Antepartal testing and perfect child essay
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Address this question: Should antepartal testing be used for reason other than the assessment of fetal health and well-being (e.g., select the “perfect child” on the basis of characteristics, gender, and absence of genetic health problems of any kind)?
Support your answers in an APA formatted summary! Antepartal testing and perfect child essay.
Research Problems, Designs, and Sample
This week, we will discuss the research design and sample for your nursing clinical issue. The research design flows from the research question and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study.
After you review the designs, describe which research design you would expect to find when searching for evidence relevant to your own research question from Week 2. Why? Explain your answer.
The most common sampling method is the convenience sample; therefore, many of the studies that you find for evidence use this sampling method. What are the implications for using a convenience sample on the way you interpret and use the findings? Research Problems, Designs, and Sample
Clinical issues literature review
Write an 5-6 page paper that synthesizes the evidence you have reviewed. Compare and contrast the research. Discuss: • What was the clinical issue studied? • How were the studies conducted? What research frameworks were utilized? • Who was the population in the studies? • Where did the studies take place? • When were the studies conducted? What length of time did the studies cover? • Why did the authors decide to conduct a study on the topic? • What is the clinical significance of the studies? See the Mini-Literature Review Paper Grading Rubric in the Course Overview or Course Syllabus for specific grading criteria. All direct quotations and other sources used must be credited using APA Style. Clinical issues literature review.
References:
Pederson, H. J. (2017). BREAST CANCER RISK ASSESSMENT AND TREATMENT: CURRENT CONCEPTS IN GENETICS AND GENOMICS.
Contemporary OB/GYN
,
62
(12), 1-4. Clinical issues literature review.
Keyzer-Dekker, C. G., de Vries, J., Mertens, M. C., Roukema, J. A., & van der Steeg, A. W. (2014). The impact of diagnosis and trait anxiety on psychological distress in women with early stage breast cancer: A prospective study.
British Journal Of Health Psychology
,
19
(4), 783-794. doi:10.1111/bjhp.12076. Clinical issues literature review.
Howard, A., Balneaves, L., & Bottorff, J. (2009). Women’s decision making about risk-reducing strategies in the context of hereditary breast and ovarian cancer: a systematic review.
Journal Of Genetic Counseling
,
18
(6), 578-597. doi:10.1007/s10897-009-9245-9. Clinical issues literature review
Research Literature Review: Problems and Designs -Essay Assignment Papers Writing
Introduction and the Literature Review
The first part of the research report is the introduction and literature review. The importance of the pursuit of a particular topic is often justified, and the research problem is highlighted in this section of the report. This justification may also appear in the literature review or along with the research purpose. Approaches for justification include describing the
seriousness of the problem;
number of persons affected by the condition under study; and
gap in the research literature.
The literature review is a summary of what is known about the topic of the research study gathered through an examination of literature pertaining to the topic. The content is usually arranged by the variables and population identified in the purpose of the study. A well-written review of the literature demonstrates how the evidence, related to the purpose of the study, fits together. In addition, a review of the literature might provide a critique of the research designs previously used to study the identified topic. These design issues can be another part of the justification for the study when a researcher proposes a study that strengthens the method for studying the topic. All literature cited in the review must also be listed in the references.
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Examine the quality of the sources that the researcher has utilized for the review. Are they current, and are they published in well-respected sources? Are they mostly primary sources that are original articles written by the author instead of secondary sources that paraphrase or interpret the primary sources?
This leads us to a question about peer review.
What does it mean when a journal or resource is peer reviewed? Why is it important that research-based evidence is peer reviewed?
Peer review occurs when a scholarly work, such as a research article, is appraised by experts on the subject who judge its accuracy. Usually, the reviewers do not know the author’s name or credentials to avoid being unduly influenced. This is termed a
blind
review and confirms credibility that the information in the article is worthy of consideration. Look to see if a journal is peer reviewed by visiting its website
Research Problem
The inspiration for identifying a research problem is all around us. As we reflect on our practice, we find ourselves asking questions that lead us to ideas for research problems.
Why are we doing this?
Should we be doing this?
How could we do this better?
Development of the research problem usually evolves in a deductive manner, which means that the researcher’s thinking moves from conceptual to operational, from broad to narrow, and from general to specific.
Table 3.1
Evolution of a Research Problem
Conceptual
Broad
General
Operational
Narrow
Specific
Area of Interest
Pertains to any aspect of nursing that is of importance to the researcher
Knowledge Gap
Identifies the difference between what is known and what needs to be known about the area of interest
Research Problem
Explains why there is a need for research to close the knowledge gap
Research Purpose
Describes the intent of what will be studied to address the research problem
Research Question
Outlines the components of the study and their possible relationships
At times, the researcher’s thought process is more inductive in that specific questions arise first, and these lead the researcher to focus on the larger issues that arise from the questions.
The researcher may present a theoretical framework or conceptual framework as part of the literature review or a separate section in the research report. A theory is a tentative statement of the relationship between variables and comprises the backbone of the research study. It provides direction for one or more aspects of the study, such as which variables to study or the design for an experimental intervention. Theories are used in different ways in different types of research designs.
A qualitative design of grounded theory generates a theory or model.
A qualitative or quantitative design may clarify and enlarge an existing theory.
A quantitative, experimental design may test a theory.
Most nursing research studies are not planned using an explicitly identified theory or conceptual framework. Nursing has some theories of its own but borrows theories from other disciplines, as well.
Research Purposes
The
research purpose statement
is the most common method used to indicate the focus or topic of a research study. The research purpose statement is written as a declarative sentence that names the population and variables in the study. One place that the purpose statement is almost always found is at the end of the review of the literature, right before the start of the methods section. The purpose statement may also be found in the abstract and at the end of the first few introductory paragraphs. In some research articles, the purpose statement may be found in two or all three of these locations.
Research Questions
Another method of stating the research focus is the research question. The research question is written as an interrogative statement that includes the population and variables. One or more research questions may be posed to clarify the specific aims or predictions of the study. The research question is the final stage before the researcher decides on the design of the study. The question must be well constructed as it forms the foundation for the rest of the research study.
The research question for a quantitative study may include components such as populations, interventions, comparisons, and outcomes. Sound familiar? Yes, the researcher may use the PICO format to develop a research question that is very similar to the clinical question that you formulate to search for evidence. Indeed, this is why you use PICO formatting to write searchable, clinical questions. PICO formatting increases your likelihood of locating results from quantitative research.
The research question for a qualitative study does not lend itself to PICO formatting because interventions and comparisons are not sought. The population and the outcome may be identified, but instead of the intervention and comparison, variables of interest (VI) are selected as key terms.
Extraneous variables (EV) are those that you are not looking for when you search but exist in all studies and may impact the research. These variables are not included in the search terms, but you may discover them during a literature review as the researcher describes what influenced the findings.
Research Designs
The
research design
flows from the research question and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study. An experimental design may produce a stronger level of evidence, but it may be a poor fit for the purpose of the study. Examples of research designs and the questions they address are below.
Examples of Research Design
Descriptive Research
Descriptive research examines a process, event, or outcome and is chosen when little is known about the topic. It seeks to understand what is happening. Descriptive questions are asked more frequently in qualitative studies; however, descriptive questions may be asked in quantitative studies, too.
Correlation Research
Correlation research asks descriptive questions about what is occurring in a situation and tries to determine if there is a relationship among the variables. One using this type of research cannot predict or infer a cause-and-effect relationship; one simply acknowledges that a relationship exists.
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Predictive Research
Predictive research is similar in that it poses descriptive questions, but it goes beyond correlation research in that it not only searches for relationships among variables, but it also seeks to determine if a change in one variable may be used to predict a change in another. No claim is made that this is a cause-and-effect relationship, just that one exists that can lead to a prediction.
Quasi-experimental Research
Quasi-experimental research looks for a cause-and-effect relationship among variables. It does not manipulate the variables to cause the effect, but it tries to determine if an effect exists. Analytic questions are posed that compare the interventions to the outcomes.
Experimental Research
Experimental research asks analytic questions in quantitative studies to find out if there is a causal relationship between the variables, that is, if the intervention or comparison (independent variable) causes the effect or outcome (dependent variable). The research question may form a hypothesis that describes the relationship among variables and the direction that the relationship may take. The researcher can never be certain that a relationship exists; therefore, a null hypothesis may be offered that indicates that there is no relationship between two variables, or no differences between groups. The researcher uses inferential testing to reject the null hypothesis, indicating that a relationship probably exists. The second type of hypothesis is the directional hypothesis, which predicts that there is a relationship between or among variables and the direction of the relationship. The third type of hypothesis is the nondirectional or alternative hypothesis. This is a statement predicting that there is a relationship between or among variables, but it does not predict the direction of the relationship. This type of hypothesis may be used when the actual effect of a treatment cannot be predicted.
There are multiple ways to classify designs, and these may be combined in different ways.
A research design may be quantitative, qualitative, or mixed method. Mixed method means that both qualitative and quantitative elements are present. Quantitative designs deal with measurements, and may test theories to find relationships or to gauge the effect of interventions on outcomes. These designs can be cross-sectional or longitudinal, or prospective or retrospective, depending on the time factor. They may be descriptive, correlational, quasi-experimental, or experimental depending on the control factor.
Qualitative designs are chosen to understand the meaning of phenomena and may form the basis of theories. Like quantitative designs, they can be cross-sectional or longitudinal, or prospective or retrospective, depending on the time factor. The control factor determines if the study is focused on phenomenology, ethnography, grounded theory, or history.
Phenomenology develops understanding of experiences through the perception of those living them.
Ethnography involves the researcher becoming immersed in the culture to describe the phenomena.
Grounded theory seeks connections or links between ideas and concepts and is grounded in the subject’s reality.
Historical research looks for connections or links by exploring the past.
Mixed method designs include elements of both quantitative and qualitative approaches.
Designs may be experimental or nonexperimental. An experimental design involves the researcher manipulating variables to determine cause and effect. Experimental designs are quantitative because the results are measured. A nonexperimental design does not manipulate variables. All qualitative studies use a nonexperimental design because qualitative research does not investigate cause and effect. Some quantitative studies are nonexperimental in design, as well. They may seek to discover relationships among variables but do not manipulate them to bring about an effect.
Designs may be exploratory or confirmatory. An exploratory study is usually qualitative or mixed method; it seeks to describe a phenomenon and looks for new knowledge. A confirmatory study determines if there are relationships among variables and substantiates knowledge already published; it is, therefore, quantitative.
Last week, you were introduced to the interactive research report. Open it again, and practice finding the sections that have been described in this lesson.
Interactive Research Report
The following research report contains descriptions of the various components that comprise most reports. The purpose of this interactive report is to help you learn where to find specific information.
NR439 Interactive Research Report
Summary
The first step of the research process begins by defining the research problem and question and determining the best design to answer that question. Typically, this is a deductive process—moving from broad thinking about an area of interest to a specific, researchable question. It mirrors the PICO process used to write searchable clinical questions. This lesson provided definitions of many terms and explained how they may relate to each other. In the coming weeks, your understanding of these relationships will deepen as we discuss research methods and analysis. Research Literature Review: Problems and Designs -Essay Assignment Papers Writing
Nursing Administration, Nursing Education, and the Advanced Practice Nurse (APRN) future trends and opportunities essay
Instructions:
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1.Research and identify an article on Nursing Administration, another article on Nursing Education, and a third article on the Advanced Practice Nurse (APRN) that focuses on future trends and opportunities facing each area.
2. For each article summarize what you learned or surprised you regarding nursing administration, education, or advanced practice.
3. Minimum of 100 words with reference APA format. Article should be peer-reviewed and 5 years old.
Nursing Administration, Nursing Education, and the Advanced Practice Nurse (APRN) future trends and opportunities essay
PICOT/Evidence Appraisal Assignment
PICOT Worksheet Guidelines
Purpose
Clear identification of the problem or opportunity is the first step in evidence-based nursing. This assignment offers a tool to assist in the identification of the problem, proposed intervention, and desired outcomes. Completion of the assignment will include identification of the problem or concern using the PICOT format.
Course Outcomes
This assignment enables the student to meet the following Course Outcome.
CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO7)
Due Date
Submit the completed
NR 439 PICOT Worksheet
by Sunday, 11:59 p.m. MT at the end of
Week 3
.
Points
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This assignment is worth
200 points
.
Directions
Read these guidelines including the grading rubrics below.
Download the
NR 439 PICOT Worksheet
Consider what is the nursing problem or issue that you have uncovered.
Make sure it is related to nursing
, i.e., one that a nurse can solve independently. Do not select a medical problem that is dependent upon a medical professional to resolve.
Download the
NR 439 PICOT Worksheet Example
on how to fill in the worksheet to help you complete your own form.
Submit the completed PICOT Worksheet form. PICOT/Evidence Appraisal Assignment.
Example 1:
What is the PICO(T) question?
Will influenza immunization compliancy rates increase if flu clinics are provided in a Flu PODS and immunization clinics at convenient times covering all shifts?
Define each element of the question below:
P- (Patient, population, or problem): Hospital employees and volunteers required to have the influenza immunization annually
I -(Intervention): Offer multiple Flu “PODS” and immunization clinics to hospital employees and volunteers making it convenient to receive the required immunization. Offer at a variety of times, available to all shifts
C- (Comparison with other treatment/current practice): Compare analytics showing employees and volunteers who received flu shot prior to 2016 when Flu PODS and immunization clinics were not offered compared to 2016 where Flu PODS and immunization clinics are offered to accommodate shifts. Track number of employees/volunteers coming at each hour time frame. PICOT/Evidence Appraisal Assignment.
O- (Desired outcome): Increase of compliance of receiving the annual mandatory flu shot by employees and volunteers
Example 2:
What is the PICO(T) question?
For non-diabetic patients on corticosteroid therapy, does monitoring for headache, fatigue, nausea, vomiting, and blurred vision hourly vs. no observations for signs of hyperglycemia promote improvement of pulmonary complications?
Define each element of the question below:
P- (Patient, population, or problem): Non-diabetic patients on corticosteroid therapy.
I- (Intervention): Monitoring for headache, fatigue, nausea, vomiting, and blurred vision
C- (Comparison with other treatment/current practice): No observations for signs of hyperglycemia
O- (Desired outcome): Improvement of pulmonary complications
T-(Time): 90 days
Academic Integrity Reminder
All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
Please see the grading criteria and rubrics on this page.
NOTE: Please use your browser’s File setting to save or print this page.
Rubric
NR439_PICOT_Worksheet
NR439_PICOT_Worksheet
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome
PICOT question
Question or nursing problem is identified and is an independent nursing decision.
50.0
pts
Outstanding Question or nursing problem identified that is an independent nursing decision
44.0
pts
Very good Question or nursing problem is identified that is an independent nursing decision
40.0
pts
Competent Question or nursing problem is identified that is an independent nursing decision.
19.0
pts
Question or nursing problem is identified but is not an independent nursing decision.
0.0
pts
PICOT question missing.
50.0
pts
This criterion is linked to a Learning Outcome
PICOT elements
PICOT elements are correctly identified. Outcomes are measurable.
50.0
pts
PICOT elements are correctly identified. Outcomes are measurable.
44.0
pts
One PICOT element is not correctly identified. Outcomes are measurable. PICOT/Evidence Appraisal Assignment
40.0
pts
Two PICOT elements are not correctly identified. Outcomes are not measurable
19.0
pts
Three or more PICOT elements are not correctly identified. Outcomes are not measurable.
0.0
pts
PICOT elements are missing.
50.0
pts
This criterion is linked to a Learning Outcome
Practice issue and scope of the problem
Practice issue/problem is thoroughly described. The need for change is evident. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.
50.0
pts
Practice issue/problem is thoroughly described. The need for change is evident. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.
44.0
pts
Practice issue/problem is partially described. The need for change is evident. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.
40.0
pts
Practice issue/problem is vaguely described. The need for change is not obvious. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.
19.0
pts
Practice issue/problem is vaguely described. The need for change is not obvious. Practice area is not identified. Identification of the practice issue is not clear. Scope of the problem is not identified
0.0
pts
Not answered.
PICOT/Evidence Appraisal Assignment
PICOT/Evidence Appraisal Assignment
This criterion is linked to a Learning Outcome
Evidence
Appropriately identifies the types of evidences that should be gathered.
20.0
pts
Identifies and documents four types of evidence needed for review.
17.0
pts
Identifies and documents three types of evidence needed for review.
16.0
pts
Identifies and documents two types of evidence needed for review
7.0
pts
Identifies and documents one type of evidence needed for review.
0.0
pts
Does not document types of evidence.
20.0
pts
This criterion is linked to a Learning Outcome
Rationale for Evidence
Gives rationale for the types of evidence that is gathered.
20.0
pts
Thoroughly describes rationale for checked types of evidence.
17.0
pts
Good description of rationale for checked types of evidence.
16.0
pts
Partial description of rationale for checked types of evidence.
7.0
pts
Minimal rationale for checked types of evidence.
0.0
pts
Rationale missing.
20.0
pts
This criterion is linked to a Learning Outcome
Search Terms
Describes search terms that are manageable and will yield good results.
5.0
pts
Thoroughly describes manageable search terms.
4.0
pts
Good description of manageable search terms.
3.0
pts
Partially describes manageable search terms.
2.0
pts
Minimally describes manageable search terms.
0.0
pts
Search terms are absent.
5.0
pts
This criterion is linked to a Learning Outcome
How to Narrow Search in the Library
Provides a description of how the library search will be narrowed to produce relevant returns.
PICOT/Evidence Appraisal Assignment
5.0
pts
Thoroughly describes how to narrow searchFull Marks
4.0
pts
Good description how to narrow search.
3.0
pts
Partially describes how to narrow search.
2.0
pts
Minimally describes how to narrow search.
0.0
pts
No description given.
5.0
pts
Total Points:
200.0. PICOT/Evidence Appraisal Assignment
Cultural Safety Essay – The vision of the National Aboriginal and Torres Strait Islander Health Plan 2013-2023
Cultural Safety Essay
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Assessment Task 1
Assessment name: Cultural Safety Essay
Task description: The vision of the National Aboriginal and Torres Strait Islander Health
Plan 2013-2023 is:
“The Australian health system is free of racism and inequality and all
Aboriginal and Torres Strait Islander peoples have access to health
services that are effective, high quality, appropriate and affordable”
(Australian Government, 2013, p. 7).
For health professionals to be effective agents in realising this vision they
are required to be culturally safe practitioners, who are literate in the
dynamics of race and racism and their impacts on well-being.
Furthermore, health professionals must be knowledgeable of the
historical and political influences of Aboriginal and Torres Strait Islander
peoples’ well-being.
This reflective assignment requires you to first demonstrate your
understanding of the key concepts associated with cultural safety,
and then apply them to context of Aboriginal and Torres Strait
Islander peoples’ health and well-being.
In this assessment you will be required to utilise the 5Rs Reflection
Framework to discuss changes in your thoughts and feelings throughout
the initial learning process. Furthermore, discuss the application of
culturally safety to the Aboriginal and Torres Strait Islander peoples’
health and well-being context from a profession and individual
perspective.
Learning outcomes 1. Apply the principles of cultural safety to the context of Aboriginal
assessed: peoples and Torres Strait Islanders’ health and well-being to analyse and
advance your current position on the continuum of cultural safety.
2. Describe historical, social, and political issues and how they inform
current experiences of health and well-being, in order to realise
their significance as determinants of current health and well-being
of Aboriginal peoples and Torres Strait Islanders.
3. Discover the everyday experiences of Aboriginal peoples and Torres
Strait Islanders that inform their health care and apply this knowledge
to facilitate effective partnerships with individuals, families, and
communities.
What you need to do: Respond to the follow assessment tasks:
Step 1
Demonstrate your understanding of the following concepts:
a) Compare and contrast personal racism and systemic/institutional
racism (200 words).
b) Briefly discuss the power dynamics associated with the whiteness
of nursing (100 words).
c) Compare and contrast cultural safety and cultural awareness
training (200 words).
Page 2 of 7
Step 2 (100 words)
In accordance with the 5Rs of Reflection Framework, report and
respond to one (1) assumption that you became aware of through
developing new knowledge and understanding from the readings,
learning activities and reflective process.
Step 3 (400 words)
Discuss historical (including political) factors that contributed to
institutional racism and white privilege, particularly in regards to
Aboriginal and Torres Strait Islander peoples’ access to health care,
education and employment.
Step 4 (300 words)
Discuss how culturally safe nursing practice may challenge personal and
institutional racism that impact on Aboriginal and Torres Strait Islander
peoples’ access to health care.
Step 5 (500 words)
In accordance with the 5Rs of Reflection Framework, reflect on your
reactions (feeling and thoughts) to the learning materials (required and
recommended readings, videos, lectures and tutorial material). Report,
respond, relate, reason and reconstruct your perception of:
a) Aboriginal and Torres Strait Islander health and well-being; (250
words).
b) your role in ensuring cultural safe nursing care for Aboriginal and
Torres Strait Islander peoples (250 words).
Length: 1800 words +/-10% (word length includes in-text referencing and
excludes your reference list and appendices).
Estimated time to 30 hours
complete task:
Weighting: 40 %
Individual/Group: Individual
Presentation Your responses to the assessment tasks must adhere to the prescribed
requirements: formatting.
Format of assignment: Your assignment should be written in first-person
Page 3 of 7
style and prepared as follows:
• Has a cover sheet with the assessment title, your name, student
number, tutor name and total word count. Coversheet template is
recommended and available on your Blackboard site.
• Include a ‘footer’ on each page with your name, student number,
unit code and page number.
• 3cm margins on all sides, and double-spaced text.
• Times New Roman, font size 12.
• APA style referencing
• Include a complete reference list on a new page.
• Headings can be used for each step.
• Include the word count for each step.
•
What you need to One word document that contains the following items: submit:
1. Assignment Cover Sheet & your response to the assessment
tasks (above) written as per the presentation requirements
(above).
Resources needed to • Week 1 – 5 required and recommended readings,
complete task: videos, lectures and tutorial material.
• 5Rs Reflection Framework
•
•
Page 4 of 7
Reflective Framework
This framework will enhance the quality of your reflections, the personal
entries that you choose to elaborate on in your assessment, your thinking
skills, your learning and your practice.
There are several different reflection models that can be used to guide the
writing of your reflections. One of the most popular reflection models is the 5 R’s
framework.
Reporting | Responding | Relating | Reasoning | Reconstructing
The table below provides exemplars that apply each of the Rs of the 5Rs
Reflection Framework.
Steps Content of Exemplar
reflection
Reporting What happened, what did I’ve been going to the lecture and tutorials for
the situation /issue 2 Aboriginal and Torres Strait Islander A brief descriptive involve?
. It’s not what I was account of a expecting. situation/issue (i.e. the
reflective trigger)
Responding Your observations, Concepts like ‘racism’ and ‘cultural safety’
Your emotional/ feelings, questions about promote ideas that are unknown to me, which
the situation/ issue makes me feel that they are not real issues. As personal response to for ‘whiteness’ and ‘white privilege’, these are the situation issue etc. concepts that make me feel uncomfortable.
Relating Making connections I thought that this unit was about learning
Personal and/or between the about the cultures of Aboriginal and Torres
theoretical situation/issue and your Strait Islander peoples in order to help them
understandings relevant experience, skills, better once I am a registered nurse. Instead
to the situation/ issue knowledge and there is consistent emphasis on learning my
understanding own culture. I didn’t think that my culture was
an important factor to consider.
Reasoning Explaining the situation/ I hadn’t thought about how powerful the
Your explanation of the issue in terms of the medical profession is in Australia and how
significant factors, much their perspective influences nursing and situation/ issue relevant theory and/or what I will have to do at work (Willis & Elmer
experience 2011).
Reconstructing Your deeper level of Apparently my culture and that of biomedicine
Drawing conclusions understanding about the and the health care system has strong impacts
situation/issue that is on people’s health outcomes (Willis & Elmer and developing a future used to 2011). Importantly, Aboriginal and Torres action plan reframe/reconstruct your Strait Islander peoples are often
future practice and further disadvantaged by these due to the inherent
develop your systemic/institutional racism (Sherwood &
understanding of Geia, 2014). When I think about it I can see
professional practice that the system is set up and benefits those
who control it and have the most power within
it.
Adapted from NSB102 Assignment 1 (Cox, 2017). Source of the 5 Rs: Bain, J.D., Ballantyne, R., Mills, C., and
Lester, N. C., (2002). Reflecting on practice: Student teachers’ perspectives. Post Pressed, Flaxton, Qld.
Page 5 of 7
Task 1 Rubric
Name: Cultural Safety Essay
Learning outcomes assessed:. Weighting: 40 %
Criteria 7 6 5 4 3 2 – 1
Theoretical Demonstrates Demonstrates a strong Demonstrates a sound Demonstrates an adequate Demonstrates partial Demonstrates limited to no understanding comprehensive understanding of key understanding of key understanding of key concepts understanding of key understanding of key
Cultural Safety Essay – The vision of the National Aboriginal and Torres Strait Islander Health Plan 2013-2023
Weighting: 30% understanding of key concepts genuinely based concepts based on learning based on learning material. concepts and little use of concepts and showed little concepts genuinely on learning material. material. the learning material. evidence of completing
LO: 1,2. based on learning and utilising any of the material. learning material.
Application of Demonstrate Demonstrate strong Demonstrate sound Demonstrate adequate Made general about the Demonstrate limited to no knowledge comprehensive understanding of the understanding of the understanding of the application of key understanding of the
Weighting: 30% understanding of the application of key application of key concepts to application of key concepts to concepts to the application of key application of key concepts to the Aboriginal the Aboriginal and Torres the Aboriginal and Torres Aboriginal and Torres concepts to the Aboriginal
LO: 1,2,3. concepts to the and Torres Strait Islander Strait Islander peoples’ health Strait Islander peoples’ health Strait Islander peoples’ and Torres Strait Islander Aboriginal and Torres peoples’ health context. context. context. health context. peoples’ health context.
Strait Islander peoples’
health context.
Demonstrate Demonstrated critical Demonstrated deep Demonstrated sound Demonstrated adequate Partially demonstrate self- Demonstrated limited to reflection on your reflection on one reflection on one personal reflection on one personal reflection on one personal reflection. no reflection on learning
learning and the personal assumption assumption that was assumption that was assumption that was Made general and implication for implications for that was emphasised or emphasised or challenged emphasised or challenged by emphasised or challenged by practice. observations in response
practice challenged by new by new knowledge gained new knowledge gained in this new knowledge gained in this to the assessment tasks. knowledge gained in this in this unit. unit. unit. Cultural Safety Essay – The vision of the National Aboriginal and Torres Strait Islander Health Plan 2013-2023.
Weighting: 30% unit. Demonstrated deep Demonstrated sound Demonstrated adequate
LO: 1,2,3.
Demonstrated critical reflection on personal reflection on personal reflection on personal
reflection on personal perceptions of: perceptions of: perceptions of:
perceptions of:
• Aboriginal and Torres • Aboriginal and Torres • Aboriginal and Torres Strait
• Aboriginal and Torres Strait Islander peoples’ Strait Islander peoples’ Islander peoples’ health and
Strait Islander health and well-being; health and well-being; and, well-being; and,
peoples’ health and and, • the individual role in • the individual role in delivery well-being; and, • the individual role in delivery culturally safe care culturally safe care to
• the individual role in delivery culturally safe to Aboriginal and Torres Aboriginal and Torres Strait
delivery culturally safe care to Aboriginal and Strait Islander peoples. Islander peoples. Cultural Safety Essay – The vision of the National Aboriginal and Torres Strait Islander Health Plan 2013-2023
care to Aboriginal and Torres Strait Islander
Torres Strait Islander peoples.
peoples.
Page 6 of 7
Communication in • Accurately met all • Met most aspects of • Met several aspects of • Met few aspects of • Met limited aspects of • Ignored presentation
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Reading Research Literature -The Research Process
The Research Process
The purpose of this course is not to teach you to become a researcher but to become a consumer of research. Understanding the research process improves your ability to locate relevant research reports and to utilize research findings while engaged in evidence-based practice. All of us use research to buy phones, to purchase cars, and to decide where to live.
The research process is similar to other problem-solving processes in that it follows a series of steps; each step must be successfully completed to advance to the next one and reach a goal. The steps of the research process are
defining and describing the problem;
developing a plan to gather information to address the problem;
implementing the study;
analyzing and interpreting the results; and
disseminating the findings.
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The International Council for Nursing (ICN) created a Research Network in 1999 to raise awareness among nurses and to advance knowledge. The ICN Research Network has published a poster, Nursing Research: A Tool for Action (ICN, 2009).
The Research Process
Nursing research involves a systematic and rigorous scientific process, with the purpose of generating new knowledge, answering questions or solving problems. The following diagram is an overview of the process and should assist you in understanding the steps in a research project.
Step 1 – Specific Aims
Identify the specific aims of the proposed research and how it relates to clinical practice, e.g., to develop a productive description of those patients who fall during their hospitalization.
Step 2- Background and Related Literature
Review related literature and background information to demonstrate the
significance of the topic and to outline previous work in the same area, e.g., the literature on falls among hospitalized patients can be organized into studies profiling fall-prone patients and studies and literature evaluating prevention programs. Reading Research Literature -The Research Process.
Step 3 – Theoretical Framework or Hypothesis
Develop a theoretical framework that describes the problem, the factors contributing to the problem and the possible solutions.
Step 4 – Research Design
Establish the methodology of a specific research design for your study, e.g., a six month prospective study of patients who fall in the hospital will be matched with a comparison group who did not fall, so as to assess what characteristics best describe the group with falls.
Step 5 – Setting and Sample Size
Describe the characteristics of the setting where the proposed research project will take place. The size and nature of the research sample and how the sample was selected should also be described, e.g., the setting will be the Medical Centre and the sample size will be all patients who fall in the hospital during a six month period. Reading Research Literature -The Research Process.
Step 6 – Measurement Tools and coding Strategy
Specify the instruments or tools to be used to measure the study variables and define a coding strategy appropriate for analysis, e.g., chart audits and patient and nurse interviews will be used as measurement tools. Subjects will be assigned a code number prior to collecting data.
Step 7- Final Steps
Analyze data
Interpret results
Describe clinical significance
Present for peer review
Incorporate review results
Disseminate research findings
Reference
International Council of Nurses (ICN Research Network). (2010). Nursing research: A tool for action. Author.
Communicating Research Findings: The Research Report
The last step of the research process is to disseminate findings. In previous courses, you learned how to format your scholarly papers using the style described in the Publication Manual of the American Psychological Association (2010). The main purpose of the manual is to set standards for scientific communication. This lesson gives a brief overview of how research may be published. If you are interested in learning more about publishing research, please refer to the manual.
The research report is one way to communicate to nurses and other healthcare professionals about discoveries made during the research process. Gaining insight into how to read various sections of the research report helps you determine whether the research is relevant to your practice and provides evidence upon which to base your decisions. Reading Research Literature -The Research Process.
Research reports must accurately and succinctly express what occurred during the research process. The major sections of the research report include the following.
Title
Authors
Abstract
Introduction
Methods and Procedures
Results
Discussion, Conclusion
References
There is no universal standard for writing a research report; therefore, the labels and location of the information will vary. Commonly found parts are described below.
Title
The title can reveal a great deal about the research report in just a few words. For example, it may indicate the population, intervention, or research design. The title tells you, at a glance, if the research report may be relevant to your issue and worth reading.
Authors
The author(s) who participated in the research are listed. The first author indicates who conceived the idea for the research and contributed the most and thus receives the most credit. The names of additional authors appear in order of importance. The credentials of authors may reflect their educational preparation, licensure, credentials, and/or certification. The affiliation or employer for the author may be provided. The affiliation may have a reputation for research, which adds further credibility to the study.
Abstract
The abstract is a concise summary of the highlights of the research and conveys the most important elements. It may be the only open access, public information available at no cost to readers. The abstract must be compelling to motivate the reader to pay for access to the full-text version. The abstract may include, or be followed by, key words. Key words are chosen by the author to represent the most important themes in the research. A report is stored in a database along with its key words. When a reader searches the database, the search terms are compared with the key words for the reports. The database returns the reports when there is a match between the search terms and the key words. Determining the PICO (T) elements of a question helps the reader identify terms that are likely to match the database key words. Reading Research Literature -The Research Process.
Introduction
The introduction to the report makes the case for the importance of the research. It may discuss the scope of a problem and its impact on a population. The introduction entices the reader to keep reading.
A theoretical framework may be described if one was chosen to guide the approach to a study of the topic. The framework reveals the underlying assumptions and beliefs held by those conducting the research, which may or may not align with those of the reader. If the reader rejects the premise of the theoretical framework, the reader may reject the research findings that were the result of this type of thinking. Not all research studies are based on a theoretical framework. Reading Research Literature -The Research Process.
The background and literature review section of the report describes previously published research that was conducted on the topic. It helps establish the need for and the significance of the research, perhaps by pointing out a knowledge gap. The literature review can guide the researcher during the planning process when choosing the research problem, design, methods, and analysis.
The purpose of the research may be labeled as the purpose, or it may be called the goals, the aims, the objectives, or the intent. These describe, in a clear and concise way, the reason for the research and may include mention of the population, the variables, and their expected relationships.
Methods
The methods section of the research report describes how the research was conducted. It contains details regarding the sample, setting, data collection, and any interventions.
The inclusion criteria explain who was eligible to participate in the research. At times, exclusion criteria are applied, and the report describes who was not eligible.
The setting is the physical location or environment where the research was conducted and the data were collected.
The Institutional Research Board (IRB) of an organization is comprised of individuals who review the research proposal to ensure that institutional standards are met to protect the rights of subjects. The IRB may judge whether the research approach is sound. Approval is granted if the board determines that the proposal reflects a study that will meet the standards. Many journals will only publish research that was approved by an IRB.
A sample of the population is chosen for study because it is rarely possible or realistic to conduct research on an entire population. Various sampling methods can be used to obtain a group that reflects the components in the population of interest. Each sampling method has its strengths and weaknesses, which the researcher may describe in the discussion and conclusions. Reading Research Literature -The Research Process.
The intervention in an experiment is introduced to determine its effect on the outcome. It is the
cause
in a cause -and -effect relationship. The intervention is also known as the independent variable (IV). The relationship between the intervention and the outcome can be analyzed through research statistics. Nonexperimental research may study the effect of an intervention on variables of interest. The researcher analyzes possible relationships with descriptive statistics. If relationships are discovered, the researcher does not imply that the intervention is the cause but simply that the relationships exist.
Data collection provides details regarding how the researcher gathered information about the subjects. People who collected the data are usually described not by name but by their qualifications and suitability to perform this role. If the study is an experiment, the researcher may indicate if the data collection was
blind
—indicating that the researcher and/or the subjects did not know who was receiving the intervention. Any instruments used may be described in this section or in a section such as measures.
The measures section reveals how the researcher studied the factors, including how numbers were assigned. Measures information may be integrated into the data collection section of the report. Reading Research Literature -The Research Process.
The analysis details the procedures used to examine the data after they were collected. The researcher describes how the data were processed, including computer programs that generate statistics. Approaches to analyzing qualitative and quantitative data differ. Data analysis may be summarized in tables, figures, and graphs, such as frequency tables, bar charts, histograms, and line graphs. The statistical analysis and graphical presentation should match the nature of the data to represent the findings accurately. The analysis may be included in the methods section.
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Results
The results, or findings, interpret the data analysis. This section explains what the researcher discovered. How findings are reported depends on how the research was conducted—that is, what is the research question? W ho was studied? H ow were they studied ? W hich methods were used to analyze the data? A nd so forth. If a hypothesis was proposed, the researcher will make a decision whether to accept or reject it. The results section should reflect what was reported in the methods section. Reading Research Literature -The Research Process.
Discussion, Conclusion
The discussion and conclusions summarize the research findings. A comparison may be made between the findings of this study and the results of previous studies cited in the literature review. The researcher may discuss the clinical relevance of the findings and how these may contribute to advancing the profession. The strengths and limitations of the study are outlined. Suggestions for application of the findings are offered. Future research topics are recommended to continue closure of the knowledge gap.
References
The references section includes all of the sources that were cited in the report. The format for the references and the rest of the report is determined by the publisher and does not necessarily follow APA guidelines. The references should be reviewed to determine if they are current, which is to say published within 5 years of the date of publication of the report. However, older references may represent seminal works that do not become out of date. Look at the reference section of publications to see if the sources are peer-reviewed and well respected. References may point the reader toward places to look for more evidence related to a question or problem. Reading Research Literature -The Research Process.
Interactive Research Report
The following research report contains descriptions of the various components that comprise most reports. The purpose of this interactive report is to help you learn where to find specific information.
Interactive Research Report
Communicating Research Findings: The Research Poster
A research poster is similar to a research report, but the poster presents the information in a visual manner. Posters are usually displayed at meetings where the author may discuss the research with interested individuals.
The main sections of the research poster resemble those of the research report; however, the space on a poster is limited. Viewing a poster lets the reader quickly glance at the steps of the research process that were undertaken during the study.
The time spent on reading a research poster is as limited as its space unless the author has prepared a handout. Learning where to find information on the poster helps the viewer take away the most important points.
Introduction
The Introduction or Problem Statement will typically be here where the eye has been trained to begin to read English. The problem statement makes the case for the significance of the issue under study.
Purpose/Aims
This may be labeled as the purpose, aims, goals or objectives. It describes the reason for the research.
Hypothesis
A hypothesis may be stated. Seldom do you see the null hypothesis. Instead, the author usually indicates the expected outcomes from the research. Not all research studies contain a hypothesis. A qualitative study may list research questions that were posed. The information in each section will depend upon the type of research performed and how it was conducted. Reading Research Literature -The Research Process.
Background
The background or literature review describes the previously publishes research that has been conducted on the topic.
It helps establish the need for and the significance of the research perhaps by pointing out a knowledge gap. The literature review can guide the researcher during the planning process when choosing the research problem, design, methods and analysis.
Theoretical Framework
A conceptual or theoretical framework explains the thinking that guided the decisions made during the research process.
Operational definitions may be included to further enlighten the reader as to how abstract ideas were translated into something measureable.
Qualitative studies may not have operational definitions. Instead, the subjects may be asked to share how they perceive the world around them.
Research Design
The research design may be included in a Methods section. This is where you may discover whether the design is qualitative or quantitative, and further details, e.g., if the study was an experimental or quasi-experimental design. Reading Research Literature -The Research Process.
Research Setting
The research setting is the physical location where the data were collected. Look to see if the setting is similar to your own, and likely to have evidence that you could apply.
Population & Sampling
The population explains who was the target of the research. Sampling tells how subjects were chosen to represent the sample. Consider your own population, and if it is similar to that which was studied.
Data Collection
Data collection methods indicate how the author gathered information for analysis. Assess whether these methods seem appropriate to address the problem that has been identified.
Results
The data analysis section may include a summary of the most important findings. It may display tables with results.
Implications
The author may recommend how to utilize the findings from the research. Reading this may let you judge if you wish to learn more about the research study. If so, look for the author’s contact information. Reading Research Literature -The Research Process.
Summary
This lesson described the steps of the research process and compared it to the nursing process. The research report is a common way to disseminate the findings of nursing research. Various parts of the research report were defined and illustrated in an interactive research report. Another method of sharing research is the research poster, highlighted through the example—the anatomy of the research poster. Reading Research Literature -The Research Process.
NR439: Evidence-Based Practice Quiz with Answers
Week 1
1. Magnet status is being pursued by hospitals across the United States. Which of the following is an important criterion in achieving and maintaining magnet status?
A) Staff nurses must understand the research process and use evidence as a basis for practice.
B) Staff nurses must be actively involved in generating new nursing knowledge.
C) Staff nurses must be included on interdisciplinary research teams studying clinical issues.
D) Staff nurses must pass yearly competencies showing knowledge of the research process.
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2. Which of the following is not an essential component of developing an evidence-based practice guideline?
A) Performing an exhaustive review of the literature.
B) Using clinical expert opinions.
C) Evaluating patient preferences.
D) Considering hospital policies.
NR439: Evidence-Based Practice Quiz with Answers
3. The peer review process is an important component of conducting nursing research. Which of the following statements most accurately describes this process?
A) It assures that the research has significant statistical power.
B) It assures that the research is unbiased.
C) It assures that the research is replicable.
D) It assures that the research has measurable outcomes.
4. Which of the following is considered a primary source of evidence?
A) A research study.
B) A systematic review.
C) An integrative review.
D) A meta-analysis.
NR439: Evidence-Based Practice Quiz with Answers
5. A nurse manager is conducting a quality improvement project on her unit. How is quality improvement different from the research process?
A) Risks are greater for subjects in quality improvement projects.
B) Quality improvement projects are expected to stand up to replication.
C) Quality improvement projects are beneficial to specific organizations.
D) These terms can be used interchangeably.
6. Which of the following statements is true about evidence-based practice?
A) Evidence-based practice is synonymous with clinical decision making.
B) Evidence-based practice is supported only through findings from randomized clinical trials.
C) Evidence-based practice is synonymous with theory.
D) Evidence-based practice is important to streamline nursing care.
Answers
1:A, 2:D, 3:B, 4:A, 5:C, 6:D,
NR439: Evidence-Based Practice Quiz with Answers
Week 2
1. Nursing research is a disciplined and systematic process. Which of the following is usually the first step in the research process?
A) Determine an appropriate theoretic framework for the study.
B) Identify a gap in knowledge related to nursing practice.
C) Select a design that is appropriate for the study.
D) Complete a systematic review of the literature.
NR439: Evidence-Based Practice Quiz with Answers
2. The philosophical assumptions and belief system that underlies a research study is referred to as a (n):
A) Paradigm or framework.
B) Methodology.
C) Discovery.
D) Argument.
NR439: Evidence-Based Practice Quiz with Answers
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3. Which of the following statements most accurately reflects the purpose of qualitative nursing research?
A) Inferences are used to generalize findings to a defined population.
B) Findings are used to gain understanding of patients’ experiences.
C) Findings are used to determine cause and effect of a phenomenon.
D) Inferences are used to establish evidence-based guidelines.
4. How are quantitative and qualitative research approaches different?
A) Reality is viewed objectively in qualitative research and constructed by the individual in quantitative research.
B) Design is highly controlled in quantitative research and adaptable in qualitative research.
C) Sampling is population-based in qualitative research and restricted to individuals in quantitative research.
D) Analysis in deductive in qualitative research and inductive in quantitative research.
5. A nurse researcher designs a study to measure pain ratings of subjects using a relaxation exercise and also interview them about their experiences. What type of research is being conducted?
A) Quantitative research.
B) Qualitative research.
C) Mixed methods.
D) Nested methods.
NR439: Evidence-Based Practice Quiz with Answers
6. Which of the following is most important to the researcher in selecting a research design?
A) The type of subjects being studied.
B) The type of data being collected.
C) The nature of the research problem.
D) The expertise of the researchers.
Answers
1:B, 2:A, 3:B, 4:B, 5:C, 6:C,
NR439: Evidence-Based Practice Quiz with Answers
Week 3
1. Research that is reproduced to validate findings and increase generalizability is referred to as
A) a randomized clinical trial.
B) a replication/confirmatory study.
C) a systematic review.
D) a validation study.
2. Research problem statements
A) are declarations of disparity.
B) are declarations of intent.
C) declare what is being studied.
D) declare who is being studied.
3. Which of the following is an example of empirical literature?
A) An article describing a grand theory in nursing
B) An article describing a middle-range theory in nursing
C) An article describing the results of a descriptive study
D) An article describing a concept analysis
NR439: Evidence-Based Practice Quiz with Answers
4. A clinical practice guideline is an example of a(n)
A) seminal work.
B) secondary source.
C) empirical work.
D) primary source.
5. Careful consideration of the _____ serves as the basis for the research design.
A) type of theory used in the study
B) purpose to be achieved by the study
C) type of statistics to be used in the study
D) number of subjects needed in the study
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6. Experimental studies measure cause and effect. The variable that is synonymous with the cause is referred to as the
A) dependent variable.
B) independent variable.
C) extraneous variable.
D) control variable.
NR439: Evidence-Based Practice Quiz with Answers
7. Factors that exert an effect on the outcome but that are not part of the planned experiment and may confuse the interpretation of the results are referred to as
A) extraneous variables.
B) situational factors.
C) dependent variables.
D) confounding factors.
8. Which of the following research designs is used to answer questions that seek to investigate causality?
A) Survey design
B) Correlational design
C) Experimental design
D) Cross-sectional design
9. All of the following research designs describe relationships between variables, except
A) correlational.
B) grounded theory.
C) phenomenology.
D) tests of model fit.
Answers
1:B, 2:A, 3:C, 4:B, 5:B, 6:B, 7:A, 8:C, 9:C,
NR439: Evidence-Based Practice Quiz with Answers
Week 4
1. Vulnerable populations in research include those groups with
A) limited capacity to make decisions.
B) a vested interest in the study outcomes.
C) less than a high school education.
D) limited knowledge of the research process.
2. Researchers may not use underprivileged persons to benefit those who are privileged. This constitutes a major tenant of the principle of
A) beneficence.
B) justice.
C) respect for persons.
D) equal opportunity.
3. Deception or incomplete disclosure is allowed in research under all of the following conditions, except when
A) it is necessary for the goals of the research.
B) the undisclosed risks are minimal.
C) there is a plan to debrief the subjects.
D) subjects are unable to give informed consent.
NR439: Evidence-Based Practice Quiz with Answers
4. A researcher fails to follow the research protocol, which compromises subjects’ safety. The researcher may be accused of
A) negligence.
B) breach of duty.
C) battery.
D) discrimination.
5. A researcher enrolls only white males in a study because of the greater ease in recruiting this population. The researcher may be accused of
A) negligence.
B) breach of duty.
C) battery.
D) discrimination.
6. Which of the following is a type of research misconduct where data or results are made up?
A) Fabrication
B) Falsification
C) Plagiarism
D) Infringement
NR439: Evidence-Based Practice Quiz with Answers
7. When subjects elect not to participate in a study and/or drop out of a study, this can lead to
A) sampling error.
B) sampling bias.
C) selection bias.
D) selection error.
8. The only way to be sure that a sample represents a population is if it incorporates the following two essential criteria
A) random selection and independence.
B) random selection and dependence.
C) purposive selection and independence.
D) purposive selection and dependence.
9. The measurement of the magnitude of the impact of an intervention is referred to as the
A) power analysis.
B) test of fit.
C) effect size.
D) factor analysis.
Answers
1:A, 2:B, 3:D, 4:A, 5:D, 6:A, 7:C, 8:A, 9:C,
NR439: Evidence-Based Practice Quiz with Answers
Week 5
1. A nurse researcher is conducting a retrospective study and using a chart review to collect data. What type of data will be collected?
A) External data
B) Secondary data
C) Internal data
D) Primary data
2. Which of the following are considered categorical data?
A) Nominal and ordinal
B) Nominal and interval
C) Ordinal and interval
D) Ordinal and ratio
NR439: Evidence-Based Practice Quiz with Answers
3. A nurse researcher is measuring blood pressures of women who are diagnosed with pre-eclampsia. The sphygmomanometer has not been calibrated correctly, which results in inaccurate readings. What type of error is this?
A) Sampling error
B) Random error
C) Systematic error
D) Nonsystematic error
4. A researcher is interested in determining whether an instrument has stability between the raters who use it. What is this called?
A) Internal reliability
B) Inter-rater reliability
C) Face validity
D) Content validity
NR439: Evidence-Based Practice Quiz with Answers
5. Pain is defined as the score obtained on the McGill Pain Questionnaire. This is an example of a(n)
A) conceptual definition.
B) operational definition.
C) simple hypothesis.
D) directional hypothesis.
6. An example of a psychometric data collection instrument is the
A) Likert scale.
B) sphygmomanometer.
C) interview.
D) focus group.
Answers
1:B, 2:A, 3:C, 4:B, 5:B, 6:A,
NR439: Evidence-Based Practice Quiz with Answers
Week 7
1. Which of the following statements is accurate in relation to critically appraising research evidence?
A) Studies published in respected journals can be accepted on face value.
B) The goal is to judge whether the research evidence is credible.
C) More rigor is needed to appraise evidence presented at conferences versus published evidence.
D) The goal is to determine whether the researchers used ethical standards.
2. The interpretation of a result in a research study is called a
A) summary.
B) bias.
C) finding.
D) discussion.
3. Descriptive research seeks to
A) manipulate variables to produce an outcome.
B) determine why there are relationships among variables.
C) generalize results from a study to a population.
D) observe what is happening.
NR439: Evidence-Based Practice Quiz with Answers
4. The strongest level of evidence produced by research is
A) quantitative.
B) qualitative.
C) descriptive.
D) predictive.
5. Understanding how a patient may perceive the implementation of a plan of care can be enhanced by reading
A) quantitative research findings.
B) qualitative research findings.
C) descriptive research findings.
D) predictive research findings.
NR439: Evidence-Based Practice Quiz with Answers
6. When a qualitative research finding is said to have confirmability, this means that
A) data can be transferred from one setting to another.
B) an instrument measured data in the same way each time it was used.
C) one rater collected data in a similar manner to another rater.
D) multiple researchers reached the same decision when analyzing the same data.
Answers
1:B, 2:C, 3:D, 4:A, 5:B, 6:D,
NR439: Evidence-Based Practice Quiz with Answers
PICO(T) Question Examples – NR439 EBP Essay Assignment Papers
Read each case study and construct a PICO(T) formatted question. After you are finished, next is the answer which is our expert’s clinical question. There may be more than one right answer, so do not be discouraged. However, this is a great guide on how to formulate PICO(T) questions.
Case 1, part 1
A nurse who works in a nursing home has noticed that many of the elderly male residents who develop heart failure also have a history of myocardial infarction (heart attack). The nurse is aware that all of these men are on Medicaid. The nurse wonders if there is any relationship between these factors. Type a clinical question that pertains to this case.
Answer:
The expert’s question is: Are elderly male residents on Medicaid with a history of myocardial infarction more likely to experience heart failure? Was your answer similar to the expert’s? Remember, there may be more than one right answer.
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2. Case 1, part 2
Review the expert’s clinical question. Are elderly male residents on Medicaid with a history of myocardial infarction more likely to experience heart failure? Identify the PICO(T) elements that are in the clinical question.
Answer:
The expert answers are below:
P = elderly male residents on Medicaid
I = history of myocardial infarction
C = no history of myocardial infarction
O = occurrence of heart failure
T = no time element in this question
How do your answers compare to the expert’s? Remember, there may be more than one correct answer.
Case 1, part 3
Review the expert’s PICO elements.
P = elderly male residents on Medicaid
I = history of myocardial infarction
C = no history of myocardial infarction
O = occurrence of heart failure T = no time element in this question
What search terms would you consider that are likely to match terms in the database?
Answer:
The expert’s key terms for each element are below: P = male residents on Medicaid = Medicaid; limits or options could be set for the male gender and an older age group I = history of myocardial infarction = myocardial infarction C = no history of myocardial infarction = The term “myocardial infarction” has already been entered. Adding the word “no” would not add anything meaningful to the search; therefore, you should leave this blank. O = occurrence of heart failure = heart failure T = no time element in this question
How do your answers compare to the expert’s? Remember, there may be more than one correct answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.
Conduct a search using these terms in EBSCO/CINAHL and PubMed/Medline to find research-based evidence. Did you find research reports that could guide your decision making? If not, how could you adjust the search terms to obtain relevant results.
Case 2, part 1
An occupational health nurse is developing a program to help employees stop smoking. The nurse would like to offer options proven effective by research-based evidence and wonders if alternative approaches, such acupuncture or hypnosis, should be included. Type a clinical question that pertains to this case.
Answer:
Are alternative approaches, such as hypnotic sessions or acupuncture treatments, effective in helping adults stop smoking cigarettes? Was your clinical question similar to the expert’s? Remember, there may be more than one right answer.
Case 2, part 2
Review the expert’s clinical question, and identify the PICO(T) elements: Are alternative approaches, such as hypnotic sessions or acupuncture treatments, effective in helping adults stop smoking cigarettes?
Answer:
The expert answers are below:
P = adults who smoke cigarettes
I = hypnosis sessions or acupuncture treatments
C = no treatments
O = stop smoking
T = no time element in this question
How do your answers compare to the expert’s? Remember, there may be more than one correct answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.
Case 2, part 3
Review the expert’s PICO(T) elements.
P = adults who smoke cigarettes
I = hypnosis sessions or acupuncture treatments
C = no treatments
O = stop smoking
T = no time element in this question
What terms would you consider using when searching that are likely to match the database?
Answer:
The expert’s key terms for each element are below:
P = adults who smoke cigarettes = limits or options could be set for the age group adults; smoking is already in the Outcome and does not need to be repeated as a key term here.
I = hypnosis sessions = hypnosis; acupuncture treatments = acupuncture
C = no treatments = cold turkey
O = stop smoking = smoking cessation
T = no time element in this question How do your answers compare to the expert’s? Remember, there may be more than one correct answer.
Conduct a search using these terms in EBSCO/CINAHL and PubMed/Medline to find research-based evidence. Did you find research reports that could guide your decision making? If not, how could you adjust the search terms to obtain relevant results.
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Case 3, part 1
The nurse manager of a unit with surgical patients receives a retrospective chart audit that indicates a rising incidence of falls. The nurse manager just read an article in a nursing magazine about nursing rounds and wonders whether nursing rounds would be a useful approach to reduce patient falls. Type a clinical question that pertains to this case.
Answer:
The expert’s clinical question is: Do nursing rounds reduce the number of falls in hospitalized surgical patients? Was your clinical question similar to the expert’s? Remember, there may be more than one right answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.
Case 3, part 2
Review the expert’s clinical question, and identify the PICO(T) elements: Do nursing rounds reduce the number of falls in hospitalized surgical patients?
Answer:
The expert answers are below:
P = hospitalized surgical patients
I = nursing rounds
C = Silent or absent. It is assumed that all nurses make rounds, but they are not the type under investigation; therefore, the answer “no nursing rounds” is inappropriate. Leave the Comparison element “silent” or “absent.”
O = reduced number of falls
T = no time element in this question
How do your answers compare to the expert’s? Remember, there may be more than one correct answer.
Case 3, part 3:
Review the expert’s PICO elements.
P = hospitalized surgical patients
I = nursing rounds
C = Silent or absent. It is assumed that all nurses make rounds, but they are not the type under investigation; therefore, the answer “no nursing rounds” is inappropriate. Leave the Comparison element “silent” or “absent.”
O = reduced number of falls
T = no time element in this question
What search terms would you consider that are likely to match terms in the database?
Answer:
The expert’s key terms for each element are below:
P = hospitalized surgical patients = The P is the last element searched. If you find you have too many returns by searching on just the I and the O, consider entering “hospital” as a key term. Avoid “patient,” as it is generic and would not lead to more relevant returns.
I = nursing rounds = nursing rounds
C = silent = no key term
O = reduced number of falls = falls; accidental falls
T = no time element in this question
How do your answers compare to the expert’s? Remember, there may be more than one correct answer.
Conduct a search using these terms in CINAHL and Medline to find research-based evidence. Did you find research reports that could guide your decision making? PICO(T) Question Examples – NR439 EBP Essay Assignment Papers