One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

• Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

• Review the section beginning on page 75 of the course text, titled, “Developing and Refining Research Problems” in the course text,( Marquis & Huston) which focuses on analyzing the feasibility of a research problem.

• Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem. (Refer to the PICOT question you earlier formulated for me on handwashing)

• Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

• Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question? (once again refer to the PICO question you earlier formulated for me on: Does hand washing and appropriate staff dressing among the surgical ward nurses reduce cross infection during patient management)

• Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

  To complete:

  Write a  4-page paper that includes the following:

• (1) A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

• (2) The 5 questions you have generated and a description of how you analyzed them for feasibility

• (3) Your preliminary PICOT question and a description of each PICOT variable relevant to your question

• (4) At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

   

  Reference:
  Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

   

  Readings

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 27–34)
    • Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

      In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

  • Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.
    Retrieved from the Walden Library databases.  

    This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

  • Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.
    Retrieved from the Walden Library databases.

    This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

  • Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.
    Retrieved from the Walden Library databases.

    This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

  • Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from
    http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

    This resource provides a graphical representation of different approaches to research and gives examples of each.

  • Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

    This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

  • Walden University Library. (2012). Levels of evidence. Retrieved from http://libraryguides.waldenu.edu/evidencepyramid

    This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

  • Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from
    http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

    In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

  • Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from
    http://catalog.loc.gov/help/boolean.htm

    This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

  • Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://libraryguides.waldenu.edu/content.php?pid=162865&sid=1375878

    This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

  • Document: Course Project Overview (Word document)
  •  

  Media

  • Laureate Education, Inc. (Executive Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author. 

    Note: The approximate length of this media piece is 6 minutes.

    In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.
  • Laureate Education, Inc. (Executive Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author. 

    Note: The approximate length of this media piece is 9 minutes.

    Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.
  • Laureate Education, Inc. (Executive Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author. 

    This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

   

   

 Personalised care as identified in the NHS Long Term Plan (2019) promotes the nurse to consider the ‘person’ as opposed to the ‘patient’ (NHS England, 2019; Nursing and  Midwifery Council [NMC], 2018). In doing so, you will need to use appropriate communication skills and interpersonal skills to support and enable the person to make informed choices within their episodes of care. This assessment will centre around a  person’s story of an episode of care (services provided to a patient within a specific period across a continuum of care in an integrated system). You will need to choose one story/experience and address the assessment criteria set out under ‘Assessment  Criteria’.   

 opic 2 DQ 2

I think all aspects of religious beliefs and practices are a critical considerations for this patients. Previously, the religious affiliations to a patient were not regarded as having critical impact on a patient access to care. Nevertheless, the beliefs, rituals and the faith a patient has is reliable to the nature of care they receive. Clinicians do not often give attention to the religious views, spirituality or beliefs of a patients since they barley have impact on patient education from the perspective of a healthcare professional. Nevertheless, the current approach of shared decision making has shown critical impact when the values and preferences of a patients are incorporated into the decision making procedure (Kuipers et al., 2019). Although there may be a difference in religious beliefs between a patients and the healthcare professional, the values and preferences of a patient ought to be incorporated. Our feelings and knowledge of the field ought not to bar use form incorporating their preferences to the decision making procedure.

Owing to the diversity of religious views, and spirituality, I think the nursing profession should be oriented to incorporate all the views in delivering the care. They do not necessarily have to conform to what we belief in or be part of our values. The focus should be to ensure that the procedure is patient-centered and the patient’s preferences are adhered to. I also view the relationship between different religions as a chance for nurses to learn from patients. Through the interactions, they get to know the needs and values of different religion. In my opinion, this is a chance for healthcare professionals to understand more on the needs of such patients. Lastly, I think the health professional would offer their wealthy knowledge while following a patient-centered approach for Sister Mary to undergo treatment.

 What possible reservations could a health care professional have in working with Sister Mary? (Discuss the psychosocial responses the professional might have.) 

Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

• Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
• Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
• Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

https://journals.sagepub.com/action/saml2post

https://oce-ovid-com.ezp.waldenulibrary.org/article/00000446-201011000-00027?sequence=0&clickthrough=y

https://oce-ovid-com.ezp.waldenulibrary.org/article/00000446-201009000-00024?sequence=0&clickthrough=y

https://oce-ovid-com.ezp.waldenulibrary.org/article/00000446-201007000-00026?sequence=0&clickthrough=y

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.

Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.

· Consider in more detail the healthcare issue/stressor you selected (Big data technology) 

· Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor (Big data technology)