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NUR 513 Discussion The Steps Of The Evidence-Based Research Process And The Importance Of Using Them

NUR 513 Discussion The Steps Of The Evidence-Based Research Process And The Importance Of Using Them

Re: Topic 7 DQ 1

The process of Evidence-Based Practice (EBP) begins with the identification of a clinical problem or concern. Sounds simple enough, but the problem or problems must be solvable. The PICOT approach is extremely beneficial for guiding the development of research questions (DeNisco & Barker, 2016). The “P” denotes the target population, the “I” denotes the intervention or variable being studied, the “C” denotes a comparison of the intervention or variable being studied with and without the intervention or variable being studied, the “O” denotes the outcome, and the “T” denotes the time required to reach the outcome.

The following stage in EBP is research. Following the formation of a PICOT, you should conduct a search for all available and current evidence on your issue. There are also steps associated with research. You must establish inclusion and exclusion criteria; these are frequently connected to the study’s age. You must choose acceptable databases to search and conduct a critical analysis of the various sorts of evidence. Not all evidence is equal; there is a significant difference between evidence derived from a systematic review or meta-analysis using randomized trials and evidence derived from observational descriptive or qualitative studies. The AACN, according to DeNisco and Barker, has developed a new evidence-leveling method that effectively evaluates the evidence (2016, p. 476). It is critical to do a critical analysis of newly discovered evidence to evaluate whether it is legitimate, of high quality, and useful to your EBP. Numerous models, checklists, and grading systems exist to assist in the critical analysis and arrangement of evidence (DeNisco & Barker, 2016). There are numerous databases available for research; the GCU nursing library page provides various nursing resources that are excellent for initiating EBP and conducting research (GCU Library, n.d.). To mention a few: CINAHL Complete is an excellent place to start because it covers a wide variety of specializations and is quite nursing-specific. PubMed is another that boasts a sizable database and is completely free to use. And the COCHRAN library is an excellent choice because it has seven distinct databases dedicated to providing medical professionals with high-quality, independent evidence to aid in care decision-making. The Steps In The Process Of Conducting Evidence-Based Research And The Importance Of Using Them 513 NUR

After collecting new evidence, critically appraising it, one must then determine if the new evidence is strong enough to support an

NUR 513 Discussion The Steps Of The Evidence-Based Research Process And The Importance Of Using Them

NUR 513 Discussion The Steps Of The Evidence-Based Research Process And The Importance Of Using Them

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intervention or change in practice; or if more evidence is needed and more research must be conducted. If an intervention or implementation is made, they must be measurable, and one must be able to evaluate the effectiveness of said interventions. DeNisco & Barker said “Evaluating practice and changes in practice is essential to the successful implementation of any quality improvement or evidence-based practice initiative. Evaluation is an ongoing process that must start early in a project and be continual” (2016, p. 522). These outcomes can then be compared to national benchmarks; benchmarking is essentially like continuously comparing your outcomes to the industry’s “gold standard” or the best of the best. Benchmarking is a way to make sure that current practices are staying relevant with practices of other organizations or competitors.  The Steps Of The Evidence-Based Research Process And The Importance Of Using Them NUR 513

Referenceshttps://nursingassignmentcrackers.com/the-steps-of-the-evidence-based-research-process-and-the-importance-of-using-them-nur-513/

DeNisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.

GCU Library, (n.d.). Nursing & health sciences: Evidence-based practice. https://libguides.gcu.edu/Nursing/ebp

 

RESPOND TO GINA HERE (150 WORDS, 2 REFERENCES)

Hello Gina,

I agree with you that in the process of coming up with an EBP topic of research it is imperative for the nurse to develop a PICOT analysis that will be crucial in identifying the feasibility of the problem of research. The nurse requires adequate information about the topic of research in order to understand the greater scope of area of study and be able to build on the already existing knowledge available on a given a chosen research topic. These checks have to be made before conducting the EBP so that the research work generated has a practical application in promoting quality care among the target population (Li et al., 2019). Some of the pertinent questions considered in the PICOT include; will the target population benefit from the findings of the study? will the finding be applicable to the practice? Will the finding support an existing concept or practice or it will build a new theory? Will the finding support the existing nurse theory or will provide evidence for change of existing nurse theory? These are the key areas that the research problem in EBP should address, if not then the problem has to be re=examined and adjusted in order for it to have a clinical relevance and importance to the nurse practice (Duff et al., 2020). The Steps Of The Evidence-Based Research Process And The Importance Of Using Them NUR 513

References

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: an interpretive description. Implementation Science Communications, 1(1). https://doi.org/10.1186/s43058-020-00070-0

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. Medicine, 98(39), e17209. https://doi.org/10.1097/md.0000000000017209

BARBARA

Re: Topic 7 DQ 1

Evidence-based practice (EBP) unites research evidence with clinical expertise and encourages individualized care by including patient preferences (Stevens, 2013). A major paradigm shift in the way nurses began to think about research results, framed the context for improvement, and employed change to transform healthcare was apparent with EBP on the scene. Patient care outcomes substantially improve with the use of EBP and tested interventions.

Two nursing educators and researchers, Melnyk and Fineout-Overholt, suggest seven steps in the EBP process, all proving vital for effective implementation and integration into the clinical setting (Melnyk & Fineout-Overholt, 2011, as cited in DeNisco & Barker, 2016, p.465). In the past, it has taken years to transfer new knowledge into practice, so speed is the primary goal for EBP models (DeNisco & Barker, 2016). Many models exist and common aspects include: identifying a problem and having a spirit of inquiry, asking practice questions, reviewing the latest evidence, critically appraising the evidence, integrating personal expertise and patient preferences in and grading, and finally organizing pieces in a meaningful way.

In the initial stages of locating information, I would start searching in PubMed because it is a free database accessible from any mobile device (DeNisco & Barker, 2016). Begin with a researchable and answerable question is essential. The PICOT question formulation method is widely used for clinical problems. Searching databases such as CINAHL, The Cochrane Library, or MEDLINE would be my next approach. The CINAHL database provides access to over 3,000 nursing and allied health journals yet, a subscription is required for access.

Nurses within leadership have an unprecedented opportunity as mentioned by Stevens (2013), to step forward and transform healthcare from a systems perspective, focusing on EBP for patient safety, patient engagement, and clinical effectiveness. The “next big ideas” in EBP focus on making systems improvements and transforming healthcare. Moving beyond the individual and shifting the focus on groups, health systems, and the community is one part. Dissemination and implementation of strategies to assure effective and safe patient care are delivered rapidly is the second part. While there are benefits to the evidence gathered and applied, the true benefit goes to the patient.

Resources

DeNisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession. Jones & Bartlett Learning.

Stevens K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing18(2), 4.

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to 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.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

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 references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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 Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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