. Marrie, S.R. Majumdar, Respir Care Clin N Am, Vol. 11, 2005, 1-13

41 American Medical Informatics Association, Clinical Decision Support, Available at:, Accessed 4-27-2017

42 J.E. Richardson, J.S. Ash, D.F. Sittig, Multiple perspectives on the meaning of clinical decision support, AMIA Annu Symp Proc, Vol. 2010, 2010, 1427-1431

43 A.T. Cruz, E.A. Williams, J.M. Graf, Test characteristics of an automated age- and temperature- adjusted tachycardia alert in pediatric septic shock, Pediatr Emerg Care, Vol. 28, 2012, 889-894

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.