Our Previous Samples

NURS 6052 Discussion: Searching Databases

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.

The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least two different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
• Review the Resources for guidance and develop a PICO(T) question of interest to you for further study. It is suggested that an Intervention-type PICOT question be developed as these seem to work best for this course.

Post a brief description of your clinical issue of interest. This clinical issue will remain the same for the entire course and will be the basis for the development of your PICOT question. Describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples.

NURS 6052 Discussion: Searching Databases Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
• Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N

Note: You will access this article from the Walden Library databases.

Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61.

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52.

Note: You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47.

Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp

Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp

Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp

Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics 

Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670

Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654

Required Media

Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.

NURS 6052 Discussion: Searching Databases Example 1 – Infection Control in Healthcare Settings

PICO(T) Question: In healthcare settings (P), does implementing a comprehensive hand hygiene program (I) compared to standard hand hygiene practices (C) reduce the incidence of nosocomial infections (O) within 12 months (T)?

I searched two different databases, PubMed and CINAHL, using the keywords infection control, hand hygiene, hand washing, hand sanitization, and nosocomial infections. In PubMed, the initial search was with the keyword infection control and yielded 1,200 results. Adding the keyword hand hygiene narrowed it down to 500 results. Further refining the search with nosocomial infections resulted in 150 articles. 

Using Boolean operators (AND, OR) to combine these keywords helped to focus the search on relevant articles. On using CINAHL, an initial search with the keyword infection control yielded 800 results. Adding the keyword hand hygiene narrowed it down to 300 results. Further refining the search with nosocomial infections resulted in 100 articles. Similar to PubMed, using Boolean operators (AND, OR) was beneficial in refining the search.

Strategies to increase the rigor and effectiveness of the database search include the use of boolean operators (AND, OR) effectively to combine keywords and phrases, ensuring that the search results are both relevant and comprehensive. For instance, combining hand hygiene AND nosocomial infections ensured that articles addressed both aspects of the clinical issue. Additionally, exploring the use of subject headings (e.g., MeSH terms in PubMed) to refine the search helps identify articles that may not contain the exact keywords but are still relevant to the topic (Ho et al., 2020).

It is also important to utilize database filters to limit search results to specific publication types (for example, clinical trials and randomized controlled trials) to focus on original research studies rather than reviews or commentaries (Ho et al., 2020). Others include adjusting the date range to ensure that the search results include the most recent studies, ensuring that the selected articles are published in reputable, peer-reviewed journals to maintain the quality and validity of the research, and keeping a detailed record of the search process, including the keywords used, the number of results at each stage, and the inclusion or exclusion criteria applied (Bramer et al., 2019). This documentation will assist in tracking the search’s rigor and effectiveness.

NURS 6052 Discussion: Searching Databases References

Bramer, W. M., De Jonge, G. B., Rethlefsen, M. L., Mast, F., & Kleijnen, J. (2019). A systematic approach to searching: an efficient and complete method to develop literature searches. Journal of the Medical Library Association: JMLA, 106(4), 531. https://doi.org/10.5195/jmla.2018.283

Ho, G. J., Liew, S. M., Ng, C. J., Hisham Shunmugam, R., & Glasziou, P. (2020). Development of a search strategy for an evidence based retrieval service. PloS One, 11(12), e0167170. https://doi.org/10.1371/journal.pone.0167170

NURS 6052 Discussion: Searching Databases Example 2

As healthcare providers progress with practice, the rise of clinical inquiry is inevitable, given the different clinical issues they face. According to Anvari et al. (2023), healthcare providers are also expected to identify best practices from research evidence apart from only using common practice.

Therefore, it is essential to beware of searching databases and how to maximize searches to ensure that the search results contain the required information on best practices related to the clinical issue. This discussion explores the clinical issue of using psychotherapy for depression, the PICOT question developed from the clinical issue, and the search results while using the PICOT question formula to search databases.   

The selected clinical issue of interest is the effectiveness of psychotherapy, specifically the use of the group therapy approach in treating depression among adolescents. Depression, also known as major depressive disorder, is one of the most common mental illnesses affecting individuals of all ages and health populations (Oberste et al., 2020).

Different patients respond to depression treatment approaches differently (Bernaras et al., 2019). In addition, there are different treatment interventions and approaches for treating depression. Although the effectiveness of most of them is backed up by research and clinical trial evidence, it raises a clinical issue of which intervention or approach is best for use in treating specific patient populations (Fava et al., 2020).

The developed PICOT question is; Among youths and adolescents diagnosed with depression, is group therapy more effective in achieving symptom remission within three months compared to individual therapy? From this PICOT question, the selected key terms used in the search include depression, therapy, and adolescents.

The key phrases included “group therapy in treating depression among adolescents” and “comparison of group and individual therapy effectiveness in treating adolescents with depression.” I accessed the google scholar search engine from the library and used it to search and locate resources from different databases.

On the first search attempt using the keywords, the results entailed over 2.5 million articles, which were returned in 0.03 seconds. The search results entailed any relevant article, regardless of the year of publication. The articles were mixed, including original research articles, systematic reviews, and meta-analyses.

The huge amount of search results is because the results included all the articles that had any of the keywords in the search. However, I continued to refine the search by developing complete key phrases and adding the Boolean operator “AND” to the key terms. The search results were narrowed down to produce fewer and more direct articles. Most of the articles included in these results were mainly original articles with the key phrases as the major focus.

The strategies I can make to increase the rigor and effectiveness of a database search on my PICO(T) question include searching one key phrase at a time, customizing my search to produce more direct results, and focusing on different parts of the PICOT question at a time. For example, when searching one key phrase at a time, I would divide the PICOT question into; group therapy effectiveness and therapies for treating depression among adolescents.

I would also customize my search settings to produce the most relevant results from a specific timeline, like the last 5 or 10 years. Finally, I can focus on different parts of the PICOT per search by searching the intervention, comparison, and outcomes separately. For example, the search would read “comparison of group and individual therapy in depression treatment.”           

References

Anvari, S., Neumark, S., Jangra, R., Sandre, A., Pasumarthi, K., & Xenodemetropoulos, T. (2023). Best practices for the provision of virtual care: a systematic review of current guidelines. Telemedicine and e-Health, 29(1), 3–22. https://doi.org/10.1089/tmj.2022.0004

Bernaras, E., Jaureguizar, J., & Garaigordobil, M. (2019). Child and adolescent depression: A review of theories, evaluation instruments, prevention programs, and treatments. Frontiers in Psychology, 10, 543. https://doi.org/10.3389/fpsyg.2019.00543 

Fava, G. A., Cosci, F., Guidi, J., & Rafanelli, C. (2020). The Deceptive Manifestations of Treatment Resistance in Depression: A New Look at the Problem. Psychotherapy and Psychosomatics, 89(5), 265–273. https://doi.org/10.1159/000507227

Oberste, M., Medele, M., Javelle, F., Lioba Wunram, H., Walter, D., Bloch, W., Bender, S., Fricke, O., Joisten, N., Walzik, D., Großheinrich, N., & Zimmer, P. (2020). Physical Activity for the Treatment of Adolescent Depression: A Systematic Review and Meta-Analysis. Frontiers in Physiology, 11, 185. https://doi.org/10.3389/fphys.2020.00185

NURS 6052 Discussion: Searching Databases Rubric Detail

Excellent FairPoorMain Posting45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.   Supported by at least three current, credible sources.   Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the discussion question(s).   One or two criteria are not addressed or are superficially addressed.   Is somewhat lacking reflection and critical analysis and synthesis.   Somewhat represents knowledge gained from the course readings for the module.   Post is cited with two credible sources.   Written somewhat concisely; may contain more than two spelling or grammatical errors.   Contains some APA formatting errors.0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.   Lacks depth or superficially addresses criteria.   Lacks reflection and critical analysis and synthesis.   Does not represent knowledge gained from the course readings for the module.   Contains only one or no credible sources.   Not written clearly or concisely.   Contains more than two spelling or grammatical errors.   Does not adhere to current APA manual writing rules and style.   0 (0%) – 0 (0%)0 (0%) – 0 (0%) Does not post by day 3.First Response17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.0 (0%) – 12 (12%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.Second Response16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English..12 (12%) – 13 (13%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.0 (0%) – 11 (11%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.Participation5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%)0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.Total Points: 100      

Also Read: NURS 6052 Discussion: Where in the World Is Evidence-Based Practice?

the presentation provides a vague or inaccurate synthesis or outside resources related to the systematic review type peer-reviewed articles selected.
The response minimally explains the levels of evidence and the strengths of using a systematic review and/or minimally integrates resources that may support the presentation.
2 to >0 pts Poor
The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing.5 ptsThis criterion is linked to a Learning OutcomeResource Formatting Appropriate peer-reviewed articles are included and citations use APA format.
5 to >4.0 pts Excellent
Presentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. …
Citations use correct APA format with no errors.
4 to >3.0 pts Good
Presentation includes 3 peer-reviewed articles selected using systematic reviews for clinical research. …
Citations use correct APA format with few (1-2) errors.
3 to >2.0 pts Fair
Presentation includes 2 peer-reviewed articles selected using systematic reviews for clinical research. …
Citations contain several (3-4) APA format errors.
2 to >0 pts Poor
Presentation includes 1 or no resources. … Citations contain many >5 APA format errors.5 ptsThis criterion is linked to a Learning Outcome PowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 to >4.0 pts Excellent
The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
4 to >3.0 pts Good
Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
3 to >2.0 pts Fair
Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
2 to >0 pts Poor
Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.5 ptsThis criterion is linked to a Learning Outcome Written Expression and Formatting —English Writing StandardsCorrect grammar

use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? Example Paper Included

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

• Review the Resources and reflect on the definition and goal of EBP.
• Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
• Explore the website to determine where and to what extent EBP is evident.
• Supported by at least three current, credible sources

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708.

Note: You will access this article from the Walden Library databases.

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175.

Note: You will access this article from the Walden Library databases.

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348.

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53.

Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

Note: You will access this article from the Walden Library databases.

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160

Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? Example 1

VitalCare Health Solutions

The healthcare organization website I reviewed is called “VitalCare Health Solutions.” The website exudes a modern and professional design, featuring a clean layout with easy navigation. The homepage greets visitors with a captivating image of diverse healthcare professionals engaged in collaborative care. Evidence-based practice (EBP) prominently appears throughout VitalCare Health Solutions’ website, reflecting the organization’s commitment to providing high-quality, evidence-based care. 

In the mission statement, they explicitly state their dedication to integrating the latest research findings and best practices into their healthcare delivery (Vital Healthcare Solutions, n.d.). Their philosophy section highlights the importance of utilizing evidence from clinical trials, systematic reviews, and patient-centered outcomes to guide decision-making.

Additionally, the goals section of the website outlines specific objectives aimed at promoting EBP. These objectives include fostering a culture of continuous learning and professional development among staff, investing in research and innovation, and collaborating with academic institutions to stay at the forefront of healthcare advancements. VitalCare Health Solutions’ work is undeniably grounded in EBP (Vital Healthcare Solutions, n.d.). They prioritize the use of evidence to inform their clinical protocols, treatment plans, and interventions. 

This commitment is evident in the extensive resources section of the website, which provides access to a wide range of evidence-based guidelines, protocols, and research articles for both healthcare professionals and patients. The information discovered on VitalCare Health Solutions’ website has positively influenced my perception of the organization. Their explicit emphasis on EBP, integration of research findings, and commitment to continuous learning reflect a dedication to delivering the most effective and up-to-date care (Vital Healthcare Solutions, n.d.). 

The availability of resources and the focus on collaboration with academic institutions also showcase their efforts to stay current in a rapidly evolving healthcare landscape. As a result, I view VitalCare Health Solutions as an organization that prioritizes evidence-based care, which instils confidence in its ability to provide optimal healthcare outcomes.

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? References

Vital Healthcare Solutions. (n.d.). Vital Healthcare Solutions. https://vitalhealthcaresolutions.net/

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? Rubric Detail

Excellent FairPoorMain Posting45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.Main Post: Timeliness10 (10%) – 10 (10%) Posts main post by day 3.   

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? Example 2

Evidence based-practice (EBP) is a procedure utilized to examine, assess, and translate the most updated scientific evidence. EBP’s goal is to thoroughly integrate ideal and current research with patient partiality and clinical experience into medical practice to ensure nurses make knowledgeable patient-care conclusions (Melnyk et al., 2014).

The adoption and application of evidence-based practice in healthcare and nursing are fundamental in certifying the best patient results and care quality (Kim et al., 2016). EBP is the foundation of medical practice, and implementing EBP advances care quality and patient upshots.

Explore the website to determine where and to what extent EBP Is evident.

PubMed is among the best websites to complete research with evidence-based and credible information. The website provides current, relevant, unbiased, and up-to-date information. PubMed is specific to health and medicine, conducts extensive medical and scientific research, and is a consistent and highly authoritative resource.

The website meets the CRAAP (currency, relevance, authority, accuracy, and purpose) test criteria used to examine empirical sources. EPB sponsors quality healthcare, improving the consistency and quality of healthcare, decreasing disparities in costs and care, and enhancing health outcomes (Melnyk et al., 2014). PubMed sponsors the search and reclamation of life and biomedical sciences literature to advance healthcare.

Why PubMed Is Grounded in EBP

PubMed is grounded in EBP, implementing the best accessible evidence, and medical professionalism. PubMed is credible and specific to health and medicine, containing over 34 million biomedical literature abstracts and citations (Williamson & Minter, 2019). A project-based EBP teaching can lead to a rise in EBP sources’ use and developments in attitudes and knowledge connected to EBP (Crabtree et al., 2016). Determining the dependability of evidence and resources is essential in evidence-based practice.

How Information Discovered on PubMed has Changed My Perception of the Healthcare Organization.

The information provided in PubMed has altered my understanding of the website. I have realized that the healthcare organization is a free global resource with systematic reviews that inform clinical verdicts. Further, the United States National Library of Medicine facilitates examining solutions to clinical inquiries with PubMed.

The adoption and distribution of EBP projects generate opportunities for healthcare experts to engage in the growth of scholarly evidence, leading to professional development and progress (Crabtree et al., 2016). PubMed promotes nursing professional development. Nurses are responsible for locating and categorizing dependable and academic resources to incorporate the optimum obtainable evidence, improving clinical reasoning and decision skills.

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? References

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving Patient Care Through Nursing Engagement in Evidence?Based Practice. Worldviews on Evidence?Based Nursing, 13(2), 172-175. https://doi.org/10.1111/wvn.12126

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A. M., & Davidson, J. E. (2016). Predictors of evidence?based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence?Based Nursing, 13(5), 340-348. https://doi.org/10.1111/wvn.12171

Melnyk, B. M., Gallagher?Ford, L., Long, L. E., & Fineout?Overholt, E. (2014). The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence?Based Nursing, 11(1), 5-15. https://doi.org/10.1111/wvn.12021

Williamson, P. O., & Minter, C. I. (2019). Exploring PubMed as a reliable resource for scholarly communications services. Journal of the Medical Library Association: JMLA, 107(1), 16 https://doi.org/10.5195%2Fjmla.2019.433

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice?

Where in the World is Evidence-Based Practice?

Evidence-based practice (EBP) is a systematic approach that integrates the best available evidence from research, clinical expertise, and patient preferences to inform healthcare decisions (Melnyk and Overholt, 2023). While EBP has been around for decades, its significance grew with the passage of the Affordable Care Act in 2010, which mandated the incorporation of empirical evidence into healthcare practices (Engle et al., 2021). 

Following the Affordable Care Act, there was a notable surge in research on EBP and its application across various healthcare domains. Initially rooted in medicine, EBP has expanded to influence other health professions, education, and healthcare technology. Health organizations recognized its importance and began to incorporate EBP principles into their operations and decision-making processes. The purpose of this essay is to analyze the utilization of EBP on the WHO website and assess how prominently and comprehensively the WHO promotes EBP.

The World Health Organization (WHO) is a key player in shaping international health policies and guidelines, and the extent to which the WHO integrates Evidence-Based Practice (EBP) principles into its initiatives can have a substantial impact on healthcare practices worldwide. On the WHO’s homepage, there is an emphasis on evidence-based approaches, highlighting the guidelines informed by evidence and research-backed global health initiatives, signifying the organization’s dedication to evidence-based practices (WHO, 2023).

The WHO website’s menu entails health discussion topics with Evidence-Based Guidelines. This section shows various topics like disease-specific guidelines, health topic recommendations, and research summaries. These resources show the WHO’s commitment to integrating evidence into its recommendations for healthcare professionals, policymakers, and the general public (WHO, 2023). 

Additionally, there are publications where WHO provides educational materials that emphasize the importance of critical appraisal of research and informed decision-making. These materials guide users in understanding the process of developing evidence-based guidelines and promote a culture of evidence-based thinking. In addition, WHO collaborates with academic institutions to address global health challenges. Ongoing research initiatives and summaries of research findings are showcased, reinforcing the organization’s commitment to incorporating the latest research evidence into its activities (WHO, 2023).

WHO also focuses on patient-centered care through resources that encourage Health care workers, as well as patients, to actively participate in their health decisions. This provides information on how patients can access evidence-based information to make informed choices about their health and treatment options. WHO highlights case studies and best practices from various countries that have successfully implemented evidence-based strategies to improve healthcare quality. 

These real-world examples underscore the practical application of EBP principles in enhancing healthcare systems. The WHO’s involvement in regional and global initiatives is intertwined with evidence-based approaches. Initiatives such as disease control, health promotion, and healthcare system strengthening are all supported by evidence-informed strategies, emphasizing the organization’s commitment to global health based on EBP (WHO, 2023).

NURS 6052 Discussion: Where in the World Is Evidence-Based Practice? References

Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based practice and patient-centered care: Doing both well. Health Care Management Review, 46(3), 174–184. https://doi.org/10.1097/hmr.0000000000000254

Melnyk, B. M., & Fineout Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer. o Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–36. https://www.nursingcenter.com/upload/journals/documents/b01694356.htm

WHO. (2023). World Health Organization (WHO). Who. int. https://www.who.int/

Evidence-based Practice and the Quadrupple Aim Assignment Instructions and Example Solution Provided

Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

To Prepare:

• Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
• Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
• Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

• Patient experience
• Population health
• Costs
• Work life of healthcare providers

Evidence-base Practice and the Quadrupple Aim Assignment Rubric

This criterion is linked to a Learning Outcome Write a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:· Patient experience· Population health· Costs· Work life of healthcare providers
85 to >76.0 pts Excellent
The analysis clearly and accurately addresses in detail how evidence-based practice either supports or does not support the Quadruple Aim. …
The analysis accurately and thoroughly explains in detail how the four measures of patient experience, population health, costs, and work-life of healthcare providers either supports or does not support the Quadruple Aim. …
The analysis provides a complete, detailed, and specific synthesis of two outside resources reviewed on the four measures supporting or not supporting the Quadruple Aim. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the analysis provided with credible and detailed examples.
76 to >67.0 pts Good
The analysis accurately addresses how evidence-based practice either supports or does not support the Quadruple Aim. …
The analysis accurately explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim. …
The analysis provides an accurate synthesis of at least one outside resource reviewed on the four measures supporting or not supporting the Quadruple Aim. The response integrates at least 1 outside resource and two or three course-specific resources that may support the analysis provided and may include some detailed examples.
67 to >59.0 pts Fair
The analysis inaccurately or vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim. …
The analysis inaccurately or vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim. …
The analysis provides an inaccurate or vague analysis of the four measures supporting or not supporting the Quadruple Aim with a vague or inaccurate analysis of outside resources. The response minimally integrates resources that may support the analysis provided and may include vague or inaccurate examples.
59 to >0 pts Poor
The analysis inaccurately and vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim or is missing. …
The analysis inaccurately and vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim or is missing. …
The analysis provides a vague and inaccurate analysis of the four measures supporting or not supporting the Quadruple Aim with a vague and inaccurate analysis of outside resources. The response fails to integrate any resources to support the analysis provided or is missing.85 ptsThis criterion is linked to a Learning Outcome Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas.
Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts Excellent
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. …
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 to >3.5 pts Good
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. …
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 to >3.0 pts Fair
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. …
Purpose, introduction, and conclusion of the assignment is vague or off topic.
3 to >0 pts Poor
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. …
No purpose statement, introduction, or conclusion was provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.
5 to >4.0 pts Excellent
Uses correct grammar, spelling, and punctuation with no errors.
4 to >3.5 pts Good
contains a few (one or two) grammar, spelling, and punctuation errors.
to >3.0 pts Fair
Contains several (three or four) grammar, spelling, and punctuation errors.
3 to >0 pts Poor
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning Outcome Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 to >4.0 pts Excellent
Uses correct APA format with no errors.
4 to >3.5 pts Good
Contains a few (one or two) APA format errors.
3.5 to >3.0 pts Fair
Contains several (three or four) APA format errors.
3 to >0 pts Poor
Contains many (five or more) APA format errors.5 ptsTotal Points: 100

Evidence-based Practice and the Quadrupple Aim Assignment Example Solution

The Connection between Evidence-Based Practice and the Quadruple Aim

Healthcare organizations have adopted the Quadruple Aim framework as a means to enhance healthcare delivery. The Quadruple Aim emphasizes four key measures: patient experience, population health, costs, and the work-life of healthcare providers.

Evidence-Based Practice (EBP) plays a crucial role in supporting and advancing the Quadruple Aim by promoting the use of the best available evidence in decision-making and driving improvements in these four areas. This paper explores the connection between EBP and the Quadruple Aim, discussing how EBP can facilitate progress in each measure.

Patient Experience

EBP significantly improves patient experience by promoting the delivery of high-quality, patient-centered care. Integrating research evidence, clinical expertise, and patient preferences, EBP ensures that healthcare interventions align with the best available evidence of effectiveness, safety, and patient preferences (Bowles et al., 2019).

This approach enhances patient outcomes, reduces variations in care, and fosters shared decision-making. EBP interventions, such as standardized care protocols and clinical practice guidelines, improve patient satisfaction, increase engagement, and enhance communication between patients and healthcare providers (Iglesia et al., 2020).

Population Health

EBP advances population health by enabling healthcare organizations to implement evidence-based interventions and strategies that promote the health and well-being of entire communities. Synthesizing research evidence on preventive measures, health promotion initiatives, and disease management strategies, EBP informs population-level interventions addressing social determinants of health and reducing health disparities.

According to Iglesias et al. (2020), EBP guides the development of public health programs targeting specific populations or interventions aimed at reducing the burden of chronic diseases. By incorporating EBP into population health management, healthcare systems improve health outcomes, reduce healthcare utilization, and enhance community well-being.

Costs

EBP positively impacts healthcare costs by guiding resource allocation toward interventions that demonstrate effectiveness and cost-efficiency. Adopting evidence-based interventions allows healthcare organizations to avoid unnecessary or ineffective treatments, reduce medical errors, and optimize resource utilization.

Bowles et al. (2019) reiterate that EBP informs decisions regarding the adoption of new technologies, drugs, or medical devices by considering their clinical effectiveness and cost-effectiveness. Additionally, EBP identifies strategies for optimizing care delivery processes, improving care coordination, and reducing waste. Integrating EBP into healthcare decision-making allows organizations to achieve better outcomes while managing costs more efficiently (Nundy et al., 2022).

Work-Life of Healthcare Providers

EBP enhances the work life of healthcare providers by promoting a culture of continuous learning, professional development and reducing practice variability. Basing clinical decisions on sound evidence increases healthcare providers’ confidence, leading to improved job satisfaction and reduced burnout.

EBP supports the use of standardized care protocols and clinical guidelines, which reduces the cognitive load on healthcare professionals and streamlines care processes (Bachynsky, 2020). Moreover, EBP fosters a collaborative approach to decision-making, promoting interdisciplinary teamwork and communication. These factors contribute to a positive work environment, improved provider well-being, and ultimately, better patient care.

Conclusion

Evidence-Based Practice plays a vital role in achieving the Quadruple Aim by improving patient experience, population health, cost-effectiveness, and the work life of healthcare providers. Integrating research evidence into decision-making processes allows healthcare organizations to deliver high-quality, patient-centered care, promote population health, optimize resource utilization, and enhance the well-being of healthcare professionals. Embracing EBP as a core component of healthcare delivery is essential for realizing the Quadruple Aim and driving meaningful improvements across these four measures.

References

Bachynsky, N. (2020). Implications for policy: The triple aim, quadruple aim, and interprofessional collaboration. In Nursing forum 55(1), 54-64. https://doi.org/10.1111/nuf.12382

Bowles, J. R., Batcheller, J., Adams, J. M., Zimmermann, D., & Pappas, S. (2019). Nursing’s leadership role in advancing professional practice/work environments as part of the quadruple aim. Nursing Administration Quarterly, 43(2), 157-163. https://doi.org/10.1097/NAQ.0000000000000342

Iglesia, E. G., Greenhawt, M., & Shaker, M. S. (2020). Achieving the Quadruple Aim to deliver value-based allergy care in an ever-evolving health care system. Annals of Allergy, Asthma & Immunology, 125(2), 126-136. https://doi.org/10.1016/j.anai.2020.04.007

Nundy, S., Cooper, L. A., & Mate, K. S. (2022). The quintuple aim for health care improvement: a new imperative to advance health equity. JAMA, 327(6), 521-522. https://doi.org/10.1001/jama.2021.25181

NURS 6052 Evidence-based Project, Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared details about processes and procedures with you. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it.

Do they know why

I can conclude that probiotic use improves systems of irritable bowel symptoms. They enhance weight reduction by alteration in microbiota and their metabolism. Probiotics use among patients with antibiotics associated diarrhea also alleviates these symptoms. Gastrointestinal symptoms also improve among children with gastrointestinal symptoms in atrial septal defects. No study evaluated the contraindications for use of these agents among impatient with gastrointestinal symptoms

The best practice

2 months

NURS 6052 Evidence-Based Project Part 1 Identifying Research Methodologies

Please be mindful of plagiarism and APA format, I have included the rubric as directed and a Template. Please use my course resources as one of my references as instructed. Please use the template. Thank you.

NURS 6052 Evidence-Based Project Part 1 Identifying Research Methodologies Required Media

Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Walden University, LLC. (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies – Is there a difference between common practice and best practice?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a rookie, you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

The full citation of each peer-reviewed article in APA format.
A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
Include a title page, introduction, summary, and reference page.

Matrix Worksheet Template  

Use this document to complete Part 1 of the Module 2 Assessment, Evidence-Based Project, Part 1: Identifying Research Methodologies

Full citation of selected articleArticle #1Article #2Article #3Article #4          Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest)          Brief description of the aims of the research of each peer-reviewed article    Brief description of the research methodology used Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.                A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.      General Notes/Comments                

Matrix Worksheet – Evidence-Based Project, Part 1: Identifying Research Methodologies Example Solution

Student’s name

Walden University

Course

Instruction

Month, Day, Year

Matrix Worksheet

Evidence-based practice (EBP) uses clinical inquiry to acquire evidence-based answers to improve practice. In this matrix worksheet, I will compare the various research articles that I selected from a literature search following a clinical inquiry. My clinical issue of interest was gastrointestinal upset after the use of antibiotics and other acute disorders. Antibiotics especially the broad-spectrum ones kill several types of bacteria in the gut and the system. This can lead to eradication or reduction in the normal flora of the gastrointestinal tract.

The reduction of this natural source of defense in the gut can lead to the proliferation and virulence of pathogenic bacteria. Probiotics are exogenous regimens either containing commensals or their substrates that maintain the normal flora in the body (Wang et al., 2020). This clinical inquiry aims at assessing the benefit of prophylactic administration of probiotic foods to prevent gastrointestinal effects of antibiotics used on the gut such as gastrointestinal upset.

My PICOT question stated: “Among patients with gastrointestinal retiled to microbial infections (P), does the use of probiotic foods (I) confer health benefits in improving their health (O) after 3 months (T)?” Several sources were searched and the following four articles were sued to provide evidence-based answers to the clinical questions.

Full citation of the selected articleArticle #1Article #2Article #3Article #4Skrzyd?o-Radoma?ska, B., Prozorow-Król, B., Cicho?-Lach, H., Majsiak, E., Bier?a, J. B., Kanarek, E., Sowi?ska, A., & Cukrowska, B. (2021). The effectiveness and safety of multi-strain probiotic preparation in patients with diarrhea-predominant irritable bowel syndrome: A randomized controlled study. Nutrients, 13(3), 756. https://doi.org/10.
3390/nu13030756Hibberd, A. A., Yde, C. C., Ziegler, M. L., Honoré, A. H., Saarinen, M. T., Lahtinen, S., Stahl, B., Jensen, H. M., & Stenman, L. K. (2019). Probiotic or synbiotic alters the gut microbiota and metabolism in a randomized controlled trial of weight management in overweight adults. Beneficial Microbes, 10(2), 121–135. https://doi.org/10.
3920/BM2018.0028Rui, X., & Ma, S.-X. (2020). A retrospective study of probiotics for the treatment of children with antibiotic-associated diarrhea. Medicine, 99(23), e20631. https://doi.org/10.1097/
MD.0000000000020631Arnold, L. E., Luna, R. A., Williams, K., Chan, J., Parker, R. A., Wu, Q., Hollway, J. A., Jeffs, A., Lu, F., Coury, D. L., Hayes, C., & Savidge, T. (2019). Probiotics for gastrointestinal symptoms and quality of life in autism: A placebo-controlled pilot trial. Journal of Child and Adolescent Psychopharmacology, 29(9), 659–669. https://doi.org/10.
1089/cap.2018.0156Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest)This article addresses the use of probiotics and their efficacies and effectiveness. It is addressed by PICOT intervention and outcomes at the same time.This article meets my timeline criterion for article selection and addresses my intervention and outcomes. This article was more concerned with the mechanism that I would use to explain the clinical benefits of probiotic use.This article addresses my population/problem, intervention, and outcomes. Therefore, I selected it because of its features and date of publications – less than 5 years oldThis study was published in the last five years and was relevant to my clinical inquiry. The findings are therefore current and reliable. The uniqueness of the study population also made influenced the selection of this articleBrief description of the aims of the research of each peer-reviewed articleThe study aimed at evaluating the effectiveness of multi-strain probiotics in patients with diarrhea-predominant irritable bowel syndromeThis study aims to establish whether the clinical benefits associated with probiotic use are associable with gut microbiota changeThis study aimed to explore the safety and benefits of the probiotics among children who had antibiotic-induced diarrheaThe authors aimed at exploring the impact of probiotic mixture on the impact of quality of life of children with autism spectrum disorder (ASD). Gastrointestinal symptoms including diarrhea were some of the parameters for evaluationBrief description of the research methodology used Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.This was a quantitative study that adopted a randomized control trial design. Placebo and double-blinding were also used. the intervention group received a multi-strain while the c0ntrol group received a placebo. At the study end, the symptom severity was assessed using a scale system. This was a quantitative study with a randomized control trial design. The participants were randomly assigned into four groups receiving three different strains of probiotics and one placebo. Double blinding was done and outcomes in microbiota presence in blood and fecal samples were analyzed to infer gut barrier functionThis was a quantitative study that adopted a retrospective case-control design. Thirty-six children of the 76 children who were enrolled in the study received additional probiotics to their treatment regiment while the other 40 did not.  Duration of diarrhea among other outcomes was evaluated after seven days.This is a quantitative study with a pilot control trial design. Thirteen children 92-13 years) were enrolled and assigned into the intervention and placebo groups. Symptom outcomes were recorded at baseline and after every 3 weekly washouts up to the 19th week.A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.This study is an RCT thus the high level of evidence (Melnyk & Fineout-Overholt, 2018). The authors are experts in microbiology and other related medical fields thus reliable findings.This study is a high level of evidence study that used four groups to compare outcomes. The study was ethically approved and the methodology is reliable.This study had a control group that improved the strength of comparison in this retrospective study. a universal tool such as the British Stool scale was used to improve the reliability of the findings. The use of the control group gave this study more strength. It was also reliable because of the credibility of the authors and the database sourceGeneral Notes/CommentsThe study was appropriate for addressing my clinical inquiry due to its relevance to the research questionAnother high level of evidence study fit for understanding the intervention in my clinical inquiry.This was a lower-level evidence study than the one analyzed before but meets most of the components of my clinical inquiryA unique population would give my appraisal findings good generalizability and applicability across the human life span

Conclusion

The use of probiotics is not a new concept. However, as health research advances new strains are introduced in the commercial probiotics. This begs the need to ascertain their benefits through evidence-based practice. This matrix comparison analyzed the methodologies of four articles obtained through a literature search using PICOT clinical inquiry. Two studies were randomized control trials, one was a retrospective case-control study, and the other was a pilot control trial study. All studies were quantitative.

NURS 6052 Evidence-Based Project Part 1 Identifying Research Methodologies References

Arnold, L. E., Luna, R. A., Williams, K., Chan, J., Parker, R. A., Wu, Q., Hollway, J. A., Jeffs, A., Lu, F., Coury, D. L., Hayes, C., & Savidge, T. (2019). Probiotics for gastrointestinal symptoms and quality of life in autism: A placebo-controlled pilot trial. Journal of Child and Adolescent Psychopharmacology, 29(9), 659–669. https://doi.org/10.1089/cap.2018.0156

Hibberd, A. A., Yde, C. C., Ziegler, M. L., Honoré, A. H., Saarinen, M. T., Lahtinen, S., Stahl, B., Jensen, H. M., & Stenman, L. K. (2019). Probiotic or synbiotic alters the gut microbiota and metabolism in a randomized controlled trial of weight management in overweight adults. Beneficial Microbes, 10(2), 121–135. https://doi.org/10.3920/BM2018.0028

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Lippincott Williams and Wilkins.

Rui, X., & Ma, S.-X. (2020). A retrospective study of probiotics for the treatment of children with antibiotic-associated diarrhea. Medicine, 99(23), e20631. https://doi.org/10.1097/MD.0000000000020631

Skrzyd?o-Radoma?ska, B., Prozorow-Król, B., Cicho?-Lach, H., Majsiak, E., Bier?a, J. B., Kanarek, E., Sowi?ska, A., & Cukrowska, B. (2021). The effectiveness and safety of multi-strain probiotic preparation in patients with diarrhea-predominant irritable bowel syndrome: A randomized controlled study. Nutrients, 13(3), 756. https://doi.org/10.3390/nu13030756

Wang, Y., Jiang, Y., Deng, Y., Yi, C., Wang, Y., Ding, M., Liu, J., Jin, X., Shen, L., He, Y., Wu, X., Chen, X., Sun, C., Zheng, M., Zhang, R., Ye, H., An, H., & Wong, A. (2020). Probiotic supplements: Hope or hype? Frontiers in Microbiology, 11, 160. https://doi.org/10.3389/fmicb.2020.00160

NURS 6052 Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Please be mindful of plagiarism and APA format, I have included the rubric as directed. Please use my course resources as one of my references as instructed. Please include Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer in the references. Thank you.

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

Include a title page, an introduction, and a summary.

My clinical issue of interest was gastrointestinal upset after the use of antibiotics and other acute disorders.

PICOT Question: Why does the use of antibiotics to treat acute disorders lead to gastrointestinal upset among adult patients than when using other medications?

I need 7 slides of PowerPoint presentation.
Please follow the instructions and answer all the required questions.

NURS 6052 Evidence-Based Project, Part 3: Critical Appraisal of Research

Please be mindful of plagiarism and APA format, I have included the rubric as directed and a template. Please use my course-required readings materials for the references.

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research

Realtors rely on detailed property appraisals conducted using appraisal tools to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.
Include a title page, an introduction and a summary.

NOTE:
I HAVE ATTACHED THE ARTICLE USED FOR MODULE 2 AND 3. PLEASE USE THE REQUIRED READING FOR THE REFERENCES.
LET ME KNOW IF YOU NEED ACCESS TO WALDEN LIBRARY.

Module 2 Articles

Article #1Article #2Skrzyd?o-Radoma?ska, B., Prozorow-Król, B., Cicho?-Lach, H., Majsiak, E., Bier?a, J. B., Kanarek, E., Sowi?ska, A., & Cukrowska, B. (2021). The effectiveness and safety of multi-strain probiotic preparation in patients with diarrhea-predominant irritable bowel syndrome: A randomized controlled study. Nutrients, 13(3), 756. https://doi.org/10.3390/nu13030756Hibberd, A. A., Yde, C. C., Ziegler, M. L., Honoré, A. H., Saarinen, M. T., Lahtinen, S., Stahl, B., Jensen, H. M., & Stenman, L. K. (2019). Probiotic or synbiotic alters the gut microbiota and metabolism in a randomized controlled trial of weight management in overweight adults. Beneficial Microbes, 10(2), 121–135. https://doi.org/10.3920/BM2018.0028Article #3Article #4Rui, X., & Ma, S.-X. (2020). A retrospective study of probiotics for the treatment of children with antibiotic-associated diarrhea. Medicine, 99(23), e20631. https://doi.org/10.1097/MD.0000000000020631Arnold, L. E., Luna, R. A., Williams, K., Chan, J., Parker, R. A., Wu, Q., Hollway, J. A., Jeffs, A., Lu, F., Coury, D. L., Hayes, C., & Savidge, T. (2019). Probiotics for gastrointestinal symptoms and quality of life in autism: A placebo-controlled pilot trial. Journal of Child and Adolescent Psychopharmacology, 29(9), 659–669. https://doi.org/10.1089/cap.2018.0156

Module 3:

Four articles were selected from the systematic search. The first article, by Nasiri et al. (2018) was a systematic review and metanalyses of randomized control trials thus level I evidence. The second article by Agamennone et al. (2018) is also a systematic review and metanalysis of various clinical studies thus level I evidence. The third article displayed is by Goodman et al. (2021) provides level I evidence because it is from a systematic review and metanalysis study. The fourth article, by Cai et al. (2018) was also a systematic review with network metanalysis thus level I evidence.

Critical Appraisal Tool Worksheet Template  

Evaluation Table

Full APA formatted citation of selected article.Article #1Article #2Article #3Article #4          Evidence Level * (I, II, or III)      Conceptual Framework   Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**            Design/Method   Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).    Sample/Setting   The number and characteristics of patients, attrition rate, etc.            Major Variables Studied   List and define dependent and independent variables      Measurement   Identify primary statistics used to answer clinical questions (You need to list the actual tests done).    Data Analysis Statistical or Qualitative findings   (You need to enter the actual numbers determined by the statistical tests or qualitative data).    Findings and Recommendations   General findings and recommendations of the research    Appraisal and Study Quality     Describe the general worth of this research to practice.   What are the strengths and limitations of study?   What are the risks associated with implementation of the suggested practices or processes detailed in the research?   What is the feasibility of use in your practice?        Key findings              Outcomes          General Notes/Comments              

*These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide

• Level I

Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

• Level II

Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

• Level III

Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

• Level IV

Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

• Level V

Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

**Note on Conceptual Framework

• The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework

• Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

• As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

• Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.

• Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

References

The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing evidence-based practice: appendix C: evidence level and quality guide. https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf

Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your house. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. https://academicguides.waldenu.edu/library/conceptualframework

Critical Appraisal Tool Worksheet Example Solution 

Critical Appraisal

Critical appraisal is the fourth of the six steps of evidence-based practice to appraise the selected evidence. This critical appraisal serves two main purposes: to assess the evidence for its closeness to the truth or the actual occurrence in the population and to assess the evidence for usefulness in application to practice. My clinical issue of interest was the use of probiotics in the treatment of gastrointestinal symptoms associated with antibiotics use. Eight journal articles from peer-reviewed journals were selected for early steps of critical appraisal. In this critical appraisal, four of the eight articles with varying methodologies and levels of evidence are appraised and evaluated.

Part 3 A: Evaluation Table

Full APA formatted citation of the selected article.Article #1Article #2Article #3Article #4Skrzydto-Radoma?ska, B., Prozorow-Król, B., Cicho?-Lach, H., Majsiak, E., Bier?a, J. B., Kanarek, E., Sowi?ska, A., &Cukrowska, B. (2021). The effectiveness and safety of multi-strain probiotic preparation in patients with diarrhea-predominant irritable bowel syndrome: A randomized controlled study. Nutrients, 13(3), 756. https://doi.org/10.
3390/nu13030756Hibberd, A. A., Yde, C. C., Ziegler, M. L., Honoré, A. H., Saarinen, M. T., Lahtinen, S., Stahl, B., Jensen, H. M., &Stenman, L. K. (2019). Probiotic or synbiotic alters the gut microbiota and metabolism in a randomized controlled trial of weight management in overweight adults. Beneficial Microbes, 10(2), 121–135. https://doi.org/10.
3920/BM2018.0028Rui, X., & Ma, S.-X. (2020). A retrospective study of probiotics for the treatment of children with antibiotic-associated diarrhea. Medicine, 99(23), e20631. https://doi.org/10.1097/
MD.0000000000020631Arnold, L. E., Luna, R. A., Williams, K., Chan, J., Parker, R. A., Wu, Q., Hollway, J. A., Jeffs, A., Lu, F., Coury, D. L., Hayes, C., &Savidge, T. (2019). Probiotics for gastrointestinal symptoms and quality of life in autism: A placebo-controlled pilot trial. Journal of Child and Adolescent Psychopharmacology, 29(9), 659–669. https://doi.org/10.1089/
cap.2018.0156Evidence Level * (I, II, or III)  This is an evidence level I study (Randomized Controlled Stud