NURS FPX4030 – Making Evidence-Based Decisions: Integrating Research, Data, and Clinical Expertise in Nursing

Introduction:

NURS FPX4030 – Making Evidence-Based Decisions teaches nurses how to interpret research findings and apply evidence to clinical practice. The course emphasizes data-driven decision-making, patient safety, and continuous quality improvement. For professional help with evidence-based nursing papers or research projects, visit Owlisdom’s Nursing Coursework Help.

NURS-FPX 4030 ASSESSMENT 1: Locating Credible Databases and Research

Instructions for NURS-FPX 4030 Assessment 1

Locating Credible Databases and Research

Create a 2-4 page resource that will describe databases that are relevant to EBP around one of the diagnoses found in the provided PDF supplement and could be used to help a new hire nurse better engage in EBP.

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Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, 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 to implement evidence-based changes in practice.

Your Online e-Portfolio

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

Professional Context

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

Scenario

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane Library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift reports. 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 in finding 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.

• To select the diagnosis for the patient in this scenario, review the three diagnoses presented in the Assessment 01 Supplement: Locating Credible Databases and Research [PDF]. Download Assessment 01 Supplement: Locating Credible Databases and Research [PDF]resource and select one. You will use this same diagnosis to complete the next two assessments.

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 completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

Preparation

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you with 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 healthcare 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 are for your practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

Instructions

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

• Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses about 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 the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
• Describe where you might go in the workplace 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 corresponds 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 the 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] Download 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 the 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 support your findings and considerations. Resources should be no more than five years old.
• APA formatting: References and citations are formatted according to the current APA style.

Competencies Measured

By 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 deciding within the context of a specific healthcare 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; contain 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.

Resources

Use the resources linked below to help complete this assessment.

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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, assess, 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 article also covers how the lack of experienced clinical research nurses can create a challenge for institutions with robust clinical trial pipelines.

Evaluating Credibility

The resources below explore evaluating the credibility of online resources:

• National Center for Complementary and Integrative Health. (n.d.). Finding and evaluating online resources. https://nccih.nih.gov/health/webresources
  • This collection of resources and guides can help walk you through steps to determine the credibility of resources that you find online.
• Sbaffi, L., & Rowley, R. (2017). Trust and credibility in web-based health information: A review and agenda for future research. Journal of Medical Internet Research, 19(6), e218-e232.
  • This article presents a literature review targeted at the different strategies that practitioners use to assess the credibility of information and evidence.

Program Resources and Library Resources

Writing Resources

A variety of writing resources are available in the NHS Learner Support Lab, linked in the course room navigation menu. Access these resources to help you better understand and improve your writing.

APA Style and Format

Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Library Resources

Access the following library resources:

• BSN Program Library Research Guide.
  • The library research guide will be useful in guiding you through the Capella library, offering tips for searching the literature and other references for your assessments.
• Databases A-Z: Nursing Health Sciences.
  • This is a list of the library databases that are relevant to nursing and health sciences.
• Evidence-Based Practice in Nursing Health Sciences.
  • Library guide to EBP-related topics with a focus on nursing and health sciences.
• Find Scholarly Peer-Reviewed Sources.
  • Guide to help you more efficiently locate scholarly and peer-reviewed resources.
• Get Critical Search Skills.
  • This guide offers a five-step approach to improving your research search effectiveness.

Activity

Click the linked Evaluating the Credibility of Evidence title to complete this formative activity, which offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully. This is for your practice and self-assessment.

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Load [u01v1] Assessment 1 Activity: Evaluating the Credibility of Evidence in a New Window

Introduction to NURS-FPX 4030 Assessment 1: Locating Credible Databases and Research

Owlisdom How-To NURS-FPX 4030 Guide is designed to help nursing students and new hires engage effectively in Evidence-Based Practice (EBP) by guiding them through researching and utilizing credible sources for clinical diagnoses. NURS-FPX 4030 Assessment 1: Locating Credible Databases and Research focuses on enhancing patient care by integrating the best available evidence, clinical expertise, and patient values.

Describe communication strategies to encourage nurses to research the diagnosis/practice issue and collaborate with the nurses to access resources.

Communicating Strategies for Encouraging Research

First, we will discuss the communication strategies for the NURS-FPX 4030 Assessment 1: Locating Credible Databases and Research.

Importance of Communication in EBP

• Effective communication is essential to fostering a culture of inquiry among nurses. It ensures that all team members understand the importance of EBP in improving patient outcomes.

Techniques to Motivate and Guide Nurses

• Encouragement: Regularly motivate nurses to explore and question clinical practices.
• Mentorship: Offer mentorship and guidance in navigating research databases and interpreting studies.
• Feedback: Provide constructive feedback and recognize efforts in research activities.

Example

Evidence-based practice (EBP) is a systematic method in healthcare that integrates the most reliable research findings, clinical experience, and consumer preferences and values. For nurses, it is essential to find credible databases and research sources to access high-quality evidence to enhance their practice and improve patient outcomes.

Finding credible databases is crucial for nurses aiming to integrate EBP into their practice. Databases like PubMed, CINAHL, and Cochrane Library offer many peer-reviewed research articles, systematic reviews, and clinical guidelines related to congestive heart failure (CHF). These databases, curated by experts, provide reliable and up-to-date information that nurses can utilize to inform their clinical practice. This paper examines the significance of identifying credible databases and research within the context of EBP for managing CHF (Abu-Baker et al., 2021).

Congestive heart failure (CHF) is a complex and debilitating cardiac insufficiency. It is a condition in which the heart has less capacity to circulate blood efficiently, leading to symptoms such as weariness, breathing problems, and fluid retention. It is a widespread condition affecting millions globally and burdening healthcare systems considerably. To provide optimal care for patients with CHF, healthcare professionals, particularly nurses, utilize evidence-based practice (EBP) as a foundation for informing their clinical decision-making.

Research on CHF covers a broad spectrum of topics, including pathophysiology, diagnostic methods, pharmacological and non-pharmacological treatments, and patient education. By accessing credible research sources, nurses can stay updated on the latest advancements in CHF management and integrate evidence-based interventions into their care plans.

Collaborative Strategies to Access Resources

Next, we will collaborate strategically to access resources.

Creating a Supportive Environment

• Access to Resources: Ensure nurses have access to necessary research tools and databases quickly.
• Training Sessions: Conduct regular training on how to use library resources and databases.

Utilizing Team-Based Approaches

• Team Meetings: Use team meetings to discuss recent research findings and their implications for practice.
• Collaboration Tools: Implement collaboration tools like shared digital libraries and forums for discussing research articles.

Example

Communication strategies are crucial for promoting diagnosis-based research in nursing, particularly in bridging the gap between novice and experienced nurses. Effective communication encourages collaboration, knowledge sharing, and a culture of inquiry, all essential for advancing diagnosis-based research in nursing practice.

One significant communication strategy is implementing mentorship programs that pair seasoned nurses with new nurses. This facilitates the transfer of knowledge, experience, and best practices related to diagnosis-based research. Experienced nurses can assist new nurses in navigating research databases, interpreting findings, and formulating research questions related to diagnoses.

Another strategy involves fostering open dialogue and experience sharing among nurses through regular meetings, seminars, or workshops. This creates a supportive environment where nurses feel comfortable discussing their research ideas, seeking feedback, and collaborating on diagnosis-based research projects (Fox et al., 2024).

Additionally, integrating communication skills training into nursing education programs can help new nurses effectively convey their research ideas and findings to colleagues and other healthcare professionals. This enhances the quality of diagnosis-based research and improves nurses’ overall communication skills.

Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/healthcare issue within a specific healthcare setting.

Best Places to Complete Research

In this section, we will discuss the best places to complete research.

Key Databases and Resources

• CINAHL: Ideal for nursing and allied health literature.
• PubMed: Comprehensive resource for biomedical literature.
• Medline: Extensive database for medical and clinical research.
• Cochrane Library: Source of systematic reviews and high-quality evidence.
• Hospital Policy Databases: Access to specific policies and guidelines within the healthcare setting.

Specific Areas Within the Healthcare Setting

• Computer Labs: Utilize hospital computer labs equipped with online libraries.
• Workstations: Access research tools directly from nurse workstations.

Example

The pursuit of credible sources to support EBP is essential in the nursing field. Todd et al. (2024) highlight the significance of health service-based research in enhancing nursing practice with practical, evidence-based insights. Similarly, Fox, Shillam, and Henry (2024) demonstrate the success of nurse-led care models, grounded in EBP principles, in improving patient outcomes. These studies collectively indicate that trusted databases, institutional libraries, and professional journals are fundamental for high-quality research, helping to avoid bias and ensure comprehensive and current analysis. Nurses can ensure that the most up-to-date and trustworthy evidence consistently supports their practice by prioritizing reliable sources that meet the criteria of relevance, credibility, accuracy, and purposefulness.

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.

Identifying Credible Sources of Online Information

Here, we will look for credible research resources.

Evaluating Databases, Websites, and Journals

• Relevance: Ensure the source is relevant to the diagnosis or clinical issue.
• Credibility: Check for peer-reviewed status and authoritative authors.
• Accessibility: Consider the ease of access and user-friendliness.

Selecting the Top Five Sources

• CINAHL: Best for comprehensive nursing literature.
• PubMed: Extensive biomedical database.
• Medline: Broad range of medical research.
• Cochrane Library: Systematic reviews and meta-analyses.
• Hospital Policy Databases: Specific clinical guidelines and protocols.

Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis or health care issue.

Rationale for Selected Sources

Criteria for Source Selection

• Quality of Evidence: Preference for peer-reviewed and high-impact sources.
• Scope and Coverage: Comprehensive coverage of the topic.
• Reliability: Consistency and accuracy of the information.

Justification for Each Source

• CINAHL: Specializes in nursing and allied health, offering targeted resources.
• PubMed: Provides access to a vast amount of biomedical research.
• Medline: Known for its authoritative and extensive medical content.
• Cochrane Library: Offers reliable systematic reviews that are crucial for EBP.
• Hospital Policy Databases: Direct access to hospital-specific guidelines ensures applicability.

Example

In diagnosing congestive heart failure (CHF), which presents with numerous symptoms, evidence-based nursing methods are crucial for timely and accurate diagnosis to prevent errors and treatment delays. Here are five credible sources to guide the diagnosis:

American Heart Association (AHA): The AHA provides guidelines for diagnosing and managing heart failure. Their website offers comprehensive information on the latest evidence-based practices. 

European Society of Cardiology (ESC): The ESC offers authoritative guidelines for diagnosing and treating acute and chronic heart failure. 

Journal of the American College of Cardiology (JACC): JACC publishes research articles and clinical studies on heart failure diagnosis, treatment, and management. 

Circulation: This journal publishes original research articles and reviews on cardiovascular disease, including heart failure diagnosis and management. 

Heart Failure Reviews: This journal focuses on comprehensive reviews and updates on heart failure diagnosis, treatment, and management strategies. Heart Failure Reviews

The American Heart Association (AHA), European Society of Cardiology (ESC), Journal of the American College of Cardiology (JACC), Circulation, and Heart Failure Reviews are top sources of evidence for nursing practice due to their focus on evidence-based guidelines and research in cardiology.

First, the AHA and ESC are reputable organizations that produce evidence-based guidelines for cardiovascular diseases, including CHF. Developed by multidisciplinary teams of experts, these guidelines are based on the best available research, making them reliable sources for nurses practicing evidence-based care.

Second, the JACC and Circulation are prestigious academic publications that undergo a rigorous evaluation process and publish research articles of exceptional quality on cardiovascular diseases. Nurses can use these journals to stay updated on the latest research findings and best practices in CHF diagnosis and management.

Third, Heart Failure Reviews provides comprehensive reviews and updates on heart failure diagnosis, treatment, and management. Authored by leading experts, these reviews offer an in-depth analysis of current evidence, making them valuable for nurses incorporating evidence-based practices into their care.

Overall, these sources are considered the best evidence for nursing practice in cardiology due to their strong emphasis on evidence-based guidelines and research. Nurses can rely on information from these sources to deliver high-quality, evidence-based care to CHF patients, ultimately improving patient outcomes.

Demonstration of Proficiency

• Competency 1: Interpret findings from scholarly articles to understand the best evidence.
• Competency 2: Analyze the relevance of evidence within the healthcare context.
• Competency 4: Plan care based on the best available evidence.
• Competency 5: Apply professional communication strategies to lead practice changes.

Closing

Mastering evidence-based decision-making is vital for providing high-quality nursing care. Nurses can significantly enhance patient outcomes by following NURS-FPX 4030 ASSESSMENT 1: Locating Credible Databases and Research How-To Guide for researching, evaluating, and applying credible sources. Remember, the goal is to integrate the best evidence with clinical expertise and patient values, leading to informed and effective healthcare practices.

NURS-FPX 4030 Assessment 2: Determining the Credibility of Evidence and Resources

Instructions for NURS-FPX 4030 Assessment 2

Determining the Credibility of Evidence and Resources

This course has been completed, and no further assessments may be submitted.

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

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Introduction

The goal of using evidence-based research findings is to enhance the 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 healthcare transformation, baccalaureate-prepared nurses are expanding and taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and make 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 before developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of the 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 to enhance clinical reasoning and judgment skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, use the specific diagnosis/health issue you selected for the first assessment.

Instructions

The purpose of this analysis is to better understand what constitutes the credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to grow in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based on 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 diagnosis for this assessment. Your initial identification of resources should be of resources that will best help address the presented diagnosis you selected. Since 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.

Be sure to address the following in this assessment, which corresponds 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 chosen diagnosis that could benefit from an evidence-based approach.
• Explain the criteria that should be considered when determining the credibility of resources such as journal articles and websites.
• Analyze the credibility and relevance of evidence and resources within the context of a chosen diagnosis.
  • This is where you select the specific resources to help address the diagnosis you selected for the first assessment.
• Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a chosen diagnosis. Review the literature below and choose the appropriate model for your diagnosis.
  • 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 the 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 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 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 the criteria that should be considered when determining the 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; contain 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.

Resources

This course has been completed, and no further assessments may be submitted.

Use the resources linked below to help complete this assessment.

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Guide to Nurse Research

This article discusses nursing research, quality improvement, and evidence-based practice, and how these three things are the key methods of inquiry that are used in perioperative nursing practice:

• Baker, J. D. (2017). Nursing research, quality improvement, and evidence-based practice: The key to perioperative nursing practice: Editorial. AORN Journal, 105(1), 3-5.

Promoting Evidence-Based Practice

The resources below explore promoting EBP:

• Conway, A., Dowling, M. & Devane, D. (2019). Implementing an initiative to promote evidence-informed practice: part 2—Healthcare professionals’ perspectives of the evidence rounds program. 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 algorithms 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 are discussed. Registered nurses must 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 that as the role of nursing grows in healthcare, the engagement of frontline nurses in evidence-based practice, quality improvement, and research is becoming the expectation and no longer the exception. Clinical nurses are in a unique position to inform and implement scholarly projects. The purpose of this staff development and the capacity-building project was to increase the output of scholarly work among frontline nurses through the formalization of nursing inquiry support via designated nursing inquiry project coordinators.
• Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf
  • This website explains the various evidence-based nursing models.
• Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1
  • This website also explains the various evidence-based nursing models.

Evidence-Based Practice Basics

The resources below explore the basics of EBP:

• Academy of Medical-Surgical Nurses. (n.d.). Evidence-based practice. https://amsn.org/About-AMSN/Newsroom/News/evidence-based-practice-is-it-a-reality-in-your-world
  • A collection of resources that could be useful in growing your baseline understanding of EBP.
• Hande, K., Williams, C. T., Robbins, H. M., Kennedy, B. B., & Christensen, T. (2017). Leveling evidence-based practice across the nursing curriculum. The Journal for Nurse Practitioners, 13(1), e17–e22.
  • This article looks at setting appropriate EBP competencies within the context of different nursing curricula.
• OvidWoltersKluwer. (Producer). (n.d.). Evidence-based practice fundamentals [Video] | Transcript. YouTube. https://www.youtube.com/watch?v=iby88f5PJas
  • This brief video provides a basic overview of EBP.
• Lützén, K. (2017). Reflections on evidence-based nursing research. Nordic Journal of Nursing Research, 37(3), 117-118.
  • This article opens a dialogue on how evidence-based research methods and qualitative methods can collaboratively be used to improve and advance nursing practice.
• Groller, K. D., Adamshick, P., & Petre, K. (2020). Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project. International Journal of Nursing Education Scholarship, (1).
  • This article presents an undergraduate collaborative project. Nurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice. An innovative teaching strategy was used to educate BSN-level students in nursing inquiry with a collaborative project. Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review collaborative project.

Program Resources and Library Resources

Writing Resources

A variety of writing resources are available in the NHS Learner Support Lab, linked in the courtroom navigation menu. Access these resources to help you better understand and improve your writing.

APA Style and Format

Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Library Resources

Access the following library resources:

• BSN Program Library Research Guide.
  • The library research guide will be useful in guiding you through the Capella library, offering tips for searching the literature and other references for your assessments.
• Databases A-Z: Nursing Health Sciences.
  • This is a list of the library databases that are relevant to nursing and health sciences.
• Evidence-Based Practice in Nursing Health Sciences.
  • Library guide to EBP-related topics with a focus on nursing and health sciences.
• Find Scholarly Peer-Reviewed Sources.
  • Guide to help you more efficiently locate scholarly and peer-reviewed resources.
• Get Critical Search Skills
  • This guide offers a five-step approach to improving your research search effectiveness.

Activity

Click the linked Vila Health: Determining the Credibility of Evidence title to complete this formative activity, which 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.

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Introduction to NURS 4030 Assessment Two

NURS-FPX 4030 Assessment 2: Determining the Credibility of Evidence and Resources aims to provide clear and concise instructions for students to make evidence-based nursing practice decisions. By understanding how to evaluate the credibility of resources and incorporate them into an evidence-based practice (EBP) model, baccalaureate-prepared nurses can enhance patient care quality and outcomes. This How-To NURS-FPX 4030 Owlisdom Guide outlines the steps and considerations needed to complete the assignment, ensuring a systematic and scholarly approach to evidence-based decision-making.

Describe a chosen diagnosis that could benefit from an evidence-based approach.

Choosing a Diagnosis for EBP

To start the NURS-FPX 4030 Assessment 2: Determining the Credibility of Evidence and Resources, we will choose a diagnosis for EBP.

• EBP involves integrating clinical expertise with the best available research evidence and patient values to make informed decisions about patient care. 
• Familiarize yourself with EBP models and their systematic approach to incorporating scholarly findings into clinical practice.

• Select a specific diagnosis or health issue that you previously identified. 
• Ensure it is relevant to your clinical practice and has ample research available. This diagnosis will serve as the context for your evidence-based analysis.

Explain the criteria that should be used when determining the credibility of journal articles and websites.

Criteria for Determining Credibility of Resources

For this section of NURS-FPX 4030 Assessment 2: Determining the Credibility of Evidence and Resources, we will discuss the criteria for determining the credibility of the resources.

• Author Qualifications: Ensure the authors have relevant qualifications and affiliations with reputable institutions.
• Publication Source: Use peer-reviewed journals and reputable websites like government or educational institutions.
• Timeliness: Prefer recent publications to ensure the evidence is current.
• References and Citations: Check for a robust reference list supporting the article’s claims.
• Support your criteria with references from literature and research articles on determining resource credibility.

Analyze the credibility and relevance of evidence and resources within the context of a chosen diagnosis.

Analyzing Credibility and Relevance of Evidence

Here, we will analyze the credibility and relevance of the evidence.

• Contextual Relevance: Ensure the evidence directly addresses your chosen diagnosis.
• Methodological Rigor: Evaluate the study design, sample size, and statistical analysis.
• Findings and Conclusions: Assess whether the findings are consistent and support the conclusions drawn by the authors.
• Select resources that are most relevant and credible for your diagnosis. Document your analysis process and findings.

Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model to address a chosen diagnosis.

Selecting an EBP Model in NURS-FPX 4030 Assessment 2: Determining the Credibility of Evidence and Resources

Now, we will select an EBP model.

• Review the available EBP models, such as the Iowa, Stetler, or Johns Hopkins Model. 
• Choose the one that best fits your diagnosis and practice environment. Provide a rationale for your choice based on the literature.

Importance of Incorporating Credible Evidence into EBP

• Explain why incorporating credible evidence is crucial for EBP. 
• Discuss how it enhances clinical decision-making, improves patient outcomes, and supports healthcare transformation.

Demonstration of Proficiency

Competency 2: Analyze evidence’s relevance and potential effectiveness when making a decision.

Understand the importance of evaluating the credibility of resources.

Analyze evidence within the context of your chosen diagnosis.

Competency 3: Apply an evidence-based practice model to address a practice issue.

Identify and select an appropriate EBP model.

Explain the role of credible evidence in your chosen EBP model.

Competency 4: Plan care based on the best available evidence.

Describe a diagnosis that could benefit from an evidence-based approach.

Develop a care plan using the best available evidence.

Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

Ensure your writing is clear, logical, and professional.

Follow APA formatting guidelines meticulously.

Closing

The key takeaway from the NURS-FPX 4030 Assessment 2: Determining the Credibility of Evidence and Resources is the importance of using credible evidence to inform clinical practice. Nurses can make informed decisions that enhance patient care and outcomes by systematically evaluating resources and incorporating them into an evidence-based practice model. This How-To Owlisdom Guide provides a structured approach to completing the assignment, emphasizing the need for scholarly rigor and professional communication.

NURS-FPX 4030 Assessment 3: PICO(T) Questions and an Evidence-Based Approach

Instructions

PICO(T) Questions and an Evidence-Based Approach

Create a 3-5 page submission in which you develop a PICO(T) question for the diagnosis you worked with in the first two assessments and evaluate the evidence you locate, which could help to answer the question.

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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 the 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 them to other existing interventions for the evidence-based impact on the outcome of 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 practice and self-assessment and demonstrates your engagement in the course.

Reference

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

Professional Context

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

PICO(T) is a framework that can help you structure your definition of the issue, the 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 of the outcome you desire.

Scenario

For this assessment, please use the diagnosis you worked with in the first two assessments.

Instructions

After reviewing the materials you created to research a specific diagnosis in the first two assessments, apply the PICO(T) process to develop a research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your chosen diagnosis, and explain how the evidence would help you plan and make decisions related to your question.

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 they relate to the identified healthcare issue.
• Explain the relevance of the findings from chosen sources of evidence to making a 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] Download Assessment 3 Example [PDF].

Additional Requirements

Your assessment should meet the following requirements:

• Length of submission: Create a 3-5 page submission focused on defining a research question and interpreting evidence relevant to answering it.
• Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
• APA formatting: Format references and citations according to the current APA style.

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

Competencies Measured

By 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 the chosen sources of evidence to making a 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; contain 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.

Resources

This course has been completed, and no further assessments may be submitted.

Use the resources linked below to help complete this assessment.

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PICO(T) Process

The resources below explore the PICO(T) process:

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

The first two chapters in the following text, of which the Capella library has limited copies, could help expand your knowledge regarding the PICO(T) process.

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

Communicating Research

The resources below explore communicating research:

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

Program Resources and Library Resources

Writing Resources

A variety of writing resources are available in the NHS Learner Support Lab, linked in the course room navigation menu. Access these resources to help you better understand and improve your writing.

APA Style and Format

Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Library Resources

Access the following library resources:

• BSN Program Library Research Guide.
  • The library research guide will be useful in guiding you through the Capella library, offering tips for searching the literature and other references for your assessments.
• Databases A-Z: Nursing Health Sciences.
  • This is a list of the library databases that are relevant to nursing and health sciences.
• Evidence-Based Practice in Nursing Health Sciences.
  • Library guide to EBP-related topics with a focus on nursing and health sciences.
• Find Scholarly Peer-Reviewed Sources.
  • Guide to help you more efficiently locate scholarly and peer-reviewed resources.
• Get Critical Search Skills.
  • This guide offers a five-step approach to improving your research search effectiveness.

Case Studies

If you choose not to use a problem from your practice experience as the basis of this assessment, consider reviewing the following case studies:

• National League for Nursing. (n.d.). ACE.D unfolding cases. https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resourcesace-all/ace-d/unfolding-cases
• National League for Nursing. (n.d.). Unfolding cases: Advancing care excellence for seniors. http://www.nln.org/professional-development-programs/teaching-resources/ace-s

Activity

Click the linked Vila Health: PICO(T) Process title to complete this formative activity, which 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 practice and self-assessment.

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Introduction to NURS 4030 Assessment Three 

The NURS-FPX 4030 Assessment 3: PICO(T) Questions and an Evidence-Based Approach involves developing a PICO(T) question based on a specific diagnosis, evaluating the evidence related to the question, and integrating this evidence into clinical practice. The PICO(T) framework is valuable for defining and refining research questions to guide evidence-based practice. By following this How-To NURS-FPX 4030 Owlisdom Guide, you will learn how to formulate a straightforward research question, find relevant evidence, and apply this evidence to improve patient care.

Definition and Components

The PICO(T) framework stands for Patient/Population/Problem, Intervention, Comparison, Outcome(s), and Time Frame. It helps structure research questions to facilitate the search for evidence.

Define a practice issue to be explored using a PICO(T) approach. Create a PICO(T)- formatted research question.

Define the Practice Issue

Start by identifying a specific practice issue or diagnosis you have worked with in previous assessments. Clearly define the problem or area of interest.

Identify the Patient/Population/Problem (P): Determine the patient group or population affected by the issue. Be specific about demographics, conditions, or characteristics.

Determine the Intervention (I): Identify the central intervention you want to investigate. This could be a treatment, procedure, or educational program.

Establish the Comparison (C): Decide if an alternative intervention exists to compare. This could be a different treatment or a standard practice.

Specify the Outcomes (O): Define the desired outcomes you want to measure. These could include improvements in health, patient satisfaction, or cost-effectiveness.

Include the Time Frame (T), if relevant: If applicable, specify the time frame over which the intervention and outcomes will be assessed.

Example

The PICO(T) model is a structured method to formulate clinical questions and find evidence-based solutions, especially for addressing CHF diagnosis. This model involves defining the Patient, Intervention, Comparison, Outcome, and Time frame. For CHF, a potential question might be: “Assessing outcomes between (I) pa

rticipation in cardiac rehabilitation (P) and (C) standard care alone (C) over (T) six months post-enrollment (T) to determine if (I) functional capacity improves and hospital readmissions (O) decrease (O)?” Utilizing PICO(T) allows healthcare professionals to systematically search through various sources (Schiavenato & Chu, 2021). Clearly defined problems enable precise reviews, potentially enhancing care quality and outcomes for heart failure patients.

Researching the PICO(T) Question

Next, we will conduct our research on the PICO(T) questions.

Selecting Databases and Sources: Choose credible databases such as PubMed, CINAHL, and Cochrane Library. Use scholarly journals, websites, and other reputable sources.

Effective Search Strategies: Refine your search using keywords and Boolean operators. To find relevant studies, combine terms related to your PICO(T) components.

Example

The PICO(T) question is the next step in developing the research question for a chronic heart failure (CHF) article after establishing a general topic.

• Population: Among CHF patients who have survived the past year, not only do preexisting conditions worsen, but psychosocial aspects of health also deteriorate.

• Intervention: Exploring whether participation in a structured cardiac rehabilitation program that includes exercise and education significantly affects prognosis.

• Comparison: Heart failure management programs yield better health outcomes than usual care or standard CHF management methods.

• Outcome: Do cardiac rehabilitation programs enhance functional capacity, quality of life, and mortality rates while reducing hospitalization and readmission rates?

• Timeframe: The following steps should be assessed within six months to one year post-admission.

Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).

Evaluating and Analyzing Evidence

Here, we will evaluate the evidence, and we will also analyze the evidence.

• Criteria for Selecting Relevant Evidence: Select evidence directly addressing your PICO(T) question. Consider the study design, sample size, and relevance to your population.

• Analyzing Findings from Sources: Summarize the findings of each source. Focus on how the evidence supports or refutes the intervention’s effectiveness.

Example

Identifying data sources related to chronic heart failure (CHF) begins by utilizing accessible and reliable resources pertinent to evidence-based practice and clinical judgment. Medical practitioners often refer to academic databases like PubMed, CINAHL, and Cochrane Library to access up-to-date peer-reviewed literature, including journal articles, systematic reviews, and meta-analyses specific to CHF. These databases serve as comprehensive repositories, housing the latest knowledge on CHF diagnosis and management, thus keeping healthcare providers informed of new findings and enabling the adoption of evidence-based interventions.

Peer-reviewed journals are essential for identifying evidence on CHF as they publish original case studies, reviews, and research that undergo rigorous peer review before publication. These articles cover various aspects of CHF, including pathological pathways, diagnostics, treatment, and therapeutic strategies. Additionally, systematic reviews and meta-analyses compile and synthesize existing studies to provide a thorough overview of the effectiveness and safety of CHF interventions.

Clinical practice guidelines from reputable organizations, such as the American Heart Association (AHA) and the European Society of Cardiology (ESC), offer evidence-based recommendations for CHF management. These guidelines are based on peer-reviewed articles and expert consensus, providing best practice recommendations to support physicians in diagnosis, treatment application, management, and monitoring strategies for CHF. By consulting a broad spectrum of peer-reviewed journals, systematic reviews, meta-analyses, and clinical practice guidelines, healthcare providers can access a comprehensive evidence base that informs evidence-based practice and optimizes patient outcomes in CHF management.

Explain the findings from articles or other sources of evidence related to the identified healthcare issue. Explain the relevance of the findings from the chosen sources of evidence to making a decision related to a PICO(T) question.

Applying Evidence to Practice

For this section of the NURS 4030 Assessment, we will explore the practice of the evidence in real life.

• Integrating Evidence into Clinical Decision-Making: Use the analyzed evidence to make informed decisions about patient care. Consider the practical implications and feasibility of implementing the findings.

• Implications for Nursing Practice: Reflect on how the evidence can improve nursing practices and patient outcomes. Identify potential barriers and strategies for successful implementation.

Example

The most critical aspect of research findings on CHF for healthcare providers is their ability to aid patient recovery and their application in clinical practice. Organizational programs and policies that base their decisions on well-established research findings effectively support those caring for CHF patients. Therefore, when evaluating the relevance of findings, healthcare professionals ensure that the intervention meets the specific needs and conditions of CHF patients, thereby providing higher-quality care.

For instance, studies on ACEIs and beta-blockers, which are vital in reducing CHF-related deaths and hospitalizations, are highly significant for evidence-based clinical decision-making. Healthcare providers can use this data to make informed treatment decisions that consider the severity of the patient’s condition, their medication regimen, and their tolerance to treatments.

Moreover, evidence-based practices, supported by guidelines from professional organizations, offer clinicians practical insights into CHF diagnostics and therapeutic approaches. Adhering to these guidelines helps standardize care and achieve positive clinical outcomes, ensuring patient safety (Moradi et al., 2020). Furthermore, research studies and meta-analyses can highlight new trends or innovations in CHF treatment, providing healthcare providers with an enriched knowledge base for professional decision-making and further research.

In summary, research findings support policymaking in CHF management and promote the use of scientific, patient-centered, evidence-based practices.

Demonstration of Proficiency

Competency 1: Interpret Findings from Scholarly Articles

Explain the significance of findings from relevant articles. Highlight how they relate to your PICO(T) question.

Competency 2: Analyze the Relevance and Potential Effectiveness of Evidence

Identify and evaluate the most effective sources. Discuss their relevance to your clinical question.

Competency 3: Apply an Evidence-Based Practice Model

Define your practice issue using the PICO(T) approach. Develop a structured research question.

Competency 5: Apply Professional, Scholarly Communication Strategies

Ensure your writing is clear and professional. Use smooth transitions and adhere to APA formatting.

Closing

The NURS-FPX 4030 Assessment 3: PICO(T) Questions and an Evidence-Based Approach requires you to create a PICO(T) question, research evidence, and apply it to improve clinical practice. By following the PICO(T) framework, you can systematically address practice issues and enhance patient care. Integrating relevant research into clinical decision-making is critical to successful evidence-based practice, which ultimately benefits patients and healthcare systems. The next Assessment of NURS 4030 revolves around Remote Collaboration and Evidence-Based Care.

References

Boswell, C., & Cannon, S. (2022). Introduction to nursing research: Incorporating evidence-based practice. Jones & Bartlett Learning.

Cartotto, R., Johnson, L., Rood, J. M., Lorello, D., Matherly, A., Parry, I., … & Nedelec, B. (2023). Clinical practice guideline: early mobilization and rehabilitation of critically ill burn patients. Journal of Burn Care & Research, 44(1), 1–15.

Kim, M., Mallory, C., & Valerio, T. (2020). Statistics for evidence-based practice in nursing. Jones & Bartlett Publishers.

McDonagh, T. A., Metra, M., Adamo, M., Gardner, R. S., Baumbach, A., Böhm, M., … & Kathrine Skibelund, A. (2021). 2021 ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure: Developed by the Task Force for the diagnosis and treatment of acute and chronic heart failure of the European Society of Cardiology (ESC) With the exceptional contribution of the Heart Failure Association (HFA) of the ESC. European Heart Journal, 42(36), 3599-3726.

Moradi, M., Daneshi, F., Behzadmehr, R., Rafiemanesh, H., Bouya, S., & Raeisi, M. (2020). Quality of life of chronic heart failure patients: a systematic review and meta-analysis. Heart failure reviews 25, 993-1006.

Schiavenato, M., & Chu, F. (2021). PICO: What it is and is not—nurse education in practice, 56, 103194.

NURS-FPX 4030 ASSESSMENT 4: Remote Collaboration and Evidence-Based Care

Instructions for NURS-FPX 4030 Assessment 4

Remote Collaboration and Evidence-Based Care

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

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Introduction

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

Professional Context

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

Preparation

Before beginning this assessment, it would be helpful to review the following media activity to examine another example of remote collaboration:

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

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

Scenario

Review the case study in the Assessment 04 Supplement: Remote Collaboration and Evidence-Based Care [PDF]  Download Assessment 04 Supplement: Remote Collaboration and Evidence-Based Care [PDF]resource. You will use this case study as the focus for this assessment.

Instructions

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

• Propose an evidence-based care plan that you believe will improve the safety and outcomes of the patient in the case study presented in Assessment 04 Supplement: Remote Collaboration and Evidence-Based Care [PDF] Download Assessment 04 Supplement: Remote Collaboration and Evidence-Based Care [PDF]resource. Add your thoughts on what more could be done for the patient and what more information may have been needed.
• Discuss how an EBP model and relevant evidence helped you to develop and make decisions about the plan you proposed
• Wrap up your video by identifying the benefits of remote collaboration in the scenario, as well as discussing strategies you found in the literature or best practices that could help mitigate or overcome one or more of the collaboration challenges you observed in the scenario.

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

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

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

Make sure that your video addresses the following grading criteria:

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

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

Note: If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should meet the following requirements:

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

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

Competencies Measured

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

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

Resources

This course has been completed, and no further assessments may be submitted.

Use the resources linked below to help complete this assessment.

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Communication

The resources below explore communication in health care:

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

Evidence-Based Practice Models and Examples of Application

The resources below explore EBP models and examples of their application:

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

Technology and Telehealth Resources

The resources below explore technology and telehealth resources:

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

Theory and Decision-Making

The resources below explore theory and decision-making:

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

Program Resources and Library Resources

Writing Resources

A variety of writing resources are available in the NHS Learner Support Lab, linked in the course room navigation menu. Access these resources to help you better understand and improve your writing.

APA Style and Format

Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Library Resources

Access the following library resources:

• BSN Program Library Research Guide.
  • The library research guide will be useful in guiding you through the Capella library, offering tips for searching the literature and other references for your assessments.
• Databases A-Z: Nursing Health Sciences.
  • This is a list of the library databases that are relevant to nursing and health sciences.
• Evidence-Based Practice in Nursing Health Sciences.
  • Library guide to EBP-related topics with a focus on nursing and health sciences.
• Find Scholarly Peer-Reviewed Sources.
  • Guide to help you more efficiently locate scholarly and peer-reviewed resources.
• Get Critical Search Skills.
  • This guide offers a five-step approach to improving your research search effectiveness.

Activity

Click the linked Barriers and Benefits of Remote Collaboration title to complete this formative activity, which presents a case study in which you can practice identifying the barriers and benefits of remote collaboration. These skills will be necessary to complete Assessment 4 successfully. This is for your practice and self-assessment.

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Introduction to NURS 4030 Assessment Four 

In the NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care, you will create a 5–10-minute video in which you propose an evidence-based plan to improve patient outcomes for a specific case study. You will also examine how remote collaboration influences the design and delivery of care. This How-To NURS-FPX 4030 Guide will help you navigate each step of the process, ensuring your presentation is comprehensive, professional, and evidence-based.

Note: Your task is to create a video presentation in which you propose an evidence-based care plan to enhance patient safety and outcomes. You will also discuss the benefits and challenges of remote collaboration in healthcare delivery. I will provide detailed instructions and guidelines for solving the NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care. 

Reviewing Relevant Materials

Before you begin, review the media activity “Vila Health: Remote Collaboration on Evidence-Based Care” and the resources on evidence-based practice models. These will provide you with foundational knowledge and examples to guide your work.

Understanding the Case Study

Carefully read the case study provided in the Assessment 04 Supplement: Remote Collaboration and Evidence-Based Care. Identify the patient’s key issues and needs to inform your care plan.

Propose your evidence-based care plan to improve the safety and outcomes for a patient in the provided case study.

Creating the Evidence-Based Care Plan

To start the NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care, we will create an Evidence-Based Care Plan proposal.

• Propose a comprehensive care plan that addresses the patient’s safety and outcomes. Your plan should be rooted in evidence-based practices and consider the patient’s specific circumstances.
• Choose an EBP model (e.g., Johns Hopkins, Iowa, Stetler) and explain how it guided your care plan development. Highlight the specific interventions and their expected impact on patient outcomes.

Reflect on which evidence from your search was most relevant and useful when making decisions about your care plan.

Discussing Relevant Evidence 

Next, we will reflect on the evidence collected from the research.

• Reflect on the evidence you found most relevant and useful in forming your care plan. 
• Explain why this evidence was critical and how it informed your decisions.

Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.

Exploring Remote Collaboration

Here, we will discuss remote collaboration.

• Identify the benefits of remote collaboration observed in the scenario. Discuss how remote collaboration can enhance patient care and improve team dynamics.
• Discuss strategies from the literature or best practices to mitigate challenges in remote collaboration. Provide practical solutions to enhance communication and coordination among remote team members.

Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in the current APA style.

Professional Presentation

We will make sure that the presentation is professional and falls in the “Proficient” category of the NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care Rubric.

• Ensure your video is clear, audible, and professional. Practice delivering your presentation to maintain a confident and engaging tone.
• Include a reference list formatted in the current APA style. Ensure all your sources are relevant, recent, and evidence-based.

Demonstration of Proficiency

• Reflect on the evidence you collected and its relevance to your care plan. Explain why it was useful in making decisions about patient care.
• Explain how you used an EBP model to develop your care plan and identify necessary interventions based on this model.
• Propose a care plan that improves patient safety and outcomes, incorporating new evidence-based content.
• Discuss the benefits of interdisciplinary collaboration and propose strategies to overcome remote collaboration challenges in your video. Communicate your findings clearly and professionally.

Closing

The NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care helps you develop critical skills in evidence-based practice and remote collaboration, which is essential for modern healthcare delivery. By following NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care How-To Owlisdom Guide, you will create a comprehensive, professional, and impactful video presentation. Key takeaways include the importance of using EBP models, the benefits of remote collaboration, and strategies to overcome its challenges.