NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example
NURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment
NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Brief
Course: NURS 5052 – Essentials of Evidence-Based Practice
Assignment Title: NURS 6052/5052 EB003 Module03 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment
Assignment Instructions Overview
In this Evidence-Based Project, you will engage in a comprehensive exploration of a clinical issue by conducting a systematic review and developing a structured approach to clinical inquiry. This assignment will allow you to apply evidence-based practice (EBP) principles, formulate a clinical question using the PICO(T) framework, and present your findings and recommendations in a clear and professional manner.
Understanding Assignment Objectives
The primary objectives of this assignment are to:
- Develop Clinical Inquiry Skills: This project will help you formulate precise clinical questions using the PICO(T) framework. This is crucial for guiding effective research and identifying relevant evidence.
- Conduct Systematic Reviews: You will learn to conduct systematic reviews by searching for, evaluating, and synthesizing high-level evidence from peer-reviewed sources. This process will enhance your ability to critically appraise the literature and draw meaningful conclusions.
- Apply Evidence-Based Practice: By utilizing the principles of evidence-based practice, you will identify, evaluate, and implement interventions aimed at improving clinical outcomes. This will involve integrating the best available evidence with clinical expertise and patient values.
- Enhance Presentation Skills: Developing a PowerPoint presentation will refine your ability to communicate complex information clearly and effectively. This is an essential skill for professional practice and advocacy in healthcare settings.
The Student’s Role
As a student, your role in this assignment includes the following steps:
- Identify a Clinical Issue: Select a relevant clinical issue that has a significant impact on patient care and clinical practice. This issue should be broad enough to allow for comprehensive research but focused enough to provide actionable insights.
- Develop a PICO(T) Question: Formulate a specific, focused PICO(T) question that addresses the chosen clinical issue. This will guide your literature search and help in identifying relevant evidence.
- Perform a Literature Search: Utilize academic databases such as PubMed, CINAHL, MEDLINE, and Cochrane Library to search for peer-reviewed articles. Identify at least four high-level evidence articles, such as systematic reviews, meta-analyses, or critically-appraised topics.
- Analyze and Synthesize Evidence: Critically appraise the selected articles to evaluate the levels of evidence and their relevance to your PICO(T) question. Summarize the findings in a matrix worksheet to organize and compare the evidence.
- Create a PowerPoint Presentation: Develop a 6- to 7-slide PowerPoint presentation that summarizes your chosen clinical issue, PICO(T) question, literature search process, and the evidence you found. Include an evaluation of the levels of evidence and the strengths of systematic reviews.
Competencies Measured
This assignment measures the following competencies:
- Formulating Clinical Questions: Demonstrating the ability to use the PICO(T) framework to develop focused clinical questions.
- Evidence Retrieval: Proficiency in using various databases to conduct systematic searches and retrieve high-level evidence.
- Critical Appraisal: Skills in critically appraising and synthesizing evidence to determine its relevance and validity.
- Application of Evidence-Based Practice: Applying evidence to clinical practice to improve patient outcomes and healthcare processes.
- Effective Communication: Presenting research findings and recommendations clearly and professionally in a PowerPoint format.
You Can Also Check Other Related Assessments for the NURS 5052 – Essentials of Evidence-Based Practice Course:
NURS 6052/5052 EB001 Module01 Quadruple Aim and Evidence-Based Practice Assignment Example
NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example
NURS 6052/5052 EB005 Evidence-Based Decision-Making Presentation Example
NURS 6052/5052 EB006 Disseminating Evidenced Based Practice Changes Example
NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example
Matrix Worksheet Template and Developing the PICO(T) Question
Clinical Issue: Workplace Incivility in Nursing
Workplace incivility among nurses and healthcare professionals is a significant issue, manifesting through disrespectful behaviors such as belittling remarks, gossiping, or ignoring colleagues. These behaviors can erode teamwork, reduce job satisfaction, and contribute to burnout, ultimately affecting the quality of patient care and overall healthcare outcomes. Addressing this issue is crucial for maintaining a positive work environment and ensuring high standards of patient care.
Developing the PICO(T) Question
Identifying the Problem
To address workplace incivility effectively, a focused clinical question needs to be developed. This process starts with identifying a clear and specific problem within the broader issue of workplace incivility. For this assignment, the clinical issue of interest is the impact of educational interventions on managing nurse-to-nurse incivility.
Formulating the PICO(T) Components
- P (Population): Nurses experiencing workplace incivility
- I (Intervention): Educational programs and cognitive rehearsal training
- C (Comparison): Standard workplace policies without specific educational interventions
- (Outcome): Reduction in incidences of workplace incivility, improved job satisfaction, and enhanced teamwork
- T (Time): Over a period of six months
Constructing the PICO(T) Question
Based on these components, the PICO(T) question is formulated as follows:
In nurses experiencing workplace incivility (P), how effective are educational programs and cognitive rehearsal training (I) compared to standard workplace policies (C) in reducing incidences of workplace incivility, improving job satisfaction, and enhancing teamwork (O) over a period of six months (T)?
Searching for Evidence
Keywords and Databases
To find relevant evidence, key terms derived from the PICO(T) question are used. These include “nurse incivility,” “educational programs,” “cognitive rehearsal,” “workplace incivility,” “job satisfaction,” and “teamwork.”
The search is conducted in the following databases:
- PubMed
- CINAHL (Cumulative Index to Nursing and Allied Health Literature)
- PsycINFO
- Cochrane Library
Reflection on the Process
Creating a PICO(T) question and searching for peer-reviewed research involves several critical steps. Initially, it is essential to thoroughly understand the clinical issue and its impact on both healthcare professionals and patient care. The PICO(T) framework helps in structuring the question clearly, ensuring all necessary elements are included to guide the research effectively.
Searching multiple databases enhances the comprehensiveness of the evidence gathered. It is crucial to use specific keywords and Boolean operators to refine the search results, making sure the selected studies are highly relevant to the PICO(T) question. This process not only aids in finding high-level evidence but also in understanding the different methodologies and outcomes related to the clinical issue.
Full Citation of Selected Articles
| Article #1 | Article #2 | Article #3 | Article #4 |
| Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. | Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. | Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. | Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536. |
Reasons for Selection & Relation to Clinical Issue
Article #1: This study focuses on using education and cognitive rehearsal to address nurse-to-nurse incivility. It shows how training can help nurses recognize and cope with incivility, ultimately promoting a healthier work environment. This is relevant because understanding and managing incivility can lead to better teamwork and patient care (Kile et al., 2019).
Article #2: Abdollahzadeh et al. (2017) explore nurses’ views on preventing workplace incivility, highlighting practical measures such as improving communication and support systems. This perspective is valuable as it comes directly from those experiencing the issue, providing real-world solutions to enhance the work environment.
Article #3: Armstrong (2018) provides a comprehensive review of various strategies to manage incivility in healthcare settings. By synthesizing evidence from multiple studies, this article offers a robust foundation for implementing effective interventions that ensure a respectful workplace.
Article #4: Razzi and Bianchi (2019) describe a quality improvement program that uses cognitive rehearsal training to tackle incivility. This study demonstrates the practical application of educational interventions and their positive impact on job satisfaction and organizational commitment.
Aims of Research
Article #1: To evaluate the effectiveness of cognitive rehearsal techniques in reducing nurse-to-nurse incivility through educational interventions (Kile et al., 2019).
Article #2: To identify strategies for preventing workplace incivility from the perspective of nurses, focusing on improving communication and support (Abdollahzadeh et al., 2017).
Article #3: To review and synthesize existing evidence on interventions for managing workplace incivility in nursing, providing a comprehensive overview of effective strategies (Armstrong, 2018).
Article #4: To implement and assess a quality improvement program using cognitive rehearsal training to address incivility and improve the workplace environment (Razzi & Bianchi, 2019).
Research Methodology
Article #1: Kile et al. (2019) used a mixed-methods approach, combining qualitative and quantitative data. Surveys were conducted before and after the intervention to measure its effectiveness. This approach allowed for a comprehensive evaluation of the educational program’s impact.
Article #2: Abdollahzadeh et al. (2017) used qualitative methods, specifically semi-structured interviews, to gather in-depth insights from nurses. This method allowed participants to share their experiences and suggestions in detail, providing rich qualitative data.
Article #3: Armstrong (2018) conducted a systematic review, analyzing ten studies on workplace incivility. This method is strong in its ability to provide a broad view of the evidence, summarizing findings from multiple sources to identify effective interventions.
Article #4: Razzi and Bianchi (2019) used quantitative methods, utilizing the Nursing Incivility Scale (NIS) to measure the impact of their cognitive rehearsal training program. This approach provided clear, measurable data on the program’s effectiveness.
Strengths of Research Methodologies
Article #1: The mixed-methods approach provided a balanced view, combining statistical data with personal insights, enhancing the study’s reliability and validity (Kile et al., 2019).
Article #2: The qualitative approach allowed for detailed, personal accounts of incivility, giving voice to the nurses’ experiences and making the findings highly relevant and applicable (Abdollahzadeh et al., 2017).
Article #3: Systematic reviews, like the one conducted by Armstrong (2018), are highly reliable as they aggregate data from multiple studies, offering comprehensive and evidence-based recommendations.
Article #4: The quantitative method used by Razzi and Bianchi (2019) provided precise measurements of the intervention’s impact, ensuring that the findings are accurate and can be generalized to similar settings.
General Notes/Comments
Article #1: Highlights the importance of educational programs in promoting a respectful workplace, leading to better patient care (Kile et al., 2019).
Article #2: Emphasizes the need for improved communication and support among nurses to prevent incivility, offering practical solutions from those directly affected (Abdollahzadeh et al., 2017).
Article #3: Provides a comprehensive overview of evidence-based strategies to manage incivility, supporting the implementation of effective interventions (Armstrong, 2018).
Article #4: Demonstrates the effectiveness of cognitive rehearsal training in reducing incivility, enhancing job satisfaction, and organizational commitment (Razzi & Bianchi, 2019).
Conclusion
The reviewed articles highlight the significance of addressing workplace incivility in nursing. They emphasize the role of education, improved communication, and evidence-based interventions in creating a respectful and supportive work environment. Implementing these strategies can lead to enhanced staff well-being, better teamwork, and ultimately, higher quality patient care.
References
Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966
Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106
Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709
Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536. https://doi.org/10.1111/nuf.12366
PowerPoint Presentation Slides
Slide 1: Introduction
- Title: Addressing Workplace Incivility in Nursing
- Overview: Workplace incivility is a significant issue affecting nurses and healthcare professionals, impacting both staff well-being and patient care.
Speaker Notes: Welcome everyone. Today, I will be discussing workplace incivility in nursing, a problem that affects both the quality of patient care and the well-being of healthcare professionals.
Slide 2: Research Question and Databases
- Research Question: How can evidence-based interventions effectively manage workplace incivility in nursing?
- Databases Used: PubMed, CINAHL, PsycINFO, Cochrane Library.
Speaker Notes: Our research focused on finding evidence-based strategies to manage workplace incivility in nursing. We searched through several databases, including PubMed and CINAHL, to gather relevant studies.
Slide 3: Selected Systematic Reviews
- Article #1: Education and Cognitive Rehearsal for Incivility Management (Kile et al., 2019)
- Article #2: Nurses’ Perspectives on Incivility Prevention (Abdollahzadeh et al., 2017)
Speaker Notes: We selected four key articles for our review. The first two focus on educational interventions and the perspectives of nurses on preventing incivility.
Slide 4: Selected Systematic Reviews (Continued)
- Article #3: Systematic Review of Evidence (Armstrong, 2018)
- Article #4: Quantitative Assessment using NIS (Razzi & Bianchi, 2019)
Speaker Notes: The next two articles provide a systematic review of evidence-based strategies and a quantitative assessment using the Nursing Incivility Scale.
Slide 5: Ethics Considerations & Aims of Research
- Ethics: Voluntary participation, confidentiality, informed consent.
- Aims: Raise awareness, prevent incivility, synthesize evidence, implement interventions.
Speaker Notes: Ethical considerations are crucial in research. All studies ensured voluntary participation and confidentiality. The aims included raising awareness about incivility, finding ways to prevent it, and implementing evidence-based interventions.
Slide 6: Conclusion & Recommendations
- Conclusion: The reviewed articles provide valuable insights and evidence-based strategies for managing workplace incivility.
- Recommendations: Implement educational programs, improve communication, and use quality improvement initiatives to promote a positive work environment.
Speaker Notes: In conclusion, addressing workplace incivility is essential for a positive work environment. We recommend implementing educational programs, improving communication, and using quality improvement initiatives to tackle this issue effectively.
References Slide
Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966
Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106
Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709
Razzi, C. C., & Bianchi, A. L. (2019). Incivility in nursing: Implementing a quality improvement program utilizing cognitive rehearsal training. Nursing Forum, 54(4), 526-536. https://doi.org/10.1111/nuf.12366
Detailed Assessment Instructions for the NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment
Assignment: Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
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.
The Assignment (Evidence-Based Project)
Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
- Identify and briefly describe your chosen clinical issue of interest.
- Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
- Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
- Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
- Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.
By Day 7 of Week 5
Submit Part 2 of your Evidence-Based Project.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
- Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
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 NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice.
- 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. doi:10.1097/01.NAJ.0000368959.11129.79
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. doi:10.1097/01.NAJ.0000363354.53883.58
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. doi:10.1097/01.NAJ.0000372071.24134.7e
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.
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