NURS-FPX4030 Assessment 1: Locating Credible Databases and Research Samples Included

NURS-FPX4030 Assessment 1: Locating Credible Databases and Research

Scenario

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

You may choose the diagnosis for the patient in this scenario or health care issue/diagnosis of your choice. Or you may choose something you would find interesting to research or that applies to a clinical problem/diagnosis you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central- venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

Preparation

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.

BSN Program Library Research Guide.

Evidence-Based Practice in Nursing & Health Sciences. Databases A-Z: Nursing & Health Sciences.

Get Critical Search Skills.

Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.

You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an

opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

Instructions

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario. Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario or clinical practice issue/diagnosis and describe to which of these you would direct a nurse colleague to search for evidence.

Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.

Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.

Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue. Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.

Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on

the scoring guide would look like:

Assessment 1 Example [PDF].

Additional Requirements

Your assessment should meet the following requirements:

Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.

Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.

APA formatting: References and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.

Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within the context of a specific health care setting.

Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for the diagnosis/health care issue.

Competency 4: Plan care based on the best available evidence.

Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three out of five should be specific to the diagnosis/health care issue.

Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as well as strategies to collaborate with the nurses to access resources.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Locating Credible Databases and Research Completed Sample Paper 1

Learner’s Name

Capella University

NURS-FPX4030: Making Evidence-Based Decisions

Instructor’s Name

August, 2023

Locating Credible Databases and Research

Evidence-based practice (EBP) is the use of the best evidence available for problem- solving and decision-making in patient care. Pain is considered to be one of the most adverse outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and acute neurohormonal changes. Pain management in postsurgical patients requires high-quality care. Evidence suggests that a lack of encouragement or support of EBP research for postoperative pain management lowers nurses’ confidence in functioning efficiently (Mędrzycka-Dąbrowska et al., 2018).

In this assessment, the scenario considered is that of a newly trained nurse assigned to a patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is not confident about implementing evidence-based practice in the context of the patient’s diagnosis. The focus of this assessment is to identify communication strategies that a head or senior nurse can use to encourage newly trained nurses to effectively research their patients’ diagnoses. Recommendations on how to evaluate credible sources during the research process and the criteria to be considered when selecting the best sources will be identified. Finally, a list of recommended sources will be provided along with the rationale behind choosing them.

Communication Strategies to Encourage Diagnosis-Based Research

Learning while on the job through structured mentoring gives new nurses a clearer idea of how to approach a problem. Competent mentors help new nurses build confidence and enable an atmosphere that promotes communication within a practice. Mentors display personal characteristics such as empathy, respectfulness, and patience. They practice active listening by conducting unscheduled discussions frequently with new nurses to address queries. They also provide constructive feedback to support the learning process (Mikkonen et al., 2020). Online training or video-based modules have also added value to the learning process. Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016).

The Best Places to Complete the Research

Credible sources can be identified using the CRAAP test, which stands for the five criteria for evaluating an online source, namely currency, relevance, authority, accuracy, and purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to identify credible online sources. However, nurses must ensure that they look for resources in the right places. Practicing nurses have had the best EBP-oriented research experiences in health care settings and clinical trials (Galassi et al., 2014). Additionally, it is recommended that nurses use the hospital or university library, hospital policy manuals, and hospital guidelines to complete their research.

Identification of Five Sources for Evidence of Clinical Diagnosis

Based on the factors indicated in the CRAAP model, five credible online sources have been identified. The sources are as follows: the Cumulative Index to Nursing and Allied Health Literature database run by EBSCO publishing, the PubMed website (https://pubmed.ncbi.nlm.nih.gov/) published by the National Library of Medicine, the Journal of Pain by the American Pain Society, the Journal of Pain and Relief, and the Columbian Journal of Anesthesiology by Wolters Kluwer. These sources provide validated information for research on postoperative pain management. Based on the CRAAP model, these five sources have been ranked in the order of their usefulness.

Explanation of Why the Sources Provide the Best Evidence

These sources have been selected because they provide access to vetted, full-text articles from the most sought-after medical journals and peer-reviewed articles by practicing nurses, medical professionals, or research scholars in the field of medical science. These journals and websites provide information on EBP-oriented research on postoperative pain management, which is backed by scientifically collected data. These sources are regularly updated with the latest findings. Credible articles in these journals are easy to find and most of them are available free of cost.

Conclusion

Competent mentoring by using appropriate communication strategies can help nurses adopt EBP-oriented research in their practice. Support from mentors helps new nurses research effectively when they encounter new patient diagnoses. For effective research, nurses can evaluate the credibility of the online sources using the CRAAP model.

References

Central Michigan University. (2020). Website research: CRAAP test.

https://libguides.cmich.edu/web_research/craap

Dadich, A., & Hosseinzadeh, H. (2016). Communication channels to promote evidence-based practice: A survey of primary care clinicians to determine perceived effects. Health Research Policy and Systems, 14. https://doi.org/10.1186/s12961-016-0134-z

Galassi, A. L., Grady, M. A., O’Mara, A. M., Ness, E. A., Parreco, L. K., Belcher, A. E., & Hastings, C. E. (2014). Clinical research education: Perspectives of nurses, employers, and educators. Journal of Nursing Education, 53(8), 466–472. https://doi.org/10.3928/01484834-

20140724-04

Mędrzycka-Dąbrowska, W., Dąbrowski, S., Gutysz-Wojnicka, A., Basiński, A., & Kwiecień-Jaguś,

726. (2018). Nurses’ knowledge and barriers regarding pain management. Journal of PeriAnesthesia Nursing, 33(5), P715–726. https://doi.org/10.1016/j.jopan.2017.03.005

Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., Juskauskiene, E., Vizcaya-Moreno, F., Pérez-Cañaveras, R. M., De Raeve, P, & Kääriäinen, M. (2020).

Development and testing of an evidence-based model of mentoring nursing students in clinical practice. Nurse Education Today, 85. http://doi.org/10.1016/j.nedt.2019.104272

NURS FPX 4030 Assessment 1 Locating Credible Database and Research Example Paper 2

Learner’s Name

Capella University

NURS-FPX4030: Making Evidence-Based Decisions

Instructor’s Name

August, 2023

Evidence-based nursing practice (EBP) is the delivery of care that is informed by the most recent and pertinent scientific research on nursing practice. The use of evidence-based practice in the healthcare sector encourages a practice-driven style that emphasizes quality and safety (Fu, et al, 2020). However, lack of knowledge about research and analysis among clinical nurses remain the biggest barrier to EBP. By setting an example, a nurse leader can help to close any gaps and hurdles that have been found. A leader leads not only by high powers, but also by high level of knowledge that followers can emulate. In the scenario, preoperative starving for 6-8 hours is, as recommended, prevents occurrence of regurgitation and aspiration during and shortly after surgery.

Communication strategies to Encourage Diagnosis-Based Research

Leadership in nursing is critical in shaping policies to deliver quality nursing care. A nurse leader must practice the act of building good working relationships with other nurses. Such an environment is reliant on an inclusive communication. Nurses must understand not only the pre-surgery checklist, but also rationale for each preparation item, and those items that are dependent on the type of surgery. Risk for aspiration may not be indicated for patients whose surgeries do not need smooth muscle relaxation. Case presentations during nursing rounds provide a learning ground for nurses to evaluate the patient care and plan personalised care for the patient based on rationale. The nurses could initially benefit from a research training designed to orient them on access to the hospital library, online nursing databases and community libraries. Further, mentoring personal traits such as patience and empathy will help build active listening among the nurses (Sevy Majers, & Warshawsky, 2020 NURS-FPX4030 assessment 1 Locating Credible Databases and Research). Clinical conferencing and discussions in the presence of a multidisciplinary team conducted frequently could also boost utilisation of evidence-based practices. These platforms also provide a safe space to raise concerns on possible barriers towards improving patient care, as well as raising alert of new guidelines and practices as informed by current evidence.

The Best Places to Complete the Research

Nurses must also learn formulation of research questions to their search for evidence. The PICO concept translates to inclusion of the patient/problem, the intervention, comparison and the expected outcome all in the research question. This formulation helps limit the search for information to journals aligned to the topic of interest, as filtered by the PICO. Nurses must however learn how to search for journals and analyse the evidence provided. Guidelines, standards of practice, policy documents and institutional libraries are among resources that nurses can use to complete their research. Besides hard copy resources in physical libraries, subscriptions to journal resource databases such as CINAHL, PUBMED, EBSOCOHOST, etc. provide users with easy access. This adds to a wider range of access to journals and publications for research.

Identification of Five Sources for Evidence of Clinical Diagnosis

Nursing databases provide a vast list of research papers and journals that students can access as subscribers. Nurses could greatly utilize free access databases for research purposes and in gathering information on EBP topics. Hospital libraries provide additional scientific databases for access by the users while on site. Free access databases include CINAHL, hosted by EBSCO that covers papers in nursing, health, biomedicine, consumer health and ANA publications. It is the largest full text database for health-related journals (Hopia, & Hekkila, 2019 NURS-FPX4030 assessment 1 Locating Credible Databases and Research). PubMed is also a free online database hosted by National Library of Medicine. However, unlike CINAHL, it only provides access to the abstract and bibliography. Hospital and community libraries have the position to subscribe for access to PubMed on behalf of library users. This database pools information from Index Medicus, International Nursing Index and journals on health, information science, therapy, health education, physical sciences, communication disorders and biology. Additional sources include Oxford Academic Publishing humanities, medicine, law and science papers (https://academic.oup.com ), SAGE Publishers and Elsevier Publishers (https://www.elsevier.com).  

Explanation Why the Sources Provide the Best Evidence

Databases such as CINAHL and PubMed are the widely used, are hugely built and have a large scope of health-related journals and publications. Hospital and community libraries are additional resource centres available for research to nurses. The resources will provide up-to-date peer-reviewed journals on preoperative nil per oral, with relevant rationale in nursing. Additional publications by policy making organisations and health regulatory bodies can also be accessed as soon as they are published, mostly for free.

Conclusion

The nurse leader is vital in change making, and in this case implementation of EBP in nursing practice and administration. Effective and inclusive communication strategies build a warm workplace for nurses to consult, ask and learn from leaders. Since the leader must be well groomed, knowledge on research and EBP is a crucial area of expertise. For quality research resources, use of PICO format of research question will help guide their research into the topic of interest.

References

Fu, L., Su, W., Ye, X., Li, M., Shen, J., Chen, C., Guo, Q., Ye, L., & He, Y. (2020). Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals. Inquiry: A Journal Of Medical Care Organization, Provision And Financing, 57, 46958020927876. https://doi.org/10.1177/0046958020927876 

Hopia, H., & Heikkilä, J. (2019). Nursing research priorities based on CINAHL database: A scoping review. Nursing open, 7(2), 483–494. https://doi.org/10.1002/nop2.428

Sevy Majers, J., & Warshawsky, N. (2020). Evidence-Based Decision-Making for Nurse Leaders. Nurse Leader, 18(5), 471–475. https://doi.org/10.1016/j.mnl.2020.06.006

State College of Florida, (2021). Evidence Based Practice. Retrieved from https://libguides.scf.edu/c.php?g=845111&p=6143017

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS-FPX4030 Assessment 1: Locating Credible Databases and Research

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• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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