Nursing Research and Evidence-Based Practice
Nursing Research and Evidence-Based Practice
NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 1 (Grading Rubic and Media Attached)
Discussion: Nursing Research and Evidence-Based Practice
In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care. Nursing Research and Evidence-Based Practice.
Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP)Nursing Research and Evidence-Based Practice.
To prepare:
Consider a recent clinical experience in which you were providing care for a patient.
Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
What questions have you thought about in a particular area of care such as a procedure or policy? Nursing Research and Evidence-Based Practice.
Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier. Nursing Research and Evidence-Based Practice.
Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Nursing Research and Evidence-Based Practice.
Validate an idea with your own experience and additional sources.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional strategies for addressing barriers to EBP based on readings and evidence.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment” Nursing Research and Evidence-Based Practice.
This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.
Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”
The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.
Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research”
In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.
Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277. Nursing Research and Evidence-Based Practice.
Retrieved from the Walden Library databases.
This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.
Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.
Retrieved from the Walden Library databases.
This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.
Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.
Retrieved from the Walden Library databases.
In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines. Nursing Research and Evidence-Based Practice.
Shaheen, M., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.
Retrieved from the Walden Library databases.
This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.
Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.
Retrieved from the Walden Library databases.
This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager. Nursing Research and Evidence-Based Practice.
Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360
Media
Laureate Education (Producer). (2012). Timeline of nursing research. Baltimore, MD: Author.
This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.
USE THIS LINK TOO
http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6052/1/mm/timeline_of_nursing_research/index.html
NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 2
Finding Sources of Evidence
An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources. Nursing Research and Evidence-Based Practice.
For this Discussion, you will practice searching the literature to find evidence on a specific topic.
To prepare:
Choose a simple search term(s) relating to a topic of your PICOT question.
Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.
Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.
Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence. Nursing Research and Evidence-Based Practice.
Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?
Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Nursing Research and Evidence-Based Practice.
Validate an idea with your own experience and additional sources.
Make a suggestion based on additional evidence drawn from readings, or after synthesizing multiple postings.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31) Nursing Research and Evidence-Based Practice
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. Nursing Research and Evidence-Based Practice.
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. Nursing Research and Evidence-Based Practice.
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.
Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360
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
ORDER A PLAGIARISM-FREE PAPER HERE
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. Nursing Research and Evidence-Based Practice.
Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225
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://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving
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. Nursing Research and Evidence-Based Practice.
Document: Course Project Overview (Word document)
Note: You will use this document to complete the Project throughout this course.
Media
Laureate Education (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.
Accessible player
Laureate Education (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.
Accessible player
Laureate Education (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.
NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 3 (Grading Rubic and Media Attached)
Discussion: Theory, Research, and Evidence-Based Practice
As they explore the world around them, young children often want to know the “why” and “how” of the things they observe. This is similar to what researchers do when they approach a new problem. Researchers develop new theories or build on old ones to explain the “why” of the world around them. They use models and conceptual frameworks to help explain “how” the processes and events they observe occur. Together, theories and models provide an understanding of the world and allow researchers to explore it in meaningful ways. Nursing Research and Evidence-Based Practice.
Virtually all research questions can benefit from the use of an existing theory or model. Researchers should consider their research questions and select the most suitable theory or model, which then serves as a foundation for the research design. The selection of a theory or model is an important part of the research process.
In this Nursing Research and Evidence-Based Practice Discussion, you focus on the role of theory and models in research and evidence-based practice.
To prepare:
Review the information in Chapter 6 of the course text. Focus on the various conceptual theories and models that are currently used in nursing research.
Select one of the theories or models described that is of interest to you.
Using the Walden Library, search for and identify a research article that uses the theory or model you selected.
Reflect on how the theory or model provides structure to the research study described in the article.
Now, think about an issue in your practice area that you would be interested in exploring through research.
Review this week’s media presentation and consider strategies for locating and identifying a relevant theory or model for a research study.
Post a summary of the article that you located and explain how the theory or model that you selected was used in the research study. Assess the value of basing research on an established theory or model.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library.
Please go though the Grading Rubic please
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)
Chapter 6, “Theoretical Frameworks”
In this chapter, you are introduced to the concept of theories, models, and frameworks and how they serve as the foundation for research. The chapter examines key theories for both quantitative and qualitative research. Finally, critiquing frameworks in research reports is detailed. Nursing Research and Evidence-Based Practice.
Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189.
Retrieved from the Walden Library databases.
This article discusses the primary aspects of a prominent quantitative research design as used in a specific research study. The author analyzes the advantages and disadvantages of the design, along with the rationale for choosing that design.
Finn, P. (2011). Critical thinking: Knowledge and skills for evidence-based practice. Language, Speech, and Hearing Services in Schools, 42(1), 69–72.
Retrieved from the Walden Library databases.
This article responds to the assertion that “rational or critical thinking is an essential complement to evidence-based practice.” The author stipulates how critical thinking is relevant to EBP, what skills and thinking dispositions are important, and how thinking can go wrong.
Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge. British Journal of Nursing (BJN), 18(8), 484–489.
Retrieved from the Walden Library databases.
This article illuminates key barriers to undertaking and implementing nursing research. The authors suggest a framework for improving the implementation of evidence and research. Nursing Research and Evidence-Based Practice.
Media
Laureate Education (Producer). (2012i). Selecting a framework. Baltimore, MD: Author.
Note: The approximate length of this media piece is 3 minutes.
This animated video shows the process of selecting a particular research framework. The video follows a specific scenario in which a researcher considers several possible frameworks and selects the most appropriate one.
How It Works?
- How does this work?
Here is the step-by-step process:
- Student posts the questions.
- Tutors place their proposals with the price for the full answer.
- Tutors communicating with the student.
- The student chooses the tutor and reserves money for the order on the StudyDaddy account.
- Tutors write the paper according to the student’s requirements. A tutor can post the draft or show the part of the text to the student.
- Once the answer is ready, tutor posts the answer to the student.
- The student gets the paper and can ask for some revision needed in the chat messages.
- Satisfied student marks the order as completed and rates the tutor.
- The money is loaded to the tutor’s account. Nursing Research and Evidence-Based Practice.
- How do I apply to answer the question?
Look through the list of available questions in your account. Check the question details and uploaded files to decide whether you have the capacity, skills and time to complete the assignment. If you do, you may send your proposal to the student with the full price for the answer. Please, set up the reasonable price and write a cover message to tell the student more about your skills and experience in completing similar tasks Nursing Research and Evidence-Based Practice.
After applying for the order, you can change your proposal if necessary.
When the order is in ‘Proposal sent’ status, you can communicate with the customer directly in chat and ask any questions you have regarding the order.
The student selects the tutor basing on the price and messages and accepts him to answer the question. The accepted tutor is notified by the message.
- How should I know the student have assigned me to answer the question? Nursing Research and Evidence-Based Practice.
Once the student accepts your proposal, you’ll get a message. All accepted proposals can be found in your account. To find the list go to My answers – In Progress.
You can start working on the paper as the student has accepted your proposal. All the money are reserved on the StudyDaddy balance and would be transferred to your balance after the order is completed.
- Can the student change the question details?Customers may change question details while the order is still on the waiting for acception status. In this case, you have to send a new proposal if you are still interested in the order.
- When should I start the work on the answer?When the customer assigns the order to you, it moves from to the In Progress section. Once the order has “Proposal accepted” status it means that you can start working on the order. You will also receive an email notification that you have been assigned to a particular order. All the money are reserved on the StudyDaddy balance and would be transferred to your balance after the order is completed. Nursing Research and Evidence-Based Practice.
- When will I get paid?
After you have posted the answer, the student has a 10 days period to review the answer and ask for a revision. Once the student is satisfied with the answer, he or she completes the order and leaves the feedback on your work.
If the student fails to review the paper, it would be completed automatically.
When the order is completed, money would be loaded to your balance.
- What does the order status mean?
There are different order statuses at StudyDaddy: Nursing Research and Evidence-Based Practice
Proposal sent – You have applied to answer this question. Wait to the student to accept it before start working. If the student accepts another tutor, your sent proposal would be inactive. Try to add covering message to your proposal to describe your knowledge and experience. Nursing Research and Evidence-Based Practice.
Proposal accepted – The student have chosen you to answer the question and reserved money for the order. You may now start working on the paper and post the answer once it is ready.
Answer posted. Awaiting feedback – You have posted an answer. The student may ask for a small revision.
Answer posted. Waiting for payment – You have posted an answer without sending the proposal or chatting with a student. Once the student purchase you answer the order would be completed.
Answer purchased – The order is completed and the money was loaded to your balance. No further action on this order required.
- Can I contact the student before sending a proposal?
No, you need to send your proposed price to apply the question and begin communication. You may edit your proposal later if needed.
Why I can’t see the option to send a proposal or post an answer to the question?
If the student already assigned other tutor to answer this question, you will be unable to post your answer or sent a proposal. Look for new questions to answer.
- Can I edit my proposal?Yes, you can edit your proposal before the student has accepted it. You can change the price and add a new cover message to your proposal. Once the student accepts the proposal, you’ll be unable to change it.
- Can I add some details to my answer after its purchase?If you realized that the answer that was purchased lacks important details, you can make changes and add the missing pieces of information. The customer will see all the changes made to the answer after he/she bought it. In order to modify an answer, find “edit” near your answer on the question page. Please note that you can also attach files whenever you feel it is necessary. Nursing Research and Evidence-Based Practice.