Locating Credible Databases and Research
Create a 3-5 page submission in which you develop a PICO(T) question for the diagnosis you worked with in the first two assessments and evaluate the evidence you locate, which could help to answer the question.
After reviewing the materials you created to research a specific diagnosis in the first two assessments, apply the PICO(T) process to develop a research question and research it.
Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your chosen diagnosis, and explain how the evidence would help you plan and make decisions related to your question. Locating Credible Databases and Research
If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.
In your submission, make sure you address the following grading criteria:
- Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question
- Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).
- Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.
- Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
- Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.
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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: Locating Credible Databases and Research
- Assessment 3 Example [PDF] Download Assessment 3 Example [PDF].
Your assessment should meet the following requirements:
- Length of submission: Create a 3-5 page submission focused on defining a research question and interpreting evidence relevant to answering it.
- Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
- APA formatting: Format references and citations according to the current APA style.
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 the findings from articles or other sources of evidence that are relevant to the health care issue.
- Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
- Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
- Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
- Competency 3: Apply an evidence-based practice model to address a practice issue.
- Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.
- Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
- 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.
Those who hold a baccalaureate-prepared nursing position in a supervisory capacity must be mentors and examples for the other nurses. Every effort must be made to enhance learning and the application of research in clinical settings to reduce the gap between theory and practice. Supervisors who take an active role, not only towards staff members who are new to the profession or specific cases but also offer advice and direction from their wealth of knowledge, can significantly impact the caliber of care a facility provides. Locating Credible Databases and Research
As a baccalaureate-prepared nurse, I must help novice nurses find trustworthy information sources and communicate effectively. I will advocate using evidence-based practice (EBP) as an integral part of clinical teaching. This approach involves incorporating current research into patient care decisions (Melnyk & Fineout-Overholt, 2023). This principle provides the foundation for quality healthcare delivery and introduces the novice medical staff to the processes of providing services at the highest standards. A new nurse on our medical-surgical floor voiced concern about how to handle a patient who has had acute myocardial infarction (AMI). In developed nations, acute myocardial infarction (AMI) is among the primary causes of death. The disease affects an estimated three million individuals globally, resulting in over one million fatalities each year in the United States (Mechanic et al., 2023). Due to decreased coronary blood flow, acute myocardial infarction transpires, resulting in inadequate oxygen delivery to the heart and subsequent cardiac ischemia. Multiple factors cause coronary blood flow reduction. Taking this as an excellent opportunity to pass on the significance of EBP, I initiated a mentoring process to help the nurse research this diagnosis, highlighting accessible and relevant information sources.
Communication Strategies to Encourage Evidence-Based Research
Effective communication is essential to encourage a new nurse to research and understand AMI. I would start by acknowledging the nurse’s concerns and validating their need for further knowledge. Recognizing the general overwhelming character of a new diagnosis, the conversation should begin with empathy toward the expressed uncertainty. The new nurse needs to know that they are allowed to mull over all kinds of feelings that they may be experiencing early in their job, even feeling unsure. The empathetic dialogue should express confidence in their capability to learn and reinforce the importance of EBP in improving patient outcomes. All are perfectly understandable at this stage. Here, the goal is to establish a relationship that builds rapport and cultivates trust. Then, the conversation will switch to the critical nature of evidence-based practice (EBP), elaborating on how EBP allows healthcare providers to care for this patient and improve nursing practice (Mikkonen et al., 2020). EBP converts the most recent research into clinical decisions and shows how it improves patient prognoses. On this front, research is demystified because it is rendered either a collaborative or a learning process. Locating Credible Databases and Research
Collectively, I will help the nurse gain access to the digital resources in the hospital. It shall also involve guiding them as they navigate the online library and databases where they can find up-to-date research and guidelines on AMI. Regular follow-up talks to analyze their understanding and to remove any doubts would be helpful because these talks would produce a study environment that is being supported. The nurse feels comfortable knowing that a team member will be assigned as a guide during onboarding. The strengths include extensive accessibility, an active mentoring approach, a wide range of services to provide, and help with interpretation. Eventually, researching such diagnoses is a vital continuum within the nursing profession. Through the process, each new research experience not only broadens one’s existing knowledge but also allows one to become more capable of giving the best care possible to future patients.
The Best Places to Complete the Research
The facility has several well-equipped research areas where the research can be carried out. Users can access various databases and journals through subscriptions at the existing hospital’s computer lab. The online library provides comprehensive resources, including medical journals and evidence-based practice (EBP) tools. In addition, the workstations for nurses play a significant role since they are supported by the Dynamic Health resource for clinical skills and PolicyTech, which has hospital-specific policies that ensure that the nurses have a quick reference during their clinical tasks.
Identification of the Five Sources for Evidence of AMI
- CINAHL (Cumulative Index to Nursing and Allied Health Literature): The nursing field literature presenting nurse-bound viewpoints and specializations. It is an assurance of quality evidence where practitioners explore nursing intervention strategies that can be used for AMI patients.
PubMed: Assembles a dynamic data repository featuring thousands of case studies covering diverse AMI medication and prognosis angles. - American Heart Association (AHA): Provides the newest information about AMI therapy, practice guidelines for medical professionals, and patient-friendly educational materials through the AHA website at https://www.heart.org/ (Gulati et al., 2021).
- PolicyTech: Houses the latest hospital policies on the management of AMI and ensures that the nurses’ practice is right in line with current institution standards.
- Dynamic Health: provides concise, clinically relevant summaries that are easily accessible, making it ideal for immediate clinical guidance.
- Cochrane Library: Providing the systematic review that evaluates the efficacy of therapy and various interventions for acute myocardial infarction.
It is essential to use accurate terminology in the research process so terms such as “acute myocardial infarction,” “AMI management,” “AMI nursing interventions,” and “patient education after AMI” can be used. Moreover, I underline the need to get recent publications (published in the last five years) as a top priority to ensure access to the most recent practices. Therefore, these reviews offer a pre-evaluated summary of the existing data and a valuable synthesis of the state of the art in AMI treatment. Locating Credible Databases and Research
Explanation of Why the Sources Provide the Best Evidence
These sources were consciously chosen based on their direct contributions to AMI, their legitimate sources, and the wealth of varied perspectives provided. They furnish the information that helps in comprehending AMI. The same information enlightens us about the causes of AMI, its diagnostic methods, evidence-based approach to treatment, and the nursing care strategies for comprehensive care. The AHA website provides nurse-friendly instructional materials and reliable practice guideline information (Gulati et al., 2021). The sources consist of current peer-reviewed journals, systematic reviews written by top experts, hospital policies on protocols specific to the institution, and the American Heart Association, known for its rigorous scientific standards. This part presents a broad spectrum of global AMI care by enlisting different approaches. Databases such as CINAHL emphasize the role of a nurse, while PubMed provides more general medical research. Evidence-based interventions are put forward in the Cochrane Library, and the alignment between the hospital standards and policyTech software is observed. Therefore, it supplies the nurse with the necessary in-depth knowledge to make decisions concerning this particular AMI patient, resulting in optimal outcomes and increasing their expertise in future cases.
Conclusion
The ability to guide and mentor nursing staff in the use of evidence-based resources is a critical function of a baccalaureate-prepared nurse. Encouraging research and the use of EBP among nursing staff is crucial for maintaining high standards of care, particularly for complex conditions such as AMI. As a baccalaureate-prepared nurse, I facilitate access to the best evidence and support the clinical staff in its application. Effective communication and collaboration strategies can achieve these, making sure all patients receive care that is valid clinically and up to date through directing staff to reliable sources of information. This enhances patient outcomes and fosters a culture of continuous learning and improvement among the nursing team. Locating Credible Databases and Research
References
Gulati, M., Levy, P. D., Mukherjee, D., Amsterdam, E., Bhatt, D. L., Birtcher, K. K., Blankstein, R., Boyd, J., Bullock-Palmer, R. P., Conejo, T., Diercks, D. B., Gentile, F., Greenwood, J. P., Hess, E. P., Hollenberg, S. M., Jaber, W. A., Jneid, H., Joglar, J. A., Morrow, D. A., & O’Connor, R. E. (2021). 2021 AHA/ACC/ASE/CHEST/SAEM/SCCT/SCMR guideline for the evaluation and diagnosis of chest pain: Executive summary: A report of the American College of Cardiology/American Heart Association Joint Committee on Clinical Practice guidelines. Circulation, 144(22). https://doi.org/10.1161/cir.0000000000001030
Mechanic, O. J., Gavin, M., & Grossman, S. A. (2023). Acute myocardial infarction. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK459269/#:~:text=Acute%20myocardial%20infarction%20occurs%20due
Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing and healthcare: A guide to best practice (5th ed.). Lippincott Williams & Wilkins.
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(1), 104272. https://doi.org/10.1016/j.nedt.2019.104272 Locating Credible Databases and Research
