NURS 6052 Advanced Clinical Inquiry and PICO(T) Questions

NURS 6052 Advanced Clinical Inquiry and PICO(T) Questions

NURS 6052 Advanced Clinical Inquiry and PICO(T) Questions

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1 ADVANCED LEVELS OF CLINICAL INQUIRY AND SYSTEMATIC REVIEWS 

2 PATRICIA OMOROGBE MASTER OF SCIENCE IN NURSING, WALDEN UNIVERSITY 

NURS 6052: 2 ESSENT OF EVIDENCE-BASED PRACT 

Dr. Constance Cooper 

Jan 3rd, 2021 

Introduction 

3 SELECTED CLINICAL ISSUE OF INTEREST DEVELOPING A PICOT QUESTION 

PICOT question 

Research databases Level of evidence of each article 

4 STRENGTHS OF SYSTEMATIC REVIEWS IN CLINICAL RESEARCH 

5 THIS PRESENTATION WILL DISCUSS MY SELECTED CLINICAL ISSUE OF INTEREST AND DESCRIBE HOW I DEVELOPED A PICOT QUESTION FOCUSED ON THE CLINICAL ISSUE OF INTEREST. 6 I WILL INCLUDE THE FOUR RESEARCH DATABASES USED TO CONDUCT THE SEARCH FOR THE PEER-REVIEWED ARTICLES AND THE CITATIONS FOR THE ARTICLES. 7 BESIDES, I WILL DESCRIBE THE LEVEL OF EVIDENCE OF EACH PEER-REVIEWED ARTICLE. 4 LASTLY, I WILL DISCUSS THE STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH. 

2 

2 CLINICAL ISSUE OF INTEREST COGNITIVE DECLINE IN MILD-MODERATE AD 

8 AD-PROGRESSIVE DECLINE IN COGNITIVE FUNCTION

Deficits in memory, language, judgment, & reasoning 

Drugs slow/ reverse AD progression Proposed therapies have been unsuccessful 

Need for non-pharmacological approaches to improve cognitive function 

2 THE CLINICAL ISSUE OF INTEREST IS COGNITIVE DECLINE IN MILD-MODERATE ALZHEIMER’S DISEASE (AD). AD IS A NEUROCOGNITIVE DISORDER CHARACTERIZED BY PROGRESSIVE DETERIORATION OF COGNITIVE FUNCTION (BERG-WEGER & STEWART, 2017). THE DECLINE IN COGNITIVE FUNCTION RESULTS IN COGNITIVE DEFICITS, EVIDENCED BY SHORT-TERM MEMORY, LANGUAGE DYSFUNCTION, POOR JUDGMENT, IMPAIRED REASONING, DIFFICULTY MANAGING COMPLEX TASKS, AND VISUOSPATIAL DYSFUNCTION (BERG-WEGER & STEWART, 2017). Pharmacological therapies available for AD helps only to slow or reverse the progression of AD but do not reverse the effects of cognitive decline. Besides, therapies previously proposed for AD have produced mostly disappointing outcomes (Berg-Weger & Stewart, 2017). Therefore, there is a major need to identify non-pharmacological approaches to improve cognitive function in the early stages of the disease before the symptoms progress. 

3 

9 DEVELOPING A PICOT QUESTION 

I developed a PICOT question centered on cognitive function in AD by first identifying a population of interest. In this case, the population of interest was patients with mild to moderate AD. 

The second step was to identify an intervention that would help address the issue of cognitive decline in AD. The identified intervention was cognitive training combined with drug therapy. The intervention will be compared to drug therapy alone. The next step entailed identifying a measurable outcome that will be used to determine the effectiveness of the proposed intervention. The desired outcome after cognitive training is improved cognitive function. Lastly, I set up a time frame that will be used to evaluate the intervention. The time frame for this case is six months. 

10 THE PICOT QUESTION FOR THE CLINICAL ISSUE IS: 

In patients with mild to moderate AD (P), does cognitive training combined with drug therapy (I) compared to drug therapy alone (C) improve cognitive function (O) in six months (T)? 

4 

Population of interest- patients with mild to moderate AD 

Intervention- cognitive training +drug therapy 

Comparison- Drug therapy alone 

Outcome- Improved cognitive function 

Time- Six months 

PICOT Question 

In patients with mild to moderate AD (P), does cognitive training combined with drug therapy (I) compared to drug therapy alone (C) improve cognitive function (O) in six months (T)? 

10 THE PICOT QUESTION FOR THE CLINICAL ISSUE IS: 

In patients with mild to moderate AD (P), does cognitive training combined with drug therapy (I) compared to drug therapy alone (C) improve cognitive function (O) in six months (T)? 

5 

Research Databases 

APA PsycInfo 

BioMedCentral 

CINAHL Plus 

11 COCHRANE DATABASE OF SYSTEMATIC REVIEWS. 

The research databases used to search peer-reviewed articles on non-pharmacological interventions that can improve cognitive functioning in patients with mild-moderate AD include APA PsycInfo, BioMedCentral, CINAHL Plus, and Cochrane Database of Systematic Reviews. 

6 

APA Citations 

Butler, M., McCreedy, E., Nelson, V. A., Desai, P., Ratner, E., Fink, H. A.,. & Kane, R. L. (2018). 8 DOES COGNITIVE TRAINING PREVENT COGNITIVE DECLINE? 12 A SYSTEMATIC REVIEW. Annals of internal medicine, 168(1), 63-68. 8 HTTPS://DOI.ORG/10.7326/M17-1531 

13 CRUZ GONZALEZ, P., FONG, K. N., CHUNG, R. C., TING, K. H., LAW, L. L., & BROWN, T. (2018). 14 CAN TRANSCRANIAL DIRECT-CURRENT STIMULATION ALONE OR COMBINED WITH COGNITIVE TRAINING BE USED AS A CLINICAL INTERVENTION TO IMPROVE COGNITIVE FUNCTIONING IN PERSONS WITH MILD COGNITIVE IMPAIRMENT AND DEMENTIA? 15 A SYSTEMATIC REVIEW AND META-ANALYSIS. FRONTIERS IN HUMAN NEUROSCIENCE, 12, 416. 14 HTTPS://DOI.ORG/10.3389/FNHUM.2018.00416 

APA Citations 

Hill, N. 16 T., MOWSZOWSKI, L., NAISMITH, S. L., CHADWICK, V. L., VALENZUELA, M., & LAMPIT, A. (2017). 17 COMPUTERIZED COGNITIVE TRAINING IN OLDER ADULTS WITH MILD COGNITIVE IMPAIRMENT OR DEMENTIA: 15 A SYSTEMATIC REVIEW AND META-ANALYSIS. 16 AMERICAN JOURNAL OF PSYCHIATRY, 174(4), 329-340. 18 HTTPS://DOI.ORG/10.1176/APPI.AJP.2016.16030360 

Kallio, E. L., Öhman, H., Kautiainen, H., Hietanen, M., & Pitkälä, K. (2017). 12 COGNITIVE TRAINING INTERVENTIONS FOR PATIENTS WITH ALZHEIMER’S DISEASE: A SYSTEMATIC REVIEW. Journal of Alzheimer’s Disease, 56(4), 1349-1372. https://doi.org/10.3233/JAD-160810 

Levels of Evidence Article Level of Evidence Butler et al. (2018) Level I Cruz Gonzalez et al. (2018) Level I 

19 HILL ET AL. (2017) Level I 

19 KALLIO ET AL. (2017) Level I 

19 BUTLER ET AL. (2018): Level I. 12 THIS WAS A SYSTEMATIC REVIEW OF RANDOMIZED CONTROLLED TRIALS OF COGNITIVE TRAINING INTERVENTIONS. 

Cruz Gonzalez et al. (2018): Level I. 20 THE STUDY CONDUCTED A SYSTEMATIC REVIEW OF RANDOMIZED CONTROL TRIALS (RCTS) WITH META-ANALYSIS. 

19 HILL ET AL. (2017): Level I. 18 THE RESEARCHERS CONDUCTED A SYSTEMATIC REVIEW AND META-ANALYSES OF RCTS OF CCT IN OLDER ADULTS WITH MILD COGNITIVE IMPAIRMENT OR DEMENTIA. 

19 KALLIO ET AL. (2017): Level I. Researchers systematically reviewed the current evidence from RCTs. 

9 

4 STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH 

Addresses a question by analyzing clinical research Only the best & relevant evidence is provided 

Minimal bias- dependable & accurate conclusions 

Sums up findings from various studies 

Precise estimates on the impact of interventions 

Reveal gaps in knowledge 

A systematic review refers to a type of publication that addresses a question by analyzing research that matches a particular explicitly-specified criterion. 

21 THE STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH INCLUDE: 

The researchers systematically search, appraise, and summarize all available literature for a particular topic. Consequently, only the best and relevant evidence is provided. 

The approach used to search and select the research articles minimizes bias resulting in reliable and accurate conclusions. 

A systematic review sums up findings from various studies, and thus the information is easier to read and understand. 

Systematic reviews provide precise estimates of interventions that benefit clinical research. For instance, a systematic review can provide accurate results on the outcomes of cognitive training in AD patients. 

When used in clinical research, they reveal gaps in knowledge, which informs future research studies. 

10 

NURS 6052 Advanced Clinical Inquiry and PICO(T) Questions References 

2 BERG-WEGER, M., & STEWART, D. B. (2017). 2 NON-PHARMACOLOGIC INTERVENTIONS FOR PERSONS WITH DEMENTIA. MISSOURI MEDICINE, 114(2), 116–119. 

Tawfik, G. 22 M., DILA, K. A. 22 S., MOHAMED, M. Y. 22 F., TAM, D. N. 23 H., KIEN, N. 22 D., AHMED, A. M., & HUY, N. T. (2019). 22 A STEP-BY-STEP GUIDE FOR CONDUCTING A SYSTEMATIC REVIEW AND META-ANALYSIS WITH SIMULATION DATA. 23 TROPICAL MEDICINE AND HEALTH, 47(1), 1-9. 24 HTTPS://DOI.ORG/10.1186/S41182-019-0165-6 

Citations (24/24) 

1. 1Another student’s paper 

1. 2Another student’s paper 

1. 3Another student’s paper 

1. 4Another student’s paper 

1. 5Another student’s paper 

1. 6Another student’s paper 

1. 7Another student’s paper 

1. 8Another student’s paper 

1. 9Another student’s paper 

1. 10Another student’s paper 

1. 11https://en.wikipedia.org/wiki?curid=10013 

1. 12https://www.cmaj.ca/content/179/10/1019 

1. 13Another student’s paper 

1. 14Another student’s paper 

1. 15https://eurekamag.com/research/065/310/065310750.php 

1. 16Another student’s paper 

1. 17https://www.mcmasteroptimalaging.org/blog/detail/blog/2017/07/24/computer-brain-games-for-treating-cognitive-impairment 

1. 18Another student’s paper 

1. 19Another student’s paper 

1. 20https://en.wikipedia.org/wiki?curid=5750 

1. 21Another student’s paper 

1. 22Another student’s paper 

1. 23Another user’s paper 

1. 24Another student’s paper 

Matched Text 

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ADVANCED LEVELS OF CLINICAL INQUIRY AND SYSTEMATIC REVIEWS 

Source - Another student’s paper 

Advanced Levels of Clinical inquiry and systematic reviews 

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PATRICIA OMOROGBE MASTER OF SCIENCE IN NURSING, WALDEN UNIVERSITY 

Source - Another student’s paper 

Patricia Omorogbe Master of Science in Nursing, Walden University 

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ESSENT OF EVIDENCE-BASED PRACT 

Source - Another student’s paper 

Essent of Evidence-Based Pract 

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CLINICAL ISSUE OF INTEREST COGNITIVE DECLINE IN MILD-MODERATE AD 

Source - Another student’s paper 

The clinical issue of interest is cognitive decline in mild-moderate Alzheimer’s disease (AD) 

Suspected Entry: 100% match 

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THE CLINICAL ISSUE OF INTEREST IS COGNITIVE DECLINE IN MILD-MODERATE ALZHEIMER’S DISEASE (AD) 

Source - Another student’s paper 

The clinical issue of interest is cognitive decline in mild-moderate Alzheimer’s disease (AD) 

Suspected Entry: 69% match 

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AD IS A NEUROCOGNITIVE DISORDER CHARACTERIZED BY PROGRESSIVE DETERIORATION OF COGNITIVE FUNCTION (BERG-WEGER & STEWART, 2017) 

Source - Another student’s paper 

AD is characterized by progressive deterioration of cognitive function 

Suspected Entry: 92% match 

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THE DECLINE IN COGNITIVE FUNCTION RESULTS IN COGNITIVE DEFICITS, EVIDENCED BY SHORT-TERM MEMORY, LANGUAGE DYSFUNCTION, POOR JUDGMENT, IMPAIRED REASONING, DIFFICULTY MANAGING COMPLEX TASKS, AND VISUOSPATIAL DYSFUNCTION (BERG-WEGER & STEWART, 2017) 

Source - Another student’s paper 

The decline in cognitive function causes cognitive deficits, characterized by short-term memory, language dysfunction, poor judgment, impaired reasoning, difficulty managing complex tasks, and visuospatial dysfunction (Berg-Weger & Stewart, 2017) 

Suspected Entry: 100% match 

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BERG-WEGER, M., & STEWART, D 

Source - Another student’s paper 

Berg-Weger, M., & Stewart, D 

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NON-PHARMACOLOGIC INTERVENTIONS FOR PERSONS WITH DEMENTIA 

Source - Another student’s paper 

Non-pharmacologic Interventions for Persons with Dementia 

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MISSOURI MEDICINE, 114(2), 116–119 

Source - Another student’s paper 

Missouri medicine, 114(2), 116–119 

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SELECTED CLINICAL ISSUE OF INTEREST DEVELOPING A PICOT QUESTION 

Source - Another student’s paper 

Developing a PICOT question was able to help me think critically about different aspects of my selected clinical issue of interest 

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STRENGTHS OF SYSTEMATIC REVIEWS IN CLINICAL RESEARCH 

Source - Another student’s paper 

Strengths of using systematic reviews for clinical research 

Suspected Entry: 79% match 

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LASTLY, I WILL DISCUSS THE STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH 

Source - Another student’s paper 

Strengths of using systematic reviews for clinical research 

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STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH 

Source - Another student’s paper 

Strengths of using systematic reviews for clinical research 

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THIS PRESENTATION WILL DISCUSS MY SELECTED CLINICAL ISSUE OF INTEREST AND DESCRIBE HOW I DEVELOPED A PICOT QUESTION FOCUSED ON THE CLINICAL ISSUE OF INTEREST 

Source - Another student’s paper 

Description and development of PICOT question focused on clinical issue of interest(contd.) The developed PICOT question for this clinical issue of interest is 

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I WILL INCLUDE THE FOUR RESEARCH DATABASES USED TO CONDUCT THE SEARCH FOR THE PEER-REVIEWED ARTICLES AND THE CITATIONS FOR THE ARTICLES 

Source - Another student’s paper 

The four research databases used to conduct search for the peer-reviewed articles 

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BESIDES, I WILL DESCRIBE THE LEVEL OF EVIDENCE OF EACH PEER-REVIEWED ARTICLE 

Source - Another student’s paper 

Peer Reviewed Article Level of Evidence and 

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AD-PROGRESSIVE DECLINE IN COGNITIVE FUNCTION 

Source - Another student’s paper 

Terminal decline in cognitive function 

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DOES COGNITIVE TRAINING PREVENT COGNITIVE DECLINE 

Source - Another student’s paper 

Does Cognitive Training Prevent Cognitive Decline 

Suspected Entry: 86% match 

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HTTPS://DOI.ORG/10.7326/M17-1531 

Source - Another student’s paper 

http://doi.org/10.7326/M17-1531 

Suspected Entry: 62% match 

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DEVELOPING A PICOT QUESTION 

Source - Another student’s paper 

PICOT Question P 

Suspected Entry: 66% match 

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THE PICOT QUESTION FOR THE CLINICAL ISSUE IS 

Source - Another student’s paper 

PICOT is an acronym for the elements of the clinical question 

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THE PICOT QUESTION FOR THE CLINICAL ISSUE IS 

Source - Another student’s paper 

PICOT is an acronym for the elements of the clinical question 

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COCHRANE DATABASE OF SYSTEMATIC REVIEWS 

Source - https://en.wikipedia.org/wiki?curid=10013 

The Cochrane Database of Systematic Reviews 

Suspected Entry: 100% match 

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A SYSTEMATIC REVIEW 

Source - https://www.cmaj.ca/content/179/10/1019 

a systematic review 

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COGNITIVE TRAINING INTERVENTIONS FOR PATIENTS WITH ALZHEIMER’S DISEASE 

Source - https://www.cmaj.ca/content/179/10/1019 

Cognitive training in Alzheimer’s disease 

Suspected Entry: 100% match 

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A SYSTEMATIC REVIEW 

Source - https://www.cmaj.ca/content/179/10/1019 

a systematic review 

Suspected Entry: 63% match 

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THIS WAS A SYSTEMATIC REVIEW OF RANDOMIZED CONTROLLED TRIALS OF COGNITIVE TRAINING INTERVENTIONS 

Source - https://www.cmaj.ca/content/179/10/1019 

a systematic review of randomized, controlled trials [Technology report no 

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CRUZ GONZALEZ, P., FONG, K 

Source - Another student’s paper 

Cruz Gonzalez, P., Fong, K 

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N., CHUNG, R 

Source - Another student’s paper 

N., Chung, R 

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C., TING, K 

Source - Another student’s paper 

C., Ting, K 

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H., LAW, L 

Source - Another student’s paper 

H., Law, L 

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L., & BROWN, T 

Source - Another student’s paper 

L., & Brown, T 

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CAN TRANSCRANIAL DIRECT-CURRENT STIMULATION ALONE OR COMBINED WITH COGNITIVE TRAINING BE USED AS A CLINICAL INTERVENTION TO IMPROVE COGNITIVE FUNCTIONING IN PERSONS WITH MILD COGNITIVE IMPAIRMENT AND DEMENTIA 

Source - Another student’s paper 

Can Transcranial Direct-Current Stimulation Alone or Combined With Cognitive Training Be Used as a Clinical Intervention to Improve Cognitive Functioning in Persons With Mild Cognitive Impairment and Dementia 

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HTTPS://DOI.ORG/10.3389/FNHUM.2018.00416 

Source - Another student’s paper 

https://doi-org.ezp.waldenulibrary.org/10.3389/fnhum.2018.00416 

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A SYSTEMATIC REVIEW AND META-ANALYSIS 

Source - https://eurekamag.com/research/065/310/065310750.php 

A Systematic Review and Meta-Analysis 

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FRONTIERS IN HUMAN NEUROSCIENCE, 12, 416 

Source - https://eurekamag.com/research/065/310/065310750.php 

Frontiers in Human Neuroscience 12 

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A SYSTEMATIC REVIEW AND META-ANALYSIS 

Source - https://eurekamag.com/research/065/310/065310750.php 

A Systematic Review and Meta-Analysis 

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T., MOWSZOWSKI, L., NAISMITH, S 

Source - Another student’s paper 

T., Mowszowski, L., Naismith, S 

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L., CHADWICK, V 

Source - Another student’s paper 

L., Chadwick, V 

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L., VALENZUELA, M., & LAMPIT, A 

Source - Another student’s paper 

L., Valenzuela, M., & Lampit, A 

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AMERICAN JOURNAL OF PSYCHIATRY, 174(4), 329-340 

Source - Another student’s paper 

American Journal of Psychiatry, 174(4), 329-340 

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COMPUTERIZED COGNITIVE TRAINING IN OLDER ADULTS WITH MILD COGNITIVE IMPAIRMENT OR DEMENTIA 

Source - https://www.mcmasteroptimalaging.org/blog/detail/blog/2017/07/24/computer-brain-games-for-treating-cognitive-impairment 

Computerized cognitive training in older adults with mild cognitive impairment or dementia 

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HTTPS://DOI.ORG/10.1176/APPI.AJP.2016.16030360 

Source - Another student’s paper 

https://doi.org/10.1176/appi.ajp.2016.16030360 

Suspected Entry: 64% match 

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THE RESEARCHERS CONDUCTED A SYSTEMATIC REVIEW AND META-ANALYSES OF RCTS OF CCT IN OLDER ADULTS WITH MILD COGNITIVE IMPAIRMENT OR DEMENTIA 

Source - Another student’s paper 

A Systematic Review and Meta-Analysis” is an analysis of randomized controlled trials of CCT in elderly patients with mild cognitive impairment or dementia 

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HILL ET AL 

Source - Another student’s paper 

HILL ET AL 

Suspected Entry: 62% match 

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KALLIO ET AL 

Source - Another student’s paper 

Man et al 

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BUTLER ET AL 

Source - Another student’s paper 

Man et al 

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HILL ET AL 

Source - Another student’s paper 

HILL ET AL 

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KALLIO ET AL 

Source - Another student’s paper 

Man et al 

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THE STUDY CONDUCTED A SYSTEMATIC REVIEW OF RANDOMIZED CONTROL TRIALS (RCTS) WITH META-ANALYSIS 

Source - https://en.wikipedia.org/wiki?curid=5750 

A systematic review and meta-analysis of randomized controlled trials” 

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THE STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH INCLUDE 

Source - Another student’s paper 

Strengths of Using Systematic Reviews for Clinical Research Include 

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M., DILA, K 

Source - Another student’s paper 

M., Dila, K 

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S., MOHAMED, M 

Source - Another student’s paper 

A., Mohamed, M 

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F., TAM, D 

Source - Another student’s paper 

Y., Tam, D 

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D., AHMED, A 

Source - Another student’s paper 

D., Ahmed, A 

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M., & HUY, N 

Source - Another student’s paper 

M., & Huy, N 

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A STEP-BY-STEP GUIDE FOR CONDUCTING A SYSTEMATIC REVIEW AND META-ANALYSIS WITH SIMULATION DATA 

Source - Another student’s paper 

A step by step guide for conducting a systematic review and meta-analysis with simulation data 

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H., KIEN, N 

Source - Another user’s paper 

H., Kien, N 

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TROPICAL MEDICINE AND HEALTH, 47(1), 1-9 

Source - Another user’s paper 

Tropical Medicine and Health, 47(46), 1-9 

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HTTPS://DOI.ORG/10.1186/S41182-019-0165-6 

Source - Another student’s paper 

https://doi.org/10.1186/s41182-019-0165-6 

 

Laureate Education (Producer). (2018). The Value of Clinical Inquiry [Video file]. Baltimore, MD: Author.

Due By	Assignment
Week 4, Days 1-2	Read the Learning Resources. Compose your initial Discussion post.
Week 4, Day 3	Post your initial Discussion post. Begin to compose your Assignment.
Week 4, Days 4-5	Review peer Discussion posts. Compose your peer Discussion responses. Continue to compose your Assignment.
Week 4, Day 6	Post two peer Discussion responses. Continue to compose your Assignment.
Week 4, Day 7	Wrap up Discussion.
Week 5, Days 1-6	Continue to compose your Assignment.
Week 5, Day 7	Deadline to submit your Assignment.

Learning Objectives

Students will:

• Create an answerable research question using the PICO(T) question format
• Apply effective search strategies to identify relevant peer-reviewed and systematic reviewed research
• Analyze strategies to increase rigor and effectiveness of database searches for PICO(T) questions
• Analyze levels of evidence in peer-reviewed research

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
• Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N

Note: You will access this article from the Walden Library databases.

Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

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Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58

Note: You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e

Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp

Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp

Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp

Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics 

Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670

Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654

 

Required Media

Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.

NURS 6052 Advanced Clinical Inquiry and PICO(T) Questions Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content

Name: NURS_6052_Module03_Week04_Discussion_Rubric

• Grid View
• List View

		Excellent	Good	Fair	Poor
Main Posting		Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.   Supported by at least three current, credible sources.   Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.   At least 75% of post has exceptional depth and breadth.   Supported by at least three credible sources.   Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s).   One or two criteria are not addressed or are superficially addressed.   Is somewhat lacking reflection and critical analysis and synthesis.   Somewhat represents knowledge gained from the course readings for the module.   Post is cited with two credible sources.   Written somewhat concisely; may contain more than two spelling or grammatical errors.   Contains some APA formatting errors.	Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.   Lacks depth or superficially addresses criteria.   Lacks reflection and critical analysis and synthesis.   Does not represent knowledge gained from the course readings for the module.   Contains only one or no credible sources.   Not written clearly or concisely.   Contains more than two spelling or grammatical errors.   Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness		Points Range: 10 (10%) – 10 (10%) Posts main post by day 3.	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%) Does not post by day 3.
First Response		Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Second Response		Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Participation		Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%)	Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100