The PICO (T) question I have chosen is “How does antidepressant therapy and psychotherapy are comparable for depression in people?”
For this question, the three databases I searched were CINAHL, PubMed, and Walden library. To come across a lesser number of articles and to be specific, I narrowed the research articles by choosing the peer-reviewed articles filter. In addition to that, I also changed the year range in which the articles were published. I chose the most recent duration from 2015 to 2020 to make sure that evidence-based practice is followed. While searching on PubMed, I made use of the advanced search filters so that the research articles can be reduced. I chose those articles in which studies were done on humans and were published in the last five years. One more tactic I applied was using the feature named Clinical Inquiries, which is intended to enhance the search results through “linking the type of question to a stored search strategy that retrieves the appropriate research methodology” (Schardt, 2007).
Making use of these strategies, my search results were improved, and I was able to find the most recent and relevant research articles. After adding the filters and typing the terms “psychotherapy anti-depressants depression” in the search field of Walden Library, the number of results I got was 152. The library allows making use of Boolean terms to do accurate research with appropriate results. Afterward, I added. Boolean terms and the results I got were 75,734. It is stated in research that one should search a minimum of three dissimilar databases so that 90% of relevant articles are assessed on the topic (Ho et al., 2016). Other terms that I can use are “treatment of depression,” depression medicines,” or “depression therapy.” These will enhance my results.
NURS 6052 Discussion Searching Databases Sample References
Hjørland, B. (2015). Classical databases and knowledge organization: A case for boolean retrieval and human decision‐making during searches. Journal of the Association for Information Science and Technology, 66(8), 1559-1575.
Ho, G. J., Liew, S. M., Ng, C. J., Hisham Shunmugam, R., & Glasziou, P. (2016). Development of a Search Strategy for an Evidence Based Retrieval Service. PloS one, 11(12), e0167170. doi:10.1371/journal.pone.0167170
Schardt, C., Adams, M., Owens, T., Keitz, S., & Fontelo, P., (2007). Utilization of the pico framework to improve searching pubmed for clinical questions. Retrieved from https://bmcmedinformdecismak.biomedcentral.com/articles/10.1186/1472-6947-7-16
Walden University Library. (2020). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved from http://academicguides.waldenu.edu/library/keyword/boolean
This is a great topic that is near and dear to my heart. Thank you for your information.
Among typical elementary, middle, and high school students, mental health is often overlooked. In urban and black communities, mental illness is perceived as behavioral, and the educators, who are predominately white, are not equipped, do not know how to deal with students of color and their mental issues, are burned out, and or just do not care. Eighty percent of alternative schools are made up of African Americans. (CDC, 2022)
Alternative schools are where children go due to behavioral issues and learning disabilities. These schools are not the typical educational facility, and the educational experience is overshadowed by mental issues and learning disabilities. But alternative schools are required to have the providers, counselors, resources, and behavioral health workforce needed to aid these children. If you asked children or young adults what an alternative school is, most of the time the response will be “this is where the bad kids go.”
As these children become young adults, one of two things will happen. They change for the better and learn to cope and maintain their issues and become a better student, or they don’t change, and they are accustomed to the feelings they have, think it is normal and most times, ignore the thoughts.
Since the pandemic, these children now realize these are not normal feelings, and that it is okay to have a mental health issue. Now more than ever, counselors, providers, and school-based programs are needed in a typical school setting because these young children do not know how to express or cope with these feelings, the issues surrounding them, and their everyday life. (The Hunt Institute, 2021)
According to the national healthy minds study, an astronomical amount of college students suffer from some type of mental illness. They do not get the help they need because of the fear of being judged.
The breakdown of your PICOT question was very informative, the format is a helpful approach for summarizing research questions that explore the effect of therapy or outcomes. Turning an idea into a good research question requires it to be possible, peak an interest, be ethical and relevant. (Davies, 2011). Generating new knowledge in existing gaps of healthcare provides the opportunity to help patients who previously may have had poor clinical outcomes get better ones. .
Clinical interest description
The area of clinical interest that I chose is nurse burnout. Nurse burnout is more common now than ever. Covid-19, along with many other factors, has affected nurse retention. Many left the field of nursing and continue to do so. Nurses report feeling overwhelmed, underappreciated, stressed, and overworked. “Burnout is a common psychological phenomenon among nurses. It is characterized by a decline in physical, emotional, and psychological energy resulting from work-related stress 33-35, leading to cynicism toward clients and colleagues and low self-efficacy.” (Mudallal,2017)
Search Result
Upon searching in the Walden U library “nurse burnout,” 27,375 results were yielded. They range from comparing nurse burnout since covid 19 to even Spanish studies. I did an advanced search when trying to narrow my results down to nurse burnout. In the advanced search, I could select the English language only and complete test peer-reviewed scholarly journals only. I also only used the years 2017-2022 so that the results were within five years and were more recent. After doing this, the result was 11,970. There is only so much you can do to narrow the topic down when it is so broad. Nurse burnout is prevalent in nursing today. When I searched nurse and burnout using a Boolean operator, the results were 8,953, which is significantly less and helped to achieve an even more narrow search.
PICOT Question
Some strategies that I would use are Boolean operators to narrow the results. I would also take the components required to formulate a PICOT, such as patient population and age groups, and use those specific terms to help my search. It would help to find the most relevant journals on nurse burnout. So, for instance, my population would be specific, like “night shift nurses under 30”. This would provide a particular search for the PICOT. That concludes how I would increase the effectiveness of my database search.
References
Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017, January 1). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits. Inquiry : a journal of medical care organization, provision and financing. Retrieved December 21, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5798741/
EBSCO discovery service. (n.d.). Retrieved December 21, 2022
NURS 6052 Discussion Searching Databases Sample Grading Rubric Guidelines DQ
Performance Category |
10 |
9 |
8 |
4 |
0 |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
- Evaluates literature resources to develop a comprehensive analysis or synthesis.
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
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- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
- Evaluates information from source(s) to develop a coherent analysis or synthesis.
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
|
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
- Demonstrates little or no understanding of the topic.
|
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) without any interpretation/evaluation.
- The posting uses information that is not valid, relevant, or reliable
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- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
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Performance Category |
10 |
9 |
8 |
4 |
0 |
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
- Applies concepts to personal experience in the professional setting and or relevant application to real life.
|
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
- Applies concepts to personal experience in their professional setting and or relevant application to real life
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
|
- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
|
- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
- Posts are superficial and do not reflect an understanding of the lesson content
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
|
- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
|
Performance Category |
5 |
4 |
3 |
2 |
0 |
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) |
- Exceeds minimum post requirements
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
- Replies to a post posed by faculty and to a peer
- Summarizes what was learned from the lesson, readings, and other student posts for the week.
|
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
- Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
- Meets expectations of 2 posts on 2 different days.
- The main post is not made by the Wednesday deadline
- Does not reply to a question posed by a peer or faculty
|
- Has only one post for the week
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
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- Does not post to the thread
- No connections are made to the topic
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|
Minus 1 Point |
Minus 2 Point |
Minus 3 Point |
Minus 4 Point |
Minus 5 Point |
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition |
- 2-3 errors in APA format.
- Written responses have 2-3 grammatical, spelling, and punctuation errors.
- Writing style is generally clear, focused, and facilitates communication.
|
- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused.
|
- 6-7 errors in APA format.
- Writing responses have 6-7 grammatical, spelling and punctuation errors.
- Writing style is slightly focused making discussion difficult to understand.
|
- 8-10 errors in APA format.
- Writing responses have 8-10 grammatical, spelling and punctuation errors.
- Writing style is not focused, making discussion difficult to understand.
|
- Post contains greater than 10 errors in APA format.
- Written responses have more than 10 grammatical, spelling and punctuation errors.
- Writing style does not facilitate communication.
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
|
|
0 points lost |
|
|
|
-5 points lost |
Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. |
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|
|
The student does not meet the minimum requirement of two postings on two different days |
Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. |
|
|
|
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
Post a brief description of your clinical issue of interest. This clinical issue will remain the same
for the entire course and will be the basis for the development of your PICOT question. Describe
your search results in terms of the number of articles returned on original research and how this
changed as you added search terms using your Boolean operators. Finally, explain strategies you
might make to increase the rigor and effectiveness of a database search on your PICO(T)
question. Be specific and provide examples.