Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

By Day 7 of Week 5

RUBRIC: PLEASE FOLLOW CLOSELY

   

Excellent

Good

Fair

Poor

 

Part 3: Advanced Levels of Clinical Inquiry and Systematic   Reviews
 

Create a 6- to 7-slide PowerPoint presentation in which you do   the following:
 

·   Identify and briefly describe your chosen   clinical issue of interest.
 

·   Describe how you developed a PICO(T) question   focused on your chosen clinical issue of interest.
 

·   Identify the four research databases that you   used to conduct your search for the peer-reviewed articles you selected.
 

·   Provide APA citations of the four peer-reviewed   articles you selected.
 

·   Describe the levels of evidence in each of the   four peer-reviewed articles you selected, including an explanation of the   strengths of using systematic reviews for clinical research. Be specific and   provide examples.

81 (81%) – 90 (90%)

The presentation   clearly and accurately identifies and describes in detail the chosen clinical   issue of interest.
 

  The presentation clearly and accurately describes in detail the developed   PICO(T) question.
 

  The presentation clearly and accurately identifies four or more research   databases used to conduct a search for the peer-reviewed articles selected.
 

  The presentation clearly and accurately provides full APA citations for at   least four peer-reviewed articles selected, including a thorough and detailed   explanation of the strengths of using systematic reviews for clinical   research.
 

  The presentation includes specific and relevant examples that fully support   the research.
 

  The presentation provides a complete, detailed, and accurate synthesis of two   outside resources related to the peer-reviewed articles selected, and fully   integrates at least two outside resources and two or three course-specific   resources that fully support the presentation.

72 (72%) – 80 (80%)

The presentation   accurately identifies and describes the chosen clinical issue of interest.
 

  The presentation accurately describes the developed PICO(T) question focused   on the chosen clinical issue of interest.
 

  The presentation accurately identifies at least four research databases used   to conduct a search for the peer-reviewed articles selected.
 

  The presentation accurately provides APA citations for at least four   peer-reviewed articles selected, including an adequate explanation of the   strengths of using systematic reviews for clinical research.
 

  The presentation includes relevant examples that support the research   presented.
 

  The presentation provides an accurate synthesis of at least one outside   resource related to the peer-reviewed articles selected. The response   integrates at least one outside resource and two or three course-specific   resources that may support the presentation.

63 (63%) – 71 (71%)

The presentation   inaccurately or vaguely identifies and describes the chosen clinical issue of   interest.
 

  The presentation inaccurately or vaguely describes the developed PICO(T)   question focused on the chosen clinical issue of interest.
 

  The presentation inaccurately or vaguely identifies at least four research   databases used to conduct a search for the peer-reviewed articles selected.
 

  The presentation inaccurately or vaguely provides APA citations for at least   four peer-reviewed articles selected, including an inaccurate or vague   explanation of the strengths of using systematic reviews for clinical   research.
 

  The presentation includes inaccurate or vague examples to support the   research presented.
 

  The presentation provides a vague or inaccurate synthesis or outside   resources related to the peer-reviewed articles selected. The response   minimally integrates resources that may support the presentation.

0 (0%) – 62 (62%)

The presentation   inaccurately and vaguely identifies and describes the chosen clinical issue   of interest or is missing.
 

  The presentation inaccurately and vaguely describes the developed PICO(T)   question, or is missing.
 

  The presentation inaccurately and vaguely identifies less than four research   databases used to conduct a search for the peer-reviewed articles selected or   is missing.
 

  The presentation inaccurately and vaguely provides APA citations for at least   four peer-reviewed articles selected, including an inaccurate and vague   explanation of the strengths of using systematic reviews for clinical   research, or is missing.
 

  The presentation includes inaccurate and vague examples to support the   research presented or is missing.
 

  The presentation provides a vague and inaccurate synthesis of no outside   resources related to the articles selected and fails to integrate any   resources to support the presentation or is missing.

 

Written Expression and Formatting—Paragraph Development and   Organization:
Paragraphs make clear points that support well-developed   ideas, flow logically, and demonstrate continuity of ideas. Sentences are   carefully focused—neither long and rambling nor short and lacking substance.   A clear and comprehensive purpose statement and introduction is provided,   which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity.
 

  A clear and comprehensive purpose statement, introduction, and conclusion are   provided, which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 80% of   the time.
 

  Purpose, introduction, and conclusion of the assignment is stated yet is   brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 60–79%   of the time.
 

  Purpose, introduction, and conclusion of the assignment is vague or off   topic.

0 (0%) – 3 (3%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity < 60%   of the time.
 

  No purpose statement, introduction, or conclusion are provided.

 

Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.

 

This course focuses on healthy living and preventive screenings to help promote health and prevent disease and illness. The following is a list of screenings that will be explored throughout the course: cervical cancer (CA), breast CA, colorectal CA, testicular CA, prostate CA, suicide, hypertension, sexually transmitted illnesses, human papillomavirus, intimate partner violence, smoking/vaping, depression, hepatitis C, hepatitis B, fall prevention, lung CA, cardiovascular disorders, childhood and adult immunizations. Many organizations promote their own guidelines. One particular agency that promotes such guidelines is the United States Preventive Services Task Force (USPSTF), along with the NIH, CDC, ACOG, AFP, ACC, JNCC, and others. It is recommended that you utilize the guidelines from the USPSTF and supplement with the other guidelines as you prepare for your work in this course.

For this assignment, utilize the NU629 Week 3 Prevention and Guidelines Excel Template (Excel). To complete the table, list an example of each type of prevention as it relates to the health concern listed.

Rubric:

 

Levels of Prevention and Preventive Services Guidelines Rubric

Levels of Prevention and Preventive Services Guidelines Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsExample of each type of prevention86 to 95 correct examples are provided.

100 points76 to 85 correct examples are provided.

89 points67 to 75 correct examples are provided.

79 points0 to 66 correct examples are provided.

69 points100Total Points100 

 Part 4: Research Analysis 

 

Using the “Module 4 | Part 4” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

• Your topic of interest.
• A correctly formatted APA citation of the article you selected, along with link or search details.
• Identify a professional practice use of the theories/concepts presented in the article.
• Analysis of the article using the “Research Analysis Matrix” section of the template
• Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
• Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
  • Describe your approach to identifying and analyzing peer-reviewed research.
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
  • Identify at least one resource you intend to use in the future to find peer-reviewed research.

 

Research Article: Include full citation in   APA format, as well as link or search details (such as DOI)

Bredimus, B. (2020).   Mental health preparedness:: A nurse leader’s role. Nurse Leader, 18(1),   48-53. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mnl.2019.11.008

 

 

In 1,500 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan 
2. Epidemiological rationale for topic (Topic focuses on the prevention of Influenza)
3. Evaluation of teaching experience
4. Community response to teaching (Community consists of hispanic parents of children in a day care center)
5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Purpose

The purpose of the Course Project is to give the student the opportunity to apply concepts in transcultural nursing by performing a transcultural nursing assessment.

The purpose of Milestone 1 is to identify and describe an adult, non-relative, born outside the US, whose culture is different from yours and is willing to participate in a transcultural nursing assessment during Wk. 6. (Milestone 3).

Course Outcomes

CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)

CO2: Communicate effectively with culturally diverse individuals, families, and organizations. (PO3)

CO4: Perform a culturally competent nursing assessment. (PO7)

Notes: 

• Send your instructor a brief email during Wk. 1 or 2 briefly describing the individual’s place of birth, age and current city/community of residence.
• The actual assessment does not occur until Milestone 3. The assessment is not a purpose for this assignment.

Requirements and Guidelines

1. Review the Course Outcomes for this assignment.
2. BEFORE beginning this Milestone, make sure you have received “approval” of the individual from your instructor. This must be done during Wk. 1 or 2 of the course. Send your instructor a brief email with the initials of the individual, country of birth, current city/community of residence. Your instructor will reply to your email letting you know it is all right to proceed with Milestone 1 (“approval”).
3. Review the guidelines for Milestones 1, 2, and 3, paying particular attention to Milestone 1 for this assignment. The guidelines for all of the Milestones are located on the left-hand navigation menu. Also, read the Course Project Overview document located under the Modules Tab. Here you will find more details and helpful tips.
4. Identify/describe the individual approved by your instructor. This individual:
   • Has been living in a culture other than the one of origin for at least 2 years.
   • Was born outside the United States.
   • Can be a patient, friend, or colleague, such as a physician, or acquaintance, but cannot be a relative.
   • Must be living in your community and must be currently receiving or have previously received healthcare services in your community.
   • Race, ethnicity, language, religion, and culturally based beliefs about healthcare and illness should be quite different from yours.
   • Must speak English. An interpreter/translator is not permitted for the actual assessment, which occurs in Milestone 3 (Week 6). 

Note: This is the same individual for whom you will develop verbal assessment questions in Milestone 2 and whom you will ask those questions in Milestone 3. Then you will reflect on your learning about the Course Project Milestones, assessment and how your future practice will change based on your learning.

1. Individuals can come from a variety of settings. Recent immigrants, migrant workers, exchange students, international students, long-term care residents, refugees, coworkers, physicians, patients, employees at local ethnic businesses, religious venues, community centers, and individuals who have recently moved to your community are some suggestions. The individual does not need to be a healthcare worker but must have received healthcare services in the community of origin as well as since arriving in the United States.
2. Speak with the individual, and obtain permission to conduct an assessment later in the course. Clearly explain that statements made in the assessment will be recorded (written) and submitted to the instructor only. It is not intended for public distribution. Anonymity will be maintained when you use first and last initials only on all templates. Assure the individual that the assessment (Milestone 3) should not take more than one hour of the individual’s time.
3. Download the NR394_Individual_Profile_Template. (Links to an external site.) Although you are not performing the official assessment until Milestone 3, it will be necessary to obtain some general information about your individual’s background to complete Milestone 1. This information may come from the individual or Internet sources. Basically, you are comparing the individual’s previous and current communities/cultures.
4. Type information about the potential individual using only the template provided. You are expected to write clearly and use proper grammar and spelling and eliminate typos.
5. Submit the completed template by the end of Week 3 at 11:59 p.m. MT.
6. Contact your instructor if you have any questions.

Example: KC was born in Hwidiem, Ghana, a small village in Africa, where he did not graduate from high school. He is 72 years old. He immigrated to the United States at age 28 and has lived in Grove City near Columbus, Ohio since then. Hwidiem is considered the provincial capital (fill in information about the community or city as you can find). He was married but divorced after a traumatic brain injury. Since then, he has had many part-time jobs and studies his Bible faithfully. Grove City is a town in Ohio (fill in information about the city or community). Currently, he receives healthcare for his hypertension control. I met him 3 years ago at a senior citizens’ center where I volunteer.

References: Andrews, M. M., & Boyle, J. S. (2016). Transcultural concepts in nursing care (7th ed.). Philadelphia: PA: Wolters Kluwer.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.