NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED Example

Owing to the complexity of the human body and its physiological functions, care must be provided only by professionals and following evidence obtained from the current literature.

Evidence-based practice is applying the best available evidence from any credible source to guide optimal nursing practice, aiming to improve the quality and safety of patient care (Kim et al., 2020).

The ability to use evidence-based evidence necessitates the presence of an experienced practicing healthcare professional who has legitimately gained the credibility to function as a care provider.

Day-to-day challenges for nurses range from making a diagnosis to designing an appropriate care plan for patients. To address this, a nurse must understand how to obtain scholarly resources and identify databases and websites that contain credible medical and nursing data.

As such, the purpose of this paper, with reference to a case scenario provided, is to highlight what it entails in locating evidence in a nursing practice scenario.

Also Read:

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

NURS-FPX4030 Assessment 3 PICOT Questions and an Evidence-Based Approach

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

Role as a Baccalaureate-prepared Nurse Supervising Clinical Staff Nurses with regard to Communication and Collaboration in Locating Evidence for Application in Nursing Practice Scenario

Summary Brief of the Nursing Practice Scenario

During my duties at a nationally recognized hospital in terms of nursing and medical student education and training, I was assigned to supervise three nurses who work in the medical-surgical department. During daily ward rounds, I assign specific patients to the nurses and participate in my shift report.

A new nurse approaches me, having just completed orientation and training a week before, and expresses his difficulty making a diagnosis in one of the patients assigned to him. Knowing the importance of evidence-based practices in patient outcomes, I am responsible for assisting the nurse in locating the literature that will be useful in caring for the patient.

Communication and Collaboration Strategies

Communication and collaboration are critical pillars of nursing practice that when done well, benefit both patients and caregivers. Because I am responsible for directing the nurses during their clinical rotation, I am responsible for communicating with the one who requires assistance locating evidence-based practice.

First, I would devote time to educating the nurse on evidence-based practice. This will be accomplished by carefully considering both my and the nurse’s schedules and arriving at a convenient time for both of us. A face-to-face communication strategy would be the most effective in conveying the gravity of the situation.

During the meeting, I would be courteous to the nurse and recognize his lack of knowledge as a strength and a need to learn. Even though there is a hierarchical ranking in nursing based on academic and professional achievements, everyone in the healthcare sector is considered a colleague (Schot et al., 2020).

As a result, the decision to communicate with junior colleagues in the most welcoming and cautious manner is informed. Demonstrating kindness and sincerity is an additional communication and collaboration strategy when addressing the issue.

By doing so, I will communicate to the nurse that people progress from ignorance to knowledge and that ignorance is merely an ethereal, transient state that can be corrected. Furthermore, because people have different learning strengths and styles, it is best to hold the meeting in a location where computers and medical databases are easily accessible to demonstrate to the nurse what is expected of her.

Best Places to complete the Research and the Type of Resources to access to find Pertinent Information

Besides being a teaching hospital, the facility also takes pride in having the most modern computer laboratory, where staff can access medical databases whenever they want. Aside from the computer laboratory, each department has its computer and a stable internet connection to assist staff in accessing evidence-based practice data.

The medical-surgical floor, nurses and physician workstations, research department, patient monitoring room, theatre, IT/health informatics room, and imaging department are among the departments with computers and a stable internet that the nurses can use.

While having access to a computer is necessary, the real deal is being able to obtain relevant medical sources and literature from the internet. According to Kim et al. (2020), the search for evidence-based practice information begins with being aware of credible medical databases.

Some online reputable medical databases that will be very useful during this practicum are PubMed, CINAHL, Medline, Google Scholar, ProQuest, and the Cochrane Library.

Assuming the patient has diabetes, the search for evidence-based practice information begins by entering relevant search details into medical databases. The search strategy is important because it determines the types of sources obtained.

Typing the words “diabetes mellitus,” “diagnosis of diabetes mellitus,” “management of diabetes mellitus,” “diabetes mellitus guidelines,” and many other specific word combinations can assist in locating the sources.

Article journals, guidelines from national ministries of health or professional bodies, hospital guidelines and guidebooks, and recommendations or fact sheets from federal agencies like the CDC, as well as information from non-profit health organizations like the American Diabetes Association (ADA), are all resources I would like to find.

Even though the information in the various medical databases has been peer reviewed and is credible, it is up to the searcher to determine the most reliable data.

Five Sources of Online Information used to locate Evidence-Based Practice for the Nursing Practice Scenario.

The five online resources listed below can be used to provide evidence-based valuable information in the management of the assigned patient. Guidelines from the ADA, the International Society for Pediatric and Adolescent Diabetes (ISPAD), and the International Working Group on the Diabetic Foot (IWGDF) are among the sources.

An article journal containing information on insights into diabetes management, as well as an ADA consensus report, are also included. The links to the articles are provided and attached to the reference section, as are the documents. The order in which the sources are arranged below is determined by the relevance and superiority of the information.

1. American Diabetes Association. (2020). 8. Obesity management for the treatment of type 2 diabetes: Standards of Medical Care in diabetes-2020. Diabetes Care, 43(Suppl 1), S89–S97. https://doi.org/10.2337/dc20-S008
2. Danne, T., Phillip, M., Buckingham, B. A., Jarosz-Chobot, P., Saboo, B., Urakami, T., Battelino, T., Hanas, R., & Codner, E. (2018). ISPAD Clinical Practice Consensus Guidelines 2018: Insulin treatment in children and adolescents with diabetes. Pediatric Diabetes, 19 Suppl 27, 115–135. https://doi.org/10.1111/pedi.12718
3. Lipsky, B. A., Senneville, É., Abbas, Z. G., Aragón-Sánchez, J., Diggle, M., Embil, J. M., Kono, S., Lavery, L. A., Malone, M., van Asten, S. A., Urbančič-Rovan, V., Peters, E. J. G., & International Working Group on the Diabetic Foot (IWGDF). (2020). Guidelines on diagnosing and treating foot infection in persons with diabetes (IWGDF 2019 update). Diabetes/Metabolism Research and Reviews, 36 Suppl 1(S1), e3280. https://doi.org/10.1002/dmrr.3280
4. Davies, M. J., D’Alessio, D. A., Fradkin, J., Kernan, W. N., Mathieu, C., Mingrone, G., Rossing, P., Tsapas, A., Wexler, D. J., & Buse, J. B. (2018). Management of hyperglycaemia in type 2 diabetes, 2018. A consensus report by the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetologia, 61(12), 2461–2498. https://doi.org/10.1007/s00125-018-4729-5
5. Alam, S., Hasan, M. K., Neaz, S., Hussain, N., Hossain, M. F., & Rahman, T. (2021). Diabetes mellitus: Insights from epidemiology, biochemistry, risk factors, diagnosis, complications, and comprehensive management. Diabetology, 2(2), 36–50. https://doi.org/10.3390/diabetology2020004

Why the Sources provide the Best Evidence for the Chosen Diagnosis

The sources used are from the most reliable medical databases and were authored by medical experts. Furthermore, some of the sources come from internationally recognized health organizations that have long been trusted to provide reliable medical information. Moreover, the sources chosen were published within the last five years, ensuring that the information is up to date and applicable in practice. The reasons stated above predict the reliability and credibility of the sources and, thus, why they were chosen to impact practice concerning the nursing practical scenario provided.

Conclusion

Caring for patients necessitates knowledge and expertise in nursing and related fields. Apprenticeship or evidence-based literature can be used to gain knowledge and expertise. As a result, it is critical for a nurse to develop research skills that allow them to search for information online and sift through it to find evidence-based practice data to use.

As part of my job, I assist nurses doing clinical rotations in the medical-surgical department to locate evidence-based practice literature they can implement. Using various communication and collaborative strategies, nurses learn about medical databases, information search strategies, and how to assess the information’s relevance, reliability, and credibility.

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED References

• Alam, S., Hasan, M. K., Neaz, S., Hussain, N., Hossain, M. F., & Rahman, T. (2021). Diabetes mellitus: Insights from epidemiology, biochemistry, risk factors, diagnosis, complications, and comprehensive management. Diabetology, 2(2), 36–50. https://doi.org/10.3390/diabetology2020004
• American Diabetes Association. (2020). 8. Obesity management for the treatment of type 2 diabetes: Standards of Medical Care in diabetes-2020. Diabetes Care, 43(Suppl 1), S89–S97. https://doi.org/10.2337/dc20-S008
• Danne, T., Phillip, M., Buckingham, B. A., Jarosz-Chobot, P., Saboo, B., Urakami, T., Battelino, T., Hanas, R., & Codner, E. (2018). ISPAD Clinical Practice Consensus Guidelines 2018: Insulin treatment in children and adolescents with diabetes. Pediatric Diabetes, 19 Suppl 27, 115–135. https://doi.org/10.1111/pedi.12718
• Davies, M. J., D’Alessio, D. A., Fradkin, J., Kernan, W. N., Mathieu, C., Mingrone, G., Rossing, P., Tsapas, A., Wexler, D. J., & Buse, J. B. (2018). Management of hyperglycemia in type 2 diabetes, 2018. A consensus report by the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetologia, 61(12), 2461–2498. https://doi.org/10.1007/s00125-018-4729-5
• 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
• Lipsky, B. A., Senneville, É., Abbas, Z. G., Aragón-Sánchez, J., Diggle, M., Embil, J. M., Kono, S., Lavery, L. A., Malone, M., van Asten, S. A., Urbančič-Rovan, V., Peters, E. J. G., & International Working Group on the Diabetic Foot (IWGDF). (2020). Guidelines on the diagnosis and treatment of foot infection in persons with diabetes (IWGDF 2019 update). Diabetes/Metabolism Research and Reviews, 36 Suppl 1(S1), e3280. https://doi.org/10.1002/dmrr.3280
• Schot, E., Tummers, L., & Noordegraaf, M. (2020). Working on working together. A systematic review of how healthcare professionals contribute to interprofessional collaboration. Journal of Interprofessional Care, 34(3), 332–342. https://doi.org/10.1080/13561820.2019.1636007

NURS-FPX4030 Making Evidence-Based Decisions Instructions

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED 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.

NURS 4030 Assessment 1 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 4030 Assessment 1 : Locating Credible Databases and Research Instructions

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.

NURS 4030 Assessment 1 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 for NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED

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 to use in NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED

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 for NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED

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.

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research 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 NURS 4030 Assessment 1 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.

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED 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.

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED 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.

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED Example 2

Healthcare professionals need to be able to locate credible databases and research sources to access the most current and accurate information to inform their practice and improve patient outcomes. Choosing which sources of online information are relevant and credible can be challenging due to the proliferation of online information (Weathers, 2021). In addition to finding credible sources, the reputation of the journal or organization publishing the research, funding sources for the research, and the rigor of the methods can also be used to evaluate their credibility (Katowa-Mukwato et al., 2022). This paper aims to identify information sources, suggest the best communication strategies, and explain my role as a baccalaureate-prepared nurse in communication and collaboration for a case study that required evidence-based practice.

Case Scenario

A new nurse has been hired to offset the imbalance in the nurse-patient ratio in the medico-surgical unit of my facility. On her first day, the unit’s nurse manager assigned her to a patient who had sepsis. The patient developed borderline low blood pressure, slightly elevated heart rate, and slight confusion. Even though the nurse knew that her patient had sepsis, she was unsure what nursing diagnosis to assign her patient because of the risk of fats deterioration, multiple symptoms, and signs that the patient has her lack of knowledge of the protocols in the unit and limited time within which she had to perform full body physical examination. Within her hypothetical setting, various resources exist, such as nurse works station computers and hospital internet connection.

My Role as Baccalaureate-prepared Nurse

In my role as a baccalaureate-prepared nurse supervising this nurse, I would assist and guide her in locating evidence for application to her nursing practice. A primary objective of this approach would be to provide education and training in how to find, evaluate, and apply evidence-based research and other sources to the care of this patient, as well as to offer guidance on how to use these sources in clinical practice.

Additionally, to support the nurse in finding evidence, I would facilitate communication and collaboration between members of the interdisciplinary team. Facilitating team meetings or rounds could be one way of discussing the patient’s case and identifying relevant evidence to inform care. It might also be helpful for the nurse to seek feedback from colleagues and other healthcare providers as necessary.

Communication Strategies to Encourage the Nurse to Look up her Diagnosis

This nurse will require to make a well-informed decision before providing care for this patient to ensure patient safety and care quality. These are some of the communication strategies that I would use to support and encourage the nurse to look up her diagnosis and access the resources and guidance needed to provide the best care for the patient. I will offer to help this client locate the best evidence to access evidence-based information on how to make appropriate diagnoses by offering to demonstrate the process in the unit. In the process, I would communicate to her through motivation by explaining to her the benefits of looking up the diagnosis from literature and how this would help her in future practice. This strategy would alleviate anxiety (Vnenchak et al., 2019). 

I would reassure her that it is normal to be frustrated and at a crossroads with certain patient cases. I will also encourage the nurse to collaborate with other nurses, both senior and junior, whenever facing challenges with care plans and diagnoses. This collaboration will ensure patient safety through shared decision-making and consultation as key collaborative approaches (Larsen et al., 2019). In the process of facilitating this nurse’s quest for clinical evidence, I will also explain to her the best resources and sources to complete her search.

Best Places to Complete the Search

The nurse has various areas in the workplace where she can find evidence-based information. The library is the first place she could go for this information search. The library has hardcopy guidelines and books. The hospital’s library also contains practice guidelines and hospital protocols for care for common conditions such as sepsis. Therefore, the library would be the first helpful database. However, there are alternatives to this because the physical library may be located far from the medico-surgical unit, or the search process for hardcopy information would be tedious and time-consuming. 

The nursing workstation computer will be an efficient place where she would retrieve this information faster and more efficiently. The workstation computer will require an internet connection and permitted access to the databases. Alternatively, she could use her smartphone for this search. Countless online databases for nursing and medical sciences are available for this search. However, she would need to seek this information from the best and most credible sources.

Sources of Online Information

Online databases and websites would provide appropriate information for the search for best practices in suspected sepsis complications. The following are some of the sources that would help locate evidence for sepsis diagnosis ad nursing care:

• Cumulative Index to Nursing and Allied Health Literature (CINAHL) is an extensive online database library for nursing and related health sciences that would be useful for this search. This source has different information sources such as journal articles, books, guidelines
• PubMed is another online database with peer-reviewed articles, books, and guidelines on nursing and medical sciences. This source will be credible because it has relevant resources for the diagnosis from all health perspectives, including biotechnology and critical care.
• Cochrane Library has various review sources that will provide quality filtered, specific high-level evidence about best practices in sepsis management. It would be a quality source for a search on sepsis management 
• Medline has various resources on broader topics that include sepsis. This database will provide access to articles and web-based information on sepsis from introduction to management; thus, it would be a relevant and useful database.
• The American Association of Critical-Care Nurses website is a credible professional website that has essential evidence-based information on sepsis. The link to this website is here.

The rationale for the Above Sources

The above sources are popular databases for peer-reviewed and scholarly resources. They not only provide free and sometimes premium access to articles, books, guidelines, and protocols but also media and clinical research trials on health-related topics. Sepsis is a topic that cuts across nursing and medical fields and thus would be discussed in these sources extensively. 

Conclusion

This paper has emphasized the need for healthcare professionals to locate credible databases and research sources to access accurate information and improve patient outcomes. The role of a baccalaureate-prepared nurse in communication and collaboration with junior nurses to locate evidence was also discussed, as well as strategies to encourage and support the junior nurse in researching a sepsis diagnosis. Additionally, the paper has highlighted the evaluation of the credibility of research sources, including useful databases for finding information on sepsis. Finally, the importance of consulting with colleagues and other healthcare providers as a source of guidance and support in finding evidence for clinical practice was highlighted.

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED References

American Association of Critical-Care Nurses. (n.d.). Sepsis Guidelines for Nurses – AACN. Aacn.org. https://www.aacn.org/clinical-resources/sepsis

Katowa-Mukwato, P., Chitundu, K., Monde, M. W., Maimbolwa, M. M., & Jere, L. D. (2022). Evidence-based practice and critical thinking in nursing education and practice: A scoping review of the literature. International Journal of Nursing and Midwifery, 14(4), 65–80. https://doi.org/10.5897/ijnm2022.0511

Larsen, C. M., Terkelsen, A. S., Carlsen, A.-M. F., & Kristensen, H. K. (2019). Methods for teaching evidence-based practice: a scoping review. BMC Medical Education, 19(1), 259. https://doi.org/10.1186/s12909-019-1681-0

Vnenchak, K., Sperling, M. L., Kelley, K., Petersen, B., Silverstein, W., Petzoldt, O., Cooper, L., & Kowalski, M. O. (2019). Dedicated education unit improving critical thinking and anxiety: A longitudinal study: A longitudinal study. Journal for Nurses in Professional Development, 35(6), 317–323. https://doi.org/10.1097/NND.0000000000000586

Weathers, E. (2021). A creative teaching method for research and evidence-based practice. Nursing Education Perspectives, 42(1), 53–55. https://doi.org/10.1097/01.NEP.0000000000000539

NURS-FPX4030 Assessment 1 Locating Credible Databases and Research SOLVED Example 3

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.

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 4030 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

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. 

• • • 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 4030 Assessment 2: Determining the Credibility of Evidence and Resources Example

To guarantee that the information you are using is trustworthy and accurate and to help you make informed decisions, it is crucial to critically assess the evidence and resources’ reliability. My safety issue from assignment 1 was sepsis diagnosis. Early diagnosis of sepsis can promote better treatment outcomes. This paper aims to describe this safety issue, propose evidence-based criteria that would be used to assess the credibility of evidence sources, assess the credibility of chosen sources, and use an evidence-based model to justify the importance of incorporating credible evidence into the model.

Safety Issue

A new nurse has been hired to work in a medical-surgical unit of a healthcare facility and has been assigned to care for a patient with sepsis on their first day. The patient is experiencing borderline low blood pressure, slightly elevated heart rate, and confusion. The nurse is unsure how to proceed due to a lack of knowledge and experience with managing sepsis and limited time to perform a full physical examination.

In this situation, it is important for the nurse to seek guidance and support from the unit’s nurse manager or other experienced nurses, utilize available resources such as computers and internet access to research appropriate protocols and nursing diagnoses, and communicate with the healthcare team to ensure that the patient’s condition is being closely monitored and necessary interventions are implemented.

The nurse should also continue to educate themselves on sepsis management and seek out additional support as needed because it would improve her anxiety and EBP knowledge and skill competencies (Larsen et al., 2019). To make an accurate diagnosis and plan evinced based interventions for this patient, the nurse would rely on evidence-based practice to seek evidence-based information in this case.

Criteria for Determining the Credibility of the Sources

Various criteria have been used to determine the trustworthiness of online bases sources of information, but there is no conventional method that has been set to achieve a uniform assessment of credibility. Various models, such as the CRAAP model, have been used to assess source credibility. This model has its benefits and drawbacks. Various alternatives have been in various settings to teach EBP and promote the use of credible sources.

The CCOW model is one alternative to the CRAAP model that would be easy and efficient in determining the credibility of sources in finding evidence for making clinical decisions by the nurse in the above scenario. According to Tardiff (2022), the CCOW model is a criterion that encourages an investigative approach to appraising the sources and thus offers a convenient way to ensure that trainees and practitioners use trustworthy sources. CCOW model is an acronym for credentials, claims, objectives, and worldview.

This criterion requires that firstly the user assess whether the source was published by an expert or reputable organization in the relevant field. The user then assesses whether the claims are accurate or unreliable. Thirdly, the user of the information assesses the objectives to assess whether the information was intended at informing, convincing, or selling ideas to the user (Tardiff, 2022).

Lastly, the worldview criterion promotes the user of the information to assess whether the information is biased or neutral so that the decision they make using it would not harm the patient. An example of using this criterion is when searching for a piece of information on the internet. The user will need to decide if the website is from a reputable organization or just a blog if the information was meant for medical reasons and thus purposeful, and if the information contained conforms with worldviews or is age-old.

Sources

The following sources will provide evidence-based information to make an early diagnosis of sepsis and improve patient safety and care quality. The sources have been annotated and their credibility assessed.

American Association of Critical-Care Nurses. (n.d.). Sepsis Guidelines for Nurses – AACN. Aacn.org. Retrieved January 3, 2023, from https://www.aacn.org/clinical-resources/sepsis

This is a credible source because it was published by the American Association of Critical-Care Nurses, an organization of experts in nursing and critical care. This source was published to educate nurses on the best guidelines to follow when diagnosing and treating a patient with sepsis. The information contained in this area represents reviewed information from various studies and research evidence from more than one study.

Husabø, G., Nilsen, R. M., Flaatten, H., Solligård, E., Frich, J. C., Bondevik, G. T., Braut, G. S., Walshe, K., Harthug, S., & Hovlid, E. (2020). Early diagnosis of sepsis in emergency departments, time to treatment, and association with mortality: An observational study. PloS One, 15(1), e0227652. https://doi.org/10.1371/journal.pone.0227652

Husabø and colleagues are health experts in various medical and nursing fields in hospitals in Norway. Their study aimed to establish associations between diagnostic procedures, time to treatment, and mortality outcomes. The findings of this study are defended by statistical analyses. Therefore, this source is credible per the CCOW model.

Kim, H. I., & Park, S. (2019). Sepsis: Early recognition and optimized treatment. Tuberculosis and Respiratory Diseases, 82(1), 6–14. https://doi.org/10.4046/trd.2018.0041

Kim and Park are also experts in critical care. In their review article, they have provided an in-depth discussion on screening for sepsis, the most current definitions, evidence-based medical and nursing interventions, and efforts to decrease mortality. The claims in this article are research evidence-based and reflect key worldviews in sepsis treatment. The purpose of this article was to educate nurses and other healthcare professionals on the current best treatment strategies and the need for early diagnosis.

In the above three sources, the first and the last source are more credible because they are authoritative, current, purposeful, and represent valid worldviews per the CCOW criteria. However, the first source (American Association of Critical-Care Nurses., n.d.) remains the most credible; the authors are reputable critical care experts and nurses, to be specific. The website contains information that is regularly updated to keep nurses with the best evidence-based interventions for sepsis diagnosis and treatment.

Evidence-based Practice Model

The above evidence-based practice has been based on Stetler’s model. This is an EBP model best for individual-level evaluation clinical practice. The emphasis of this model is at the level of the individual nurse thus, it is appropriate for the safety issue described earlier.  The six steps of Stetler’s model, preparation, validation, comparative evaluation, decision-making, application, and evaluation, have been considered. The first three steps have been completed regarding the safety issue of sepsis.

It is important to incorporate credible evidence into Stetler’s model because the quality of the terminal stages, decision-making and evaluation, relies on the quality of this information. Also, this will ensure that the interventions made by the nurse in treating sepsis are the best available in the current practice. The risk of harmful or less effective interventions will be lower because the effectiveness and efficacy are evaluated by credible sources that meet the credibility criteria.

Conclusion

To improve patient care, the nurse should seek guidance from experienced colleagues, utilize available resources to research appropriate protocols and nursing diagnoses, and communicate with the healthcare team to monitor the patient’s condition closely. The CCOW model (credentials, claims, objectives, worldview) can be used to determine the credibility of evidence sources. This model requires the user to assess the source’s expert credentials, the accuracy of the claims made, the objectives of the information, and whether the information is biased or neutral.

The selected sources for this safety issue include guidelines from the Centers for Disease Control and Prevention and the World Health Organization, as well as research articles from reputable journals. Using credible evidence in Stetler’s model helps to ensure the effectiveness of interventions and practices, minimize the risk of implementing ineffective or harmful interventions, and improve the efficiency of the healthcare system.

References

American Association of Critical-Care Nurses. (n.d.). Sepsis Guidelines for Nurses – AACN. Aacn.org. Retrieved January 6, 2023, from https://www.aacn.org/clinical-resources/sepsis

Husabø, G., Nilsen, R. M., Flaatten, H., Solligård, E., Frich, J. C., Bondevik, G. T., Braut, G. S., Walshe, K., Harthug, S., & Hovlid, E. (2020). Early diagnosis of sepsis in emergency departments, time to treatment, and association with mortality: An observational study. PloS One, 15(1), e0227652. https://doi.org/10.1371/journal.pone.0227652

Kim, H. I., & Park, S. (2019). Sepsis: Early recognition and optimized treatment. Tuberculosis and Respiratory Diseases, 82(1), 6–14. https://doi.org/10.4046/trd.2018.0041

Larsen, C. M., Terkelsen, A. S., Carlsen, A.-M. F., & Kristensen, H. K. (2019). Methods for teaching evidence-based practice: a scoping review. BMC Medical Education, 19(1), 259. https://doi.org/10.1186/s12909-019-1681-0

Tardiff, A. B. (2022). Have a CCOW: A CRAAP alternative for the internet age. Journal of Information Literacy, 16(1), 119. https://doi.org/10.11645/16.1.3092