Locating Credible Databases and Research NURS-FPX4030

Locating Credible Databases and Research NURS-FPX4030

NURS-FPX4030 Making Evidence-Based Decisions Assessment 1

Introduction

Welcome to your Capella University online course, NURS-FPX4030 – Making Evidence-Based Decisions

Baccalaureate-prepared nurses use the best available evidence in the processes of clinical reasoning and judgement, which lead to interventions that result in desired patient, systems, and population outcomes. This course focuses on the development of generalist nursing practice competencies for evidence-based decision making. In this course, you will access a variety of databases and other sources of evidence. By analyzing the credibility of evidence, you will work toward defining evidence-based solutions and plans to improve outcomes in care.

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Supporting Resources

Related resources are provided for each assessment. Additional resources that may be useful throughout your courses have been gathered for easy access. Refer to the link in the courseroom navigation panel to access these resources.

Kaltura Activities

For one of the assessments in this course, you are required to create a video recording using Kaltura or similar software. Refer to Using Kaltura for more information about this courseroom tool.

To create your recording, you will need a built-in or external microphone and, for video, a webcam.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Your Online ePorfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews.

To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future.

Next, create your story or talking points to tell your professional story.

Saving Your Documents to ePortfolio

You will need a place to store your documents in an organized fashion so that you can access them at a later date. Do not rely on the courseroom to store your assignments for you as you will lose access to the courseroom after you have completed the course. Capella uses a cloud-based portfolio platform to facilitate your organization of the artifacts you create throughout your program.

To make an online portfolio useful, it is essential that it is organized clearly and that important files of any format are accessible. Read the Online ePortfolio Guidelines [PDF] to ensure you set up your online portfolio correctly. For more information on ePortfolio, visit the Campus ePortfolio page.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development.

Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

COURSE COMPETENCIES

To successfully complete this course, you will be expected to:

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

Analyze the relevance and potential effectiveness of evidence when making a decision.

Apply an evidence-based practice model to address a practice issue.

Plan care based on the best available evidence.

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

NURS-FPX4030 Assessment 1: Locating Credible Databases and Research

Create a 2-4 page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.

Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome.

Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

Your Online e-Portfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

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 Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Does not describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Lists communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Additionally, notes specific benefits of strategies in helping to build professional competence or a positive professional relationship. Cites literature to support discussion.
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 a diagnosis. Does not describe the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Lists the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Notes one or more reasons for utilizing the places within the 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/health care issue, and three out of five should be specific to the diagnosis/health care issue. Does not identify sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue. Identifies less than five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, or one or more of the identified sources of online information is inappropriate for professional nursing practice. Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Ranks the sources from most useful for nurses to least.
Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Does not explain the sources selected. Identifies the sources selected, but does not provide a full or clear explanation as to the relevance or usefulness of the sources selected within the context of the chosen diagnosis/health care issue. Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Notes criteria used to determine the relevance and usefulness of the sources.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

Resources: Nurses and Research

The resources below explore topics related to nurses and research:

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2016). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872.

This article discusses the importance of and methods for successfully conducting and translating research into clinical practice. It also briefly discusses barriers to research.

Borsting, T. E., Kristensen, N., & Hanssen, I. (2020). Student nurses’ learning outcomes through participation in a clinical nursing research project: A qualitative study. Nurse Education in Practice, 43.

This article presents a study showing how utilizing clinical research allowed the student to hone in on their communication skills, become more confident, and be able to utilize their theoretical knowledge to reflect, observe, asses, and act.

Showalter, B. L., Cline, D., Yungclas, J., La Frentz, K., Stafford, S. R., & Maresh, K. J. (2017). Clinical research nursing: Development of a residency program. Clinical Journal of Oncology Nursing, 21(5), 633-636.

Clinical research nurses are essential in the coordination of clinical trials and the management of research participants. Without a stable, knowledgeable research nurse workforce, the conduct of research is affected. A research nurse residency is a novel approach to preparing new graduate nurses for the oncology research nurse role. This article will describe the development and content of the research nurse residency and how this approach is being used to address a need for clinical research nurses to support burgeoning clinical trials at a National Cancer Institute-designated comprehensive cancer center.

Herena, P. S., Paguio, G., & Pulone, B. (2018). Clinical research nurse education: Using scope and standards of practice to improve care. Clinical Journal of Oncology Nursing, 22(4), 450-452.

This article discusses how clinical research has become a global enterprise, and advances in the basic sciences have exceeded the capacity of the clinical research infrastructure. This articles also covers how the lack of experience clinical research nurses can create a challenge for institutions with robust clinical trial pipelines.

Health & Medicine Week. (2018, Oct 26). Clinical research; Study results from A.T. still university of health sciences update understanding of clinical research (clinical research nursing: Awareness and understanding among baccalaureate nursing students). Health & Medicine Week.

The article reviews strategies for encouraging and motivating nurses to engage in research.

Locating Credible Databases and Research Example

Research is a vital tool in the ongoing effort to improve the quality and safety of patient care. Patient care is continually improving, thanks to the efforts of healthcare staff and researchers in discovering new methods to improve treatment and putting the findings into practice. However, before applying the evidence into practice, there is a prodromal period of significant effort to find appropriate resources, sift through for credible material, and choose which one best meets the patient’s requirements.

Baccalaureate nurses get training in nursing research to equip them with skills in obtaining and putting evidence into practice to prepare them for a dynamically changing healthcare environment. Recognizing the significance of research in patient care, the purpose of this paper, which employs a nursing practice scenario, is to emphasize the importance of obtaining credible databases and information, as well as fundamental communication and collaboration tactics, to solve a nursing practice situation.

The Role of a Baccalaureate-Prepared Nurse in Supervising Clinical Staff Nurses

Summary of the Nursing Practice Scenario

As a registered nurse (RN) in the medical-surgical ward of a local teaching hospital, I am bestowed with the task of overseeing three nurses. One day, after giving the nurses their patient assignments and completing the shift report, a new nurse who had just completed orientation and training a week before approaches me and says he has encountered a patient with a diagnosis he is unfamiliar with and thus lacks the confidence to continue the assessment and treatment. Knowing the importance of using the best evidence to improve patient outcomes, my role as a supervisor is to help the nurse locate research and reliable material that may be used to deliver the best care for the patient.

Communication and Collaborative Strategies

Healthcare values communication and collaboration as essential cornerstones of the industry. People go from amateurs to connoisseurs in the healthcare industry, just as they do in any other subject. The trip is worthwhile, even if it is a long road, especially in health, to become an expert. As a supervisor of nurses in the medical-surgical ward, one of my responsibilities is to assist them in identifying areas of weakness and developing suitable ways to improve them.

A nurse encounters a 57-year-old male patient on the ward who has a longstanding history of smoking and now has dyspnea, chronic productive cough, and physical examination reveals increased bilateral resonance on percussion, diminished breath sounds, and crackles at the lung bases on auscultation. The nurse suspects the patient has a chronic respiratory condition but is unclear whether it is a chronic obstructive pulmonary disease (COPD) or another diagnosis.

I would dedicate time to teaching the nurse about taking a comprehensive patient history and doing a physical examination on individuals suspected of having respiratory diseases. The education would take the form of a bedside tutorial in which the nurse would be able to ask the patient pertinent questions and execute the different procedures for a focused respiratory exam.

Regardless of the healthcare hierarchy, everyone is regarded as a colleague, whether junior or senior (Parkinson, 2018), and so talking with the nurse most respectfully sustains the relationship as well as professionalism. I would also educate the nurse on credible medical and nursing databases where relevant information may be found.

This training will take place in the hospital’s computer lab, which gives free access to medical research databases. The many reputable databases, what sources to look for, and tactics, such as key phrases, to access the articles will be among the instructional subjects. To establish a collaborative atmosphere, treating lower-ranking professionals with the decency and respect they deserve, recognizing where they have done well, and continuing medical education are all effective strategies.

Best Places to Complete Research and Types of Resources to access to find Pertinent Information

Besides being a teaching and a leading hospital in education, the institution is proud to have one of the nationally known computer laboratories, which enables access to vast resources that may influence clinical decision-making. The computer lab offers free internet access and free logins to different credible medical databases, which any healthcare professionals, students, and trainees linked with the organization may use to obtain pertinent information.

Aside from the computer lab, other areas of the hospital with computers and reliable internet access that can be used to access relevant data include the research department, medical-surgical floor, nurses and physician workstations, theatre, IT/health informatics room, patient monitoring room, and imaging department.

According to Kim et al. (2020), the search for credible information starts with knowledge of the relevant databases and the subject or healthcare issue in question. As a result, the first step necessitates considerable work in obtaining evidence from appropriate databases, and it determines whether the subsequent stages of evidence application into practice will be productive.

Five Sources of Online Information that provide the Best Evidence for the Chosen Diagnosis

CINAHL, PubMed, Medline, ProQuest, and the Cochrane Library are among the medical databases that will be useful. The search terms will include “epidemiology of COPD,” “risk factors of COPD,” “clinical features of COPD,” “assessment and evaluation of patients with COPD,” and “management of COPD.” Journal articles, guidelines from national ministries or health organizations such as WHO, and data from credible websites such as the CDC will be utilized. Utilization of the aforementioned search techniques generated the five articles listed below.

  1. Ruvuna, L., & Sood, A. (2020). Epidemiology of chronic obstructive pulmonary disease. Clinics in Chest Medicine, 41(3), 315–327. https://doi.org/10.1016/j.ccm.2020.05.002
  2. Celli, B. R., & Wedzicha, J. A. (2019). Update on clinical aspects of chronic obstructive pulmonary disease. The New England Journal of Medicine, 381(13), 1257–1266. https://doi.org/10.1056/NEJMra1900500
  3. Safiri, S., Carson-Chahhoud, K., Noori, M., Nejadghaderi, S. A., Sullman, M. J. M., Ahmadian Heris, J., Ansarin, K., Mansournia, M. A., Collins, G. S., Kolahi, A.-A., & Kaufman, J. S. (2022). Burden of chronic obstructive pulmonary disease and its attributable risk factors in 204 countries and territories, 1990-2019: results from the Global Burden of Disease Study 2019. BMJ (Clinical Research Ed.), 378, e069679. https://doi.org/10.1136/bmj-2021-069679
  4. Global Initiative for Chronic Obstructive Lung Disease. (2018). Global Strategy for the Diagnosis, Management, and Prevention of Chronic Obstructive Pulmonary Disease 2018 Report. Goldcopd.org. https://goldcopd.org/wp-content/uploads/2017/11/GOLD-2018-v6.0-FINAL-revised-20-Nov_WMS.pdf
  5. Mirza, S., Clay, R. D., Koslow, M. A., & Scanlon, P. D. (2018). COPD guidelines: A review of the 2018 GOLD report. Mayo Clinic Proceedings. Mayo Clinic, 93(10), 1488–1502. https://doi.org/10.1016/j.mayocp.2018.05.026

Why the Sources provide the Best Evidence for the Chosen Diagnosis

The sources cited are from the most credible medical databases and were authored by medical cognoscenti. Furthermore, some of the sources are published by globally known health organizations that have long been relied on to give credible medical information. Moreover, the sources obtained were published within the previous five years, guaranteeing that the information is current and practical. The reasons given above forecast the reliability and credibility of the sources and, hence why they were selected to influence practice in relation to the nursing practical scenario provided

Conclusion

Healthcare research has been around since antiquity, and if anything has changed, it has only become better and more advanced. Healthcare practitioners are urged to apply research-based findings to provide consistently improved patient care. This demands the ability to search credible medical and nursing databases to obtain relevant information that can be applied in practice.

To foster research competence, baccalaureate curricula have included nursing research into the pedagogy, preparing nurses for dynamically evolving patient care. While significant progress has been made, there is still a gap, particularly in the treatment of chronic illnesses such as COPD, where many specialists may provide opposing views on care. The competing viewpoints highlight the importance of a healthcare professional’s ability to acquire reliable resources and sift through them to discover the best justified research-based conclusions that match the requirements of their patients.

References

Celli, B. R., & Wedzicha, J. A. (2019). Update on clinical aspects of chronic obstructive pulmonary disease. The New England Journal of Medicine, 381(13), 1257–1266. https://doi.org/10.1056/NEJMra1900500

Global Initiative for Chronic Obstructive Lung Disease. (2018). Global Strategy for the Diagnosis, Management, and Prevention of Chronic Obstructive Pulmonary Disease 2018 Report. Goldcopd.org. https://goldcopd.org/wp-content/uploads/2017/11/GOLD-2018-v6.0-FINAL-revised-20-Nov_WMS.pdf

Kim, M., Mallory, C., & Valerio, T. (2020). Statistics for evidence-based practice in nursing (3rd ed.). Jones and Bartlett. https://books.google.at/books?id=5LEEEAAAQBAJ

Mirza, S., Clay, R. D., Koslow, M. A., & Scanlon, P. D. (2018). COPD guidelines: A review of the 2018 GOLD report. Mayo Clinic Proceedings. Mayo Clinic, 93(10), 1488–1502. https://doi.org/10.1016/j.mayocp.2018.05.026

Parkinson, M. D. (2018). The healthy health care workplace: A competitive advantage. Current Cardiology Reports, 20(10), 98. https://doi.org/10.1007/s11886-018-1042-3

Ruvuna, L., & Sood, A. (2020). Epidemiology of chronic obstructive pulmonary disease. Clinics in Chest Medicine, 41(3), 315–327. https://doi.org/10.1016/j.ccm.2020.05.002

Safiri, S., Carson-Chahhoud, K., Noori, M., Nejadghaderi, S. A., Sullman, M. J. M., Ahmadian Heris, J., Ansarin, K., Mansournia, M. A., Collins, G. S., Kolahi, A.-A., & Kaufman, J. S. (2022). Burden of chronic obstructive pulmonary disease and its attributable risk factors in 204 countries and territories, 1990-2019: results from the Global Burden of Disease Study 2019. BMJ (Clinical Research Ed.), 378, e069679. https://doi.org/10.1136/bmj-2021-069679

NURS-FPX4030 Assessment 2: Determining the Credibility of Evidence and Resources

Develop a 2-4 page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

Introduction

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided.

As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings. The nurse will need to incorporate the use of evidence-based practice models.

EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis/health issue for researching and completing this assessment:

  • The specific diagnosis/health issue you identified in your previous assessment.
  • The simulation Vila Health: Determining the Credibility of Evidence.
  • A personal practice experience in which a sentinel event occurred.

Instructions

The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice.

As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.

Below is a quick review table of several well-known Evidence-Based Practice Models used to guide exploration:

Evidence-Based Practice Models
Iowa Model of Evidence-Based Practice
Stetler Model
Ottawa Model
PARiHS (Promoting Action on Research Implementation in Health Services) Model
ACE (Academic Center for Evidence-Based Practice) Star Model
ARCC (Advancing Research and Clinical Practice Through Close Collaboration) Mode
John Hopkins Model
KTA (Knowledge-to-Action) Model

For this assessment:

  • Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
  • Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
    • Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue.
    • However, if you are locating resources to help provide evidence-based care for the diagnosis/health care issue you identified in the first assessment, you may want to begin your literature and evidence search from the databases that were identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.

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 a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
  • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
  • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
    • This is where you are selecting the specific resources to help address the issue in your chosen scenario.
  • Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Review the literature below and choose the appropriate model for your diagnosis/health care issue.
    • Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models help explain the various evidence-based nursing models.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Additional Requirements

Your assessment should meet the following requirements:

  • Length of submission: 2-4-page scholarly paper, this does not include the APA-formatted title page and reference list.
  • Number of references: Cite 3-5 sources of scholarly or professional evidence that support 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.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured

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

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
    • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Identify an evidence-based practice model (such as Iowa, Stetler, John Hopkins, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.
  • Competency 4: Plan care based on the best available evidence.
    • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
  • 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.

Determining the Credibility of Evidence and Resources Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Does not describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Lists a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Provides a specific rationale for the importance or benefit of applying an evidence-based approach. Uses literature to support discussion.
Explain criteria that should be considered when determining credibility of resources such as journal articles and websites. Does not explain criteria that should be considered when determining credibility of resources such as journal articles and websites. Lists criteria that should be considered when determining credibility of resources such as journal articles and websites. Explains criteria that should be considered when determining credibility of resources such as journal articles and websites. Explains criteria that should be considered when determining credibility of resources such as journal articles and websites. Notes one or more ways the criteria could be applied to a specific resource.
Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Does not analyze the credibility or relevance of evidence or resources. Describes the credibility or relevance of evidence or resources, but does not offer a complete analysis. The specific context of a quality or safety issue, or a chosen diagnosis may be unclear as well. Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Additionally, identifies the most useful evidence or resource based upon the analysis.
Identify an evidence-based practice model (such as John Hopkins, Stetler, Iowa, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Does not identify an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Identifies an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Does not explain the model or the importance of incorporating credible evidence. Identifies an evidence-based practice model and explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Notes specific examples of how the model could help improve the chosen issue or diagnosis/health care issue.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly. Attempts to apply APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

Resources: Promoting Evidence-Based Practice

  • The resources below explore promoting EBP:
    • Conway, A., Dowling, M. & Devane, D. (2019). Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme. BMC Medical Education, 19.
      • This article covers the translation of research into clinical practice and discusses the dissemination and implementation of EBP.
    • Pol-Castañeda, S., Rodríguez-Calero, M. Á., Zaforteza-Lallemand, C., Villafáfila-Gomila, C. J., Blanco-Mavillard, I., Ferrer-Cruz, F., & Joan De Pedro-Gómez. (2020). Moving evidence into practice by advanced practice nurses in hospitalization wards. protocol for a multicentre quasi-experimental study in three hospitals in Spain. International Journal of Environmental Research and Public Health, 17(10), 3473.
      • This article presents a project that aims to evaluate the impact of the incorporation of the Advanced Practice Nurse role on the implementation of EBP at three levels: Context, nurses’ perceptions, and clinical outcomes.
    • Albarqouni L., Hoffmann T., Straus S., Rydland, N., Olsen, N. R., Young, T., Illic, D., Shaneyfelt, T., Haynes, B., Guyatt, G., & Glasziou, P. (2018). Core competencies in evidence-based practice for health professionals: Consensus statement based on a systematic review and Delphi Survey. Journal American Medical Association Network Open, 1(2).
      • This article discusses core competencies in evidence-based practice (EBP) that health professionals should meet? Core competencies inform the development of EBP curricula for health professionals. Evidence-based practice (EBP) is necessary for improving the quality of health care as well as patient outcomes.
    • Ives E., J. & Pappas, S. (2020). The value of nursing research. The Journal of Nursing Administration, 50(5), 243-244.
      • Innovations in patient care, nursing, and the practice environment are hallmarks of organizations receiving American Nurses Credentialing Center (ANCC) Magnet Recognition. This article examines the growing importance of nursing research on patient care and outcomes and the role of Magnet hospitals as research pacesetters for the nursing profession. The authors discuss the critical difference between research and evidence-based practice, why both are important, and how organizations can develop the structures and processes to inspire and advance a robust culture of clinical inquiry.
    • Hagle, M., Dwyer, D., Gettrust, L, Lusk, D., Peterson, K., Tennies, S. (2020). Development and implementation of a model for research, evidence-based practice, quality improvement, and innovation. Journal of Nursing Care Quality, 35(2).102-107.
      • This article provides a discussion on algorithm with steps and decision points for nurses to follow based on a question from a clinical issue or problem. The model was approved by nursing-shared governance and is used for guiding relevant projects. The I3 Model guides the nurse in inquiry or improvement while supporting a culture of innovation in professional practice.
    • Mackey, A. & Bassendowski. S. (2020). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1).51-55.
      • This article will discuss evidence-based practice as it continues to advance the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains.
      • The concept of evidence-based practice is defined, and the similarities and differences to evidence-based medicine discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing, and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline.
    • Whalen, M., Baptiste, D., L. & Maliszewski, B. (2020). Increasing nursing scholarship through dedicated human resources. The Journal of Nursing Administration, 50(2). 90-94.
      • This article shares as the role of nursing grows in healthcare, the engagement of frontline nurses in evidence-based practice, quality improvement, and research is becoming the expectation and no longer the exception. Clinical nurses are in a unique position to inform and implement scholarly projects. The purpose of this staff development and the capacity-building project was to increase the output of scholarly work among frontline nurses through the formalization of nursing inquiry support via designated nursing inquiry project coordinators.
    • Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf
      • This website explains the various evidence-based nursing models.
    • Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1
      • This website also explains the various evidence-based nursing models.

NURS-FPX4030 Assessment 3: PICO(T) Questions and an Evidence-Based Approach

Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.

Introduction

PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

  • P – Patient/population/problem.
  • I – Intervention.
  • C – Comparison (of potential interventions, typically).
  • O – Outcome(s).
  • T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective.

Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

Reference

Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Jones & Bartlett Learning.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.

Scenario

For this assessment, please use a health care issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Instructions

For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the 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 issues, as well explain how the evidence would help you plan and make decisions related to your question.

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.

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 3 Example [PDF].

Additional Requirements

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.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

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 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.

PICO(T) Questions and an Evidence-Based Approach Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question. Does not define a practice issue to be explored via a PICO(T) approach. Identifies a practice issue, but does not frame it within the context of a PICO(T) question or approach. Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Notes how the exploration of the practice issue will benefit from a PICO(T) approach.
Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Does not identify sources of evidence that could be potentially effective in answering a PICO(T) question. Attempts to identify sources of evidence, but does not connect them to the PICO(T) question, or the connection is unclear. Identifies sources of evidence that could potentially be effective in answering a PICO(T) question. Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Presents criteria or rational used to determine potential to answer the PICO(T) question.
Explain the findings from articles or other sources of evidence that are relevant to the health care issue. Does not explain the findings from articles or other sources of evidence that are relevant to the health care issue Lists the findings from articles or other sources of evidence, but does not offer a full explanation. Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Notes which sources are the most credible.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Does not explain the relevance of the findings from chosen sources of evidence. Identifies the relevance of the findings from chosen sources of evidence, but does not offer a full explanation of how it relates to the PICO(T) question. Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Notes which findings are the most relevant or likely to lead to positive outcomes.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content so ideas flow logically with smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling. Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

Resources: PICO(T) Process

  • The resources below explore the PICO(T) process:
    • Abbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey. Wound Repair & Regeneration, 25(5), 892-900.
      • This article presents a study that examined the use of PICO(T) questions to locate evidence related to specific types of resources and research.
    • Ho, G. J., Liew, S. M., Ng, C., Shunmugam, R., & Glasziou, P. (2016). Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1-14. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167170
      • This article presents a study comparing the use of PICO(T) questions in a literature search to other search strategies.

This first two chapters in the following text, of which the Capella library has limited copies, could be helpful in expanding your knowledge regarding the PICO(T) process.

    • Boswell, C., & Cannon, S. (2020). Introduction to nursing research. Jones & Bartlett Learning.

Resources: Communicating Research

  • The resources below explore communicating research:
    • Bullington, J., Söderlund, M., Elisabeth Bos Sparén, Kneck, Å., Omérov, P., & Cronqvist, A. (2019). Communication skills in nursing: A phenomenologically-based communication training approach. Nurse Education in Practice, 39, 136-141.
      • This article presents the approach to communication in clinical situations and also discusses the barriers related to nurses sharing and communicating.
    • Gutiérrez-Puertas, L., Márquez-Hernández, V.,V., Gutiérrez-Puertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational interventions for nursing students to develop communication skills with patients: A systematic review. International Journal of Environmental Research and Public Health, 17(7), 2241.
      • This article provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.

NURS-FPX4030 Assessment 4: Remote Collaboration and Evidence-Based Care

Create a 5-10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for the Vila Health patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.

Introduction

As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.

Professional Context

Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.

Scenario

The Vila Health: Remote Collaboration on Evidence-Based Care simulation provide the context for this assessment.

Instructions

Before beginning this assessment, make sure you have worked through the following media:

  • Vila Health: Remote Collaboration on Evidence-Based Care.

You may wish to review Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models, which help explain the various evidence-based nursing models.

For this assessment, you are a presenter! You will create a 5-10-minute video using Kaltura or similar software. In the video:

  • Propose your evidence-based care plan that you believe will improve the safety and outcomes of the patient in the Vila Health Remote Collaboration on Evidence-Based Care media scenario. Add your thoughts on what more could be done for the client and what more information may have been needed.
  • Discuss the ways in which an EBP model and relevant evidence helped you to develop and make decisions about the plan you proposed
  • Wrap up your video by identifying the benefits of the remote collaboration in the scenario, as well as discuss strategies you found in the literature or best practices that could help mitigate or overcome one or more of the collaboration challenges you observed in the scenario.

Be sure you mention any articles, authors, and other relevant sources of evidence that helped inform your video. Discuss why these sources of evidence are credible and relevant. Important: You are required to submit an APA-formatted reference list of the sources you cited specifically in your video or used to inform your presentation. You are required to submit a narrative of all your video content to this assessment and to SafeAssign.

The following media is an example learner submission in which the speaker successfully addresses all competencies in the assessment.

  • Exemplar Kaltura Reflection.
    • Please note that the scenario that the speaker discusses in the exemplar is different from the Vila Health scenario you should be addressing in your video. So, the type of communication expected is being model, but the details related to the scenario in your submission will be different.

Make sure that your video addresses the following grading criteria:

  • Propose your own evidence-based care plan to improve the safety and outcomes for a patient based on the Vila Health Remote Collaboration on Evidence-Care media scenario.
  • Explain the ways in which you used an EBP model to help develop your plan of care for the client.
  • Reflect on which evidence you found in your search that was most relevant and useful when making decisions regarding your care plan.
  • Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
  • Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.

Refer to Using Kaltura as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should meet the following requirements:

  • Length of video: 5-10 minutes.
  • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style. Submit a narrative of all of your video content.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured

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

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Reflect on which evidence you collected that was most relevant and useful when making decisions regarding the care plan.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Explain the ways in which you used the specific evidence-based practice model to help develop the care plan identifying what interventions would be necessary. This requires a particular evidence-based model, such as the Johns Hopkins, Iowa, Stetler, or other.
  • Competency 4: Plan care based on the best available evidence.
    • Propose your evidence-based care plan to improve the safety and outcomes for the Vila Health patient with a discussion of new content for the care plan.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Identify benefits and propose strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
    • Communicate via video with clear sound and light, and include a narrative of video content.
    • Provide a full reference list that is relevant and evidence-based (published within five years), exhibiting nearly flawless adherence to APA format.

Remote Collaboration and Evidence-Based Care Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Propose your evidence-based care plan to improve the safety and outcomes for the Vila Health patient with a discussion of new content for the care plan. Does not propose an evidence-based care plan to improve the safety and outcomes for the Vila Health patient. Describes an evidence-based care plan, but the relevance to the Vila Health patient or how the plan would improve outcomes is absent or unclear. Proposes your own evidence-based care plan to improve the safety and outcomes for the Vila Health patient with a discussion of new content for the care plan. Proposes your evidence-based care plan to improve the safety and outcomes for the Vila Health patient with new content added. Notes areas in which further information or data could have been useful in developing the plan.
Explain the ways in which you used the specific evidence-based practice model to help develop the care plan, identifying what interventions would be necessary. This requires a particular evidence-based model, such as the Johns Hopkins, Iowa, Stetler, or other. Does not explain the ways in which you used the specific evidence-based practice model to help develop the care plan, identifying what interventions would be necessary. Identifies an EBP model and lists the ways in which you use the specific evidence-based practice model to help develop the care plan. Explains the ways in which you used the specific evidence-based practice model to help develop your care plan, identifying what interventions would be necessary. Uses a particular evidence-based model, such as the Johns Hopkins, Iowa, Stetler, or other. Explains the ways in which you used the specific evidence-based practice model to help develop your care plan. Notes ideas for how to evaluate the positive benefits to patient outcomes.
Reflect on which evidence you collected that was most relevant and useful when making decisions regarding the care plan. Does not reflect on which evidence you collected that was most relevant and useful when making decisions regarding the care plan. Lists which evidence you collected that was most relevant and useful when making decisions regarding the care plan. Reflects on which evidence you collected that was most relevant and useful when making decisions regarding the care plan. Reflects on which evidence you collected that was most relevant and useful when making decisions regarding the care plan. Discusses the rationale or criteria that was used to determine relevance and usefulness.
Identify benefits and propose strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Does not identify benefits or propose strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Identifies benefits or proposes strategies to mitigate the challenges, but not both, of interdisciplinary collaboration to plan care within the context of a remote team. Identifies benefits and proposes strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Identifies benefits and proposes strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Discusses how interdisciplinary collaboration could be better leveraged to improve outcomes in future care situations.
Communicate via video with clear sound and light, and include a narrative of video content. Does not communicate professionally in a well-organized presentation and does not include a narrative of video content. Does not communicate via video or video is difficult to hear and see, but does include a narrative of video content. Communicates via video with clear sound and light and does include a narrative of video content. Communicates via video with clear sound and light. Content delivery is focused, smooth, and well-rehearsed. Includes a narrative of the video. Video presentation is between 5 to 10 minutes.
Provide a full reference list that is relevant and evidence-based (published within five years), exhibiting nearly flawless adherence to APA format. Does not provide a reference list of relevant and/or evidence-based sources (published within five years). Provides reference list that is not relevant and/or evidence-based with several APA errors. Provides a reference list that is relevant and evidence-based (published within five years) sources, exhibiting nearly flawless adherence to APA format. The reference list is from relevant and evidence-based (published within five years) sources, exhibiting flawless adherence to APA format.

Resources: Communication

  • The resources below explore communication in health care:
    • Ratna, H. (2019). The importance of effective communication in healthcare practice. Harvard Public Heath Review, 23. https://harvardpublichealthreview.org/23-article-ratna/
      • This article discusses the importance of communication in healthcare by presenting approaches to communication as well as discussing barriers.
    • Cayley, W. (2018). Four evidence-based communication strategies to enhance patient care. https://www.aafp.org/fpm/2018/0900/p13.html
      • This article presents four difference evidence-based strategies to approach patients and communicate with patients.

Resources: Evidence-Base Practice Models and Examples of Application

  • The resources below explore EBP models and examples of their application:
    • NewsRx. (2017, Jul 07). Nursing – evidence-based nursing; studies from University of Iowa add new findings in the area of evidence-based nursing (Iowa model of evidence-based practice: Revisions and validation). Health & Medicine Week.
      • This article examines the Iowa model for EBP. The specific example in which the model is presented is oncology nursing, but there are valuable lessons to learn about applying evidence-based models to nursing practice no matter what your personal focus might be.
    • Indra, V. (2018). A review on models of evidence-based practice. Asian Journal of Nursing Education and Research, 8(4), 549-552.
      • In this paper, review on models of evidence-based practice is discussed.
    • Cacchione, P., Jayakumar, K., Lavenberg, J., Leas, B., Mitchell, M., Mull, N., & Umscheid, C. (2019). Impact of a hospital evidence-based practice center (EPC) on nursing policy and practice. Worldviews Evid Based Nurs, 16(1), 4-11.
      • This article examines evidence-based practice center work to inform nursing policy and practice.
    • Chan, E., Glass, G. F., & Phang, K. N. (2020). Evaluation of a hospital-based nursing research and evidence-based practice mentorship program on improving nurses’ knowledge, attitudes, and evidence-based practice. The Journal of Continuing Education in Nursing, 51(1), 46-52.
      • This article presents nine nurses in an acute hospital in Singapore that participated in a mentorship program throughout 2015. The evidence-based practice questionnaire was used to measure the program’s effectiveness. This article examines how using an evidence-based model can help in the implementation of care guidelines.
    • Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf
      • This website explains the various evidence-based nursing models.
    • Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1
      • This website also explains the various evidence-based nursing models.

Resources: Technology and Telehealth Resources

  • The resources below explore technology and telehealth resources:
    • Peters, M. D. J. (2018). Engaging nurses and midwives with evidence-based healthcare. Australian Nursing and Midwifery Journal, 25(11), 24.
      • This article discusses future national public hospital funding and healthcare reform. Australia’s healthcare sector and nursing and midwifery professional practice must be supported by the collection, sharing, linkage, analysis, implementation, and evaluation of high quality data and evidence from research as well as expert and consumer sources.
    • RHIhub. (n.d.). Telehealth use in rural healthcare. https://www.ruralhealthinfo.org/topics/telehealth
      • This online resource repository could be helpful in examining ways in which telehealth care is delivered, as well as how you might blend evidence-based care delivery to telehealth patients.
    • van Houwelingen, C. T. M., Ettema, R. G. A., Kort, H. S. M., & ten Cate, O. (2017). Internet-generation nursing students’ view of technology-based health care. Journal of Nursing Education, 56(12), 717-724.
      • This article presents the results of a study that examined the views of younger first-year nursing students with regard to a variety of technologies.
    • Vila Health: Remote Collaboration on Evidence-Based Care.
      • This media simulation will provide the context for your Assessment 4.

Resources: Theory and Decision Making

  • The resources below explore theory and decision making:
    • Barret, D. (2017). Rethinking presence: A grounded theory of nurses and teleconsultation. Journal of Clinical Nursing, 26(19/20), 157-159.
      • The article presents a potential evidence-based and theory approach to delivering effective remote patient care.
    • Nibbelink, C. W., Brewer, B. B. (2018). Decision-making in nursing practice: An integrative literature review. Journal of Clinical Nursing, 27(5/6), 917-928.
      • This literature review examines the various ways that decision-making strategies, and the evidence that informs though strategies, are demonstrated in practice.

 

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