![findings, select the two sources of evidence that seem the most
relevant to your question and analyze them in more depth.
Specifically, interpret each source's specific findings and best
practices related to your issues, as well explain how the
evidence would help you plan and make decisions related to
your question.
If you need some structure to organize your initial thoughts and
research, the PICOT Question and Research Template document
(accessible from the "Create PICO(T) Questions" page in the
Capella library's Evidence Based Practice guide) might be
helpful.
In your submission, make sure you address the following
grading criteria:
· Define a practice issue to be explored via a PICO(T)
approach. Create a PICO(T)-formatted research question
· Identify sources of evidence that could be potentially effective
in answering a PICO(T) question (databases, journals, websites,
etc.).
· Explain the findings from articles or other sources of evidence
as it relates to the identified health care issue.
· Explain the relevance of the findings from chosen sources of
evidence to making decision related to a PICO(T) question.
· Communicate using writing that is clear, logical, and
professional with correct grammar and spelling using the
current APA style.
Example Assessment: You may use the following to give you an
idea of what a Proficient or higher rating on the scoring guide
would look like:
· Assessment 3 Example [PDF].
Additional Requirements
Your assessment should meet the following requirements:
· Length of submission: Create a 3–5-page submission focused
on defining a research question and interpreting evidence
relevant to answering it.
· Number of references: Cite a minimum of four sources of
scholarly or professional evidence that support your findings](https://image.slidesharecdn.com/createa3-5pagesubmissioninwhichyoudevelopapicotquesti-220922000627-4b6e9783/85/Create-a-3-5-page-submission-in-which-you-develop-a-PICO-T-questi-3-320.jpg)
Create a 3-5 page submission in which you develop a PICO(T) questi
- 1. Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question. Introduction PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation. It stands for: · P – Patient/population/problem. · I – Intervention. · C – Comparison (of potential interventions, typically). · O - Outcome(s). · T - Time frame (if time frame is relevant). The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern. You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course. Reference
- 2. Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Jones & Bartlett Learning. Professional Context As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire. Scenario For this assessment, please use a health care issue of interest from your current or past nursing practice. If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment. Instructions For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the research question and research it. Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial
- 3. findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source's specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question. If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the "Create PICO(T) Questions" page in the Capella library's Evidence Based Practice guide) might be helpful. In your submission, make sure you address the following grading criteria: · Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question · Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.). · Explain the findings from articles or other sources of evidence as it relates to the identified health care issue. · Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. · Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: · Assessment 3 Example [PDF]. Additional Requirements Your assessment should meet the following requirements: · Length of submission: Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it. · Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings
- 4. and considerations. Resources should be no more than 5 years old. · APA formatting: Format references and citations according to the current APA style. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: · Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies. . Explain the findings from articles or other sources of evidence that are relevant to the health care issue. · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision. . Identify sources of evidence that could be potentially effective in answering a PICO(T) question. . Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. · Competency 3: Apply an evidence-based practice model to address a practice issue. . Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question. · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. . Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. . Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format
- 5. Running head: DATABASES 1 Locating Credible Databases and Research Tahisha Thomas Capella University November 16th, 2021 DATABASES 2 Locating Credible Databases and Research Introduction Evidence-based practice is essential because it helps to deliver quality care (Thompson et al., 2016). Applying the information that has been used helps to avoid errors and also make easy and effective decisions. This paper will elaborate on the importance of EBP and how it is essential to nurses when making a diagnosis. Communication Strategies to Encourage Nurses to Research the Diagnosis and Strategies to Collaborate With the Nurses to Access Resources Be flexible in getting other people's views. It is essential to educate nurses on how to find
- 6. the right information but also it is essential to give time for views that help to improve creativity and interest (Blondon et al., 2017). Today telehealth has allowed health care providers to refer to information, and due to this, nurses need to understand the right source to get information. Literature reviews are essential sources of information; thus, nurses need to know how to do the literature reviews to get the right diagnosis from these sources. As a leader it is important to get the views of nurses as this will encourage them to study hard to get the right information to share later. Empathize rather than remaining detached as a leader there is always that boundary that is created but it is essential to show care to the people you lead. When encouraging nurses to do research it is important to do it with care. Show nurses how effective research will be to nurses like it will make their work easy and it will help them to gather quality information to use when making a diagnosis (Blondon et al., 2017). Nurses need to know areas where they can get quality information, including websites that are approved to be crucial for research. Educate nurses on the
- 7. essential of publishing research findings and the importance of doing the research. Nurses need to Alexandra Tripp sentence structure Alexandra Tripp incomplete sentence DATABASES 3 understand the importance of research as this will encourage them to do the research. Second, once the nurses have understood the importance of research, it is essential now to know how to print their research. A leader should not assume anything thus, educating nurses on how to print their research is essential. To encourage collaboration among nurses, it is essential to create enough space where nurses can gather and share ideas (Blondon et al., 2017). Nurses need to collaborate as this will help them get new ideas from each other, improving their performance. Collaboration within the workplace is essential because it helps employees share information, and in this case, nurses,
- 8. through collaboration, will be able to share ideas, and this will help them resolve issues easily. Best Places to Access Research and Types of Resources Essential places to conduct research are on the internet, in magazines, and books (Thompson et al., 2016). The type of best research source is scholarly journals, and this is one of the best sources that nurses can use for research. Scholar journals contain a lot of information that has been researched and reviewed; thus, it is important to be used and the researcher to select the best information to use from the rest of the information. Using scholar journals is essential because it helps researchers to get great information. Today hypertension is becoming common thus through the use of scholar journals it is easy to find the latest information about hypertension and remain updated. Five Sources that of Online Information That Could Be Used To Locate Evidence for Hypertension in Pregnant Women Lai, C., Coulter, S. A., & Woodruff, A. (2017). Hypertension and pregnancy. Texas Heart
- 9. Institute Journal, 44(5), 350-351. DATABASES 4 Rodríguez-Arbolí, E., Mwamelo, K., Kalinjuma, A. V., Furrer, H., Hatz, C., Tanner, M., ... & KIULARCO Study Group. (2017). Incidence and risk factors for hypertension among HIV patients in rural Tanzania–A prospective cohort study. PloS one, 12(3), e0172089. Maria Bruno, R., Di Pilla, M., Ancona, C., Sørensen, M., Gesi, M., Taddei, S., ... & Virdis, A. (2017). Environmental factors and hypertension. Current pharmaceutical design, 23(22), 3239-3246. Ouasmani, F., Engeltjes, B., Haddou Rahou, B., Belayachi, O., & Verhoeven, C. (2018). Knowledge of hypertensive disorders in pregnancy of Moroccan women in Morocco and the Netherlands: a qualitative interview study. BMC pregnancy and childbirth, 18(1), 1-11. Vousden, N., Nathan, H. L., & Shennan, A. H. (2018). Innovations in vital signs measurement
- 10. for the detection of hypertension and shock in pregnancy. Reproductive health, 15(1), 87- 91. The above sources are essential because they provide evidence that can be used to make a hypertension diagnosis. The sources above provide essential aspects required to make any diagnosis, like they show the causes, factors, and signs. The above sources are essential because they are researched, applied, and found to be effective in making a diagnosis; thus, they are reliable. The above sources talk about; the causes of hypertension in pregnant women, factors that might contribute to hypertension, and the early signs of hypertension in women. It is essential to understand the causes because this will help when taking the patient's history and try to relate it with the found causes. Second, knowing factors that contribute to hypertension is essential. This will help when taking history to relate if the patient situation corresponds to the identified factors. DATABASES 5
- 11. Lastly, signs are important when making a diagnosis because through signs it is easy to identify the condition of the patient. References DATABASES 6 Blondon, K. S., Maître, F., Muller-Juge, V., Bochatay, N., Cullati, S., Hudelson, P., ... & Nendaz, M. R. (2017). Interprofessional collaborative reasoning by residents and nurses in internal medicine: Evidence from a simulation study. Medical teacher, 39(4), 360-367. Lai, C., Coulter, S. A., & Woodruff, A. (2017). Hypertension and pregnancy. Texas Heart Institute Journal, 44(5), 350-351. Maria Bruno, R., Di Pilla, M., Ancona, C., Sørensen, M., Gesi, M., Taddei, S., ... & Virdis, A. (2017). Environmental factors and hypertension. Current pharmaceutical design, 23(22), 3239-3246. Ouasmani, F., Engeltjes, B., Haddou Rahou, B., Belayachi, O., & Verhoeven, C. (2018).
- 12. Knowledge of hypertensive disorders in pregnancy of Moroccan women in Morocco and the Netherlands: a qualitative interview study. BMC pregnancy and childbirth, 18(1), 1- 11. Rodríguez-Arbolí, E., Mwamelo, K., Kalinjuma, A. V., Furrer, H., Hatz, C., Tanner, M., ... & KIULARCO Study Group. (2017). Incidence and risk factors for hypertension among HIV patients in rural Tanzania–A prospective cohort study. PloS one, 12(3), e0172089. Thompson, C., McCaughan, D., Cullum, N., Sheldon, T. A., Mulhall, A., & Thompson, D. R. (2016). Research information in nurses’ clinical decision‐ making: what is useful?. Journal of advanced nursing, 36(3), 376-388. Vousden, N., Nathan, H. L., & Shennan, A. H. (2018). Innovations in vital signs measurement for the detection of hypertension and shock in pregnancy. Reproductive health, 15(1), 87- 91.
- 13. DATABASES 7