DQ Describe the steps of the evidence-based research process and the importance of using them
Grand Canyon University DQ: Describe the steps of the evidence-based research process and the importance of using them-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DQ: Describe the steps of the evidence-based research process and the importance of using them assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DQ: Describe the steps of the evidence-based research process and the importance of using them
Whether one passes or fails an academic assignment such as the Grand Canyon University DQ: Describe the steps of the evidence-based research process and the importance of using them depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DQ: Describe the steps of the evidence-based research process and the importance of using them
The introduction for the Grand Canyon University DQ: Describe the steps of the evidence-based research process and the importance of using them is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for DQ: Describe the steps of the evidence-based research process and the importance of using them
After the introduction, move into the main part of the DQ: Describe the steps of the evidence-based research process and the importance of using them assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DQ: Describe the steps of the evidence-based research process and the importance of using them
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DQ: Describe the steps of the evidence-based research process and the importance of using them
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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NUR 513 Topic 7 Discussion 1
The first step in the Evidence Based Practice (EBP) process is identifying a clinical problem or question. Sounds easy enough, but this problem or questions must be something that is answerable. The PICOT method is very useful in providing guidance in the development of a research questions (DeNisco & Barker, 2016). The “P” refers to the target population, “I” is the intervention or variable that one is interested in studying, “C” is a comparison of with and without said intervention of variable, “O” is the outcome, and “T” refers to the time it takes to reach an outcome.
The next step in EBP is research. After forming a PICOT, you want to search for all existing and current evidence related to your topic. There are steps related to research as well. You must have inclusion and exclusion criteria; this is often related to age of study. You must select appropriate databases to search, and you must critically analyze the evidence types. Not all evidence is created equally, there is a major difference between evidence from a systemic review or meta-analysis with randomized trials versus observational descriptive or qualitative studies. According to DeNisco and Barker, the AACN has created a new evidence leveling system that essentially grades the evidence (2016, p. 476). Critically analyzing the newfound evidence is important to determine if the research is valid, of quality and applicable to your EBP. There are a number of models, checklist, and grading systems available to help with the critical analysis and organization of evidence (DeNisco & Barker, 2016). There are a number of databases that can be used to research, the GCU nursing library page lists several nursing databases that are great for the initial stages of EBP and research (GCU Library, n.d.). To name a few: CINAHL Complete is a good data based to start because it has quite a few specialties and is very nursing specific. PubMed is another one that has a gigantic database and is free to use. And COCHRAN library is a good one because it has seven different databases that related to providing medical providers with high-quality and independent evidence that can help with decision making in care.
After collecting new evidence, critically appraising it, one must then determine if the new evidence is strong enough to support an intervention or change in practice; or if more evidence is needed and more research must be conducted. If an intervention or implementation is made, they must be measurable, and one must be able to evaluate the effectiveness of said interventions. DeNisco & Barker said “Evaluating practice and changes in practice is essential to the successful implementation of any quality improvement or evidence-based practice initiative. Evaluation is an ongoing process that must start early in a project and be continual” (2016, p. 522). These outcomes can then be compared to national benchmarks; benchmarking is essentially like continuously comparing your outcomes to the industry’s “gold standard” or the best of the best. Benchmarking is a way to make sure that current practices are staying relevant with practices of other organizations or competitors.
References
DeNisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.
GCU Library, (n.d.). Nursing & health sciences: Evidence-based practice. https://libguides.gcu.edu/Nursing/ebp
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I agree with you that in the process of coming up with an EBP topic of research it is imperative for the nurse to develop a PICOT analysis that will be crucial in identifying the feasibility of the problem of research. The nurse requires adequate information about the topic of research in order to understand the greater scope of area of study and be able to build on the already existing knowledge available on a given a chosen research topic. These checks have to be made before conducting the EBP so that the research work generated has a practical application in promoting quality care among the target population (Li et al., 2019). Some of the pertinent questions considered in the PICOT include; will the target population benefit from the findings of the study? will the finding be applicable to the practice? Will the finding support an existing concept or practice or it will build a new theory? Will the finding support the existing nurse theory or will provide evidence for change of existing nurse theory? These are the key areas that the research problem in EBP should address, if not then the problem has to be re=examined and adjusted in order for it to have a clinical relevance and importance to the nurse practice (Duff et al., 2020).
References
Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: an interpretive description. Implementation Science Communications, 1(1). https://doi.org/10.1186/s43058-020-00070-0
Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. Medicine, 98(39), e17209. https://doi.org/10.1097/md.0000000000017209
Evidence-based practice (EBP) unites research evidence with clinical expertise and encourages individualized care by including patient preferences (Stevens, 2013). A major paradigm shift in the way nurses began to think about research results, framed the context for improvement, and employed change to transform healthcare was apparent with EBP on the scene. Patient care outcomes substantially improve with the use of EBP and tested interventions.
Two nursing educators and researchers, Melnyk and Fineout-Overholt, suggest seven steps in the EBP process, all proving vital for effective implementation and integration into the clinical setting (Melnyk & Fineout-Overholt, 2011, as cited in DeNisco & Barker, 2016, p.465). In the past, it has taken years to transfer new knowledge into practice, so speed is the primary goal for EBP models (DeNisco & Barker, 2016). Many models exist and common aspects include: identifying a problem and having a spirit of inquiry, asking practice questions, reviewing the latest evidence, critically appraising the evidence, integrating personal expertise and patient preferences in and grading, and finally organizing pieces in a meaningful way.
In the initial stages of locating information, I would start searching in PubMed because it is a free database accessible from any mobile device (DeNisco & Barker, 2016). Begin with a researchable and answerable question is essential. The PICOT question formulation method is widely used for clinical problems. Searching databases such as CINAHL, The Cochrane Library, or MEDLINE would be my next approach. The CINAHL database provides access to over 3,000 nursing and allied health journals yet, a subscription is required for access.
Nurses within leadership have an unprecedented opportunity as mentioned by Stevens (2013), to step forward and transform healthcare from a systems perspective, focusing on EBP for patient safety, patient engagement, and clinical effectiveness. The “next big ideas” in EBP focus on making systems improvements and transforming healthcare. Moving beyond the individual and shifting the focus on groups, health systems, and the community is one part. Dissemination and implementation of strategies to assure effective and safe patient care are delivered rapidly is the second part. While there are benefits to the evidence gathered and applied, the true benefit goes to the patient.
Resources
DeNisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession. Jones & Bartlett Learning.
Stevens K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2), 4.
I agree with you that the nurse leaders and nurse managers have a responsibility of driving change in the nursing practice by promoting the successful implementation of the EBP project findings into the nurse practice. However, for the EBP project to have significant relevance to the nurse practice it is imperative that all the steps required in conducting an EBP are properly adhered to. The problem of research should be a clinical or a nursing area of concern whose solution can be arrived at through carrying out a viable research project that will generate new knowledge and nurse practice or build on the already existing bulk of knowledge (Li et al., 2019). The research objective should be SMART, that is, it should be specific, and target specific area of nursing or population, measurable, achievable, relevant to the area of practice and time bound. I do also agree with you that there are a number of sites that one can use when doing research on the topic or nursing area of research to focus on. The nursing data bases such as CINAHL, EMBASE, ERIC, MEDLINE via PUBMED or via Ovid, Cochrane Library, HAPI and Nursing Reference Centre Plus. These databases contain sufficient nursing research work that one can build on when developing and EBP research question to ensure its relevance and usefulness in the nursing practice (Hopia & Heikkilä, 2019).
Evidence-Based Practice
Evidence-based practice in nursing is important in facilitating the realization of optimal care outcomes. Evidence-based practice comprises of several steps. The first one is assessment. Assessment is the phase where the nurse determines the existence of a clinical problem. The nurse assesses the patient to determine the problem and question that arises from meeting the desired needs. The second question in the process is asking a clinically focused question. The question guides the development of a plan for investigating the clinical issue. Nurses often utilize the PICOT model to formulate the clinical question (Henline Sullivan, 2017). The model encompasses aspects that include patient, intervention, comparison, outcomes, and timeframe.
The third step in the process is acquiring evidence. Nurses explore sources of evidence such as journals, protocols and national guidelines to determine whether the question is appropriate to guide evidence-based practice. Nurses utilize databases such as EMBASE and CINAHL to obtain the needed information. The fourth step entails the appraising of evidence. Appraising the evidence aims at determining the quality of data. It focuses on aspects such as applicability and validity of the reported evidence. The fifth step is application where the evidence is translated into clinical practice (Grove & Gray, 2018). The last step entails evaluation where the intervention is assessed for its effectiveness in delivering its expected outcomes.
The nurses in medical-surgical nursing units utilize databases such as EMBASE, PubMEd, CINAHL, and PsyInfo to obtain the information they need in determining whether an issue is appropriate for evidence-based practice or not. The above databases provide credible sources of data on various evidence-based practice issues. They also provide up-to-date evidence on the practice recommendations on case management. Through the process, they translate effective practices into their practice.
References
Grove, S. K., & Gray, J. R. (2018). Understanding Nursing Research E-Book: Building an Evidence-Based Practice. Elsevier Health Sciences.
Henline Sullivan, D. (2017). Baby Steps to Evidence Based Practice. International Journal of Childbirth Education, 32(2).
The evidence-based practice (EBP) research process is a systematic method used in healthcare and numerous other disciplines to make wise judgments and put changes into action based on the best available information, and it involves various steps. Establishing a precise definition of the clinical question is the first stage in evidence-based practice. The question should be precise, narrowly defined, and relevant to a practice issue or problem in the healthcare industry (Chien, 2019). Nurses in my specialty often start an EBP project by developing a specific clinical issue as the basis for their inquiry. This query aids in concentrating their attention on solving a specific practice issue. Once the question has been identified, nurses start the crucial process of looking for reliable information sources. Various sources, including medical databases such as PubMed, CINAHL, Science Direct, clinical guidelines, systematic reviews, and research articles, are frequently consulted in this process (Chien, 2019). Following this thorough search, they can acquire the most complete and current information about the issue at hand. The nurses then appraise the information they have obtained as their next step, evaluating each source’s reliability, accuracy, and quality. A critical appraisal is necessary to assess the validity of the results and the weight of the evidence. With this knowledge, they combine the data, summarizing important findings and spotting patterns and trends.
The next step involves the nurses creating a plan for implementing practice changes based on their evidence analysis. The best available evidence-based protocols, recommendations, or interventions may need to be developed in order to accomplish this. Lastly, it’s critical to evaluate the outcomes of implementing evidence-based practices. Nurses should monitor patients’ progress, note any advancements or difficulties, and make required adjustments (Speroni et al., 2020). Healthcare practitioners can guarantee the greatest level of service by methodically using evidence-based research to solve practice and research problems. It contributes to less variability in patient care, better patient outcomes, and improved quality and safety of healthcare services (Speroni et al., 2020). Additionally, it encourages resource efficiency and fosters a culture of ongoing improvement throughout the healthcare system. It is evident that by focusing on evidence, healthcare professionals can make decisions founded on scientific rigor instead of custom or personal prejudices, ultimately resulting in better patient care and more efficient healthcare practices.
References
Chien L. Y. (2019). Evidence-Based Practice and Nursing Research. The Journal of nursing research: JNR, 27(4), e29. https://doi.org/10.1097/jnr.0000000000000346
Speroni, K. G., McLaughlin, M. K., & Friesen, M. A. (2020). Use of Evidence-based Practice Models and Research Findings in Magnet-Designated Hospitals Across the United States: National Survey Results. Worldviews on evidence-based nursing, 17(2), 98–107. https://doi.org/10.1111/wvn.1242
Results. Worldviews on evidence-based nursing, 17(2), 98–107. https://doi.org/10.1111/wvn.12428