Evidence Based Project Part 1 Identifying Research Methodologies
Walden University Evidence Based Project Part 1 Identifying Research Methodologies– Step-By-Step Guide
This guide will demonstrate how to complete the Walden University Evidence Based Project Part 1 Identifying Research Methodologies 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 Evidence Based Project Part 1 Identifying Research Methodologies
Whether one passes or fails an academic assignment such as the Walden University Evidence Based Project Part 1 Identifying Research Methodologies 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 Evidence Based Project Part 1 Identifying Research Methodologies
The introduction for the Walden University Evidence Based Project Part 1 Identifying Research Methodologies 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 Evidence Based Project Part 1 Identifying Research Methodologies
After the introduction, move into the main part of the Evidence Based Project Part 1 Identifying Research Methodologies 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 Evidence Based Project Part 1 Identifying Research Methodologies
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 Evidence Based Project Part 1 Identifying Research Methodologies
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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Sample Answer for Evidence Based Project Part 1 Identifying Research Methodologies
An Introduction to Clinical Inquiry and Research Methodologies
Clinical issues have profound impacts on health care providers and patients, given that they pose a significant risk to the quality of care, patient safety, and nursing staff’s wellbeing. Workplace incivility, characterized by discourteous and disrespectful actions, is typical in the nursing practice. It is among the issues that adversely affect nurses’ confidence and interprofessional collaboration. Anxiety is also high in workplaces where nursing incivility is not effectively controlled, fueling burnout and turnover (Shi et al., 2018). Effective control of nursing incivility is vital to optimizing care quality and patient safety. Since interventions should be evidence-based, it is crucial to search for evidence from credible research as summarized in the matrix worksheet.
| Full citation of selected article | 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. https://doi.org/10.1111/jonm.12709
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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 | Shi, Y., Guo, H., Zhang, S., Xie, F., Wang, J., Sun, Z., … & Fan, L. (2018). Impact of workplace incivility against new nurses on job burn-out: A cross-sectional study in China. BMJ Open, 8(4), e020461. doi:10.1136/ bmjopen-2017-020461 | |
| 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) | It is a comprehensive article exploring the importance of enhanced awareness through educational programs in reducing nurse-to-nurse incivility. The article explains how cognitive rehearsal techniques can help nurses to cope with incivility. Al-Ghabeesh and Qattom (2018) also supported the role of cognitive rehearsal in helping nurses to cope with workplace problems since it prepares them mentally to cope with stressing situations. Regarding ethics, participation was voluntary and participants’ information treated anonymously.
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The article depicts workplace incivility as a disturbing phenomenon, detrimental to clinicians’ health and care delivered. Due to incivility’s psychological and somatic effects, the article investigates how it can be managed from a nurse’s perspective. Concerning research ethics, informed consent was observed to ensure that nurses participated willingly. Nurses were also allowed to withdraw willingly without getting penalized in any way. | The article was chosen since it shows the severity of workplace incivility among nurses and proposes evidence-based interventions. According to Armstrong (2018), incivility has a destructive effect as a cause of emotional upset among nurses, to the extent of risking patient care. This observation coincides with Alshehry et al. (2021) finding that workplace incivility increases the occurrence of unsafe medication administration practices. On ethics, Armstrong (2018) avoided search biases by summarizing data from different databases. | The article is an in-depth exploration of the implications of workplace incivility in health practice. It describes how workplace incivility is correlated with anxiety and job burn-out among nurses, necessitating evidence-based interventions. Regarding ethics of research, consent and anonymity are critical. Participants consented to participate in the survey and information provided was treated anonymously. |
| Brief description of the aims of the research of each peer-reviewed article | The aim of the research was to help nurses to recognize incivility and reduce its impacts by confronting it through cognitive rehearsal techniques. The ability to confront incivility would improve job satisfaction. | Abdollahzadeh et al. (2017) suggested that many articles have investigated the effects of workplace incivility without proposing practical interventions. In response, the article’s primary aim is to determine how workplace incivility can be prevented in health care settings from a nurses’ perspective. | Guided by the premise that workplace incivility should be effectively controlled, the study critiques and summarized evidence that can help nursing staff to manage workplace incivility. It focused on the practical interventions that can be applied universally as nurses overcome this chronic problem. | The article’s primary aim was to investigate the impacts of workplace incivility on new nursing staff. It further examined the role that resilience plays in moderating incivility-job burn-out connection. |
| 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. | Kile et al. (2019) conducted a mixed method, pilot study. Data before and after nurses received cognitive rehearsal training were obtained via surveys for comparative analysis.
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Data was collected via interviews. Researchers used the qualitative descriptive study design. Thus, the article is qualitative research. | The study is a systematic review of current and relevant evidence on workplace incivility. Ten studies were reviewed, implying that it is a quantitative study. | The study was a cross-sectional online survey. Participants (903 registered nurses) completed online questionnaires in May of 2016 in China. Hence, it was a quantitative research. |
| 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. | The key strength of a mixed method approach to research is enhancing the understanding of quantitative and qualitative results’ contradictions. Regarding validity and reliability, researchers use various methods to gather information in mixed methods studies (Schoonenboom & Johnson, 2017). These methods supplement each other making the data more valid and reliable. | Generally, qualitative research allows issues to be examined in-depth. Interviews also allow researchers to ask specific questions that can be redirected as situations oblige (Thorsteinson, 2018). Regarding reliability and validity, interviews allowed one-on-one correspondence and the interview questions were designed in a way that all the participants answered the same questions despite difference locations. | A key strength of systematic reviews is getting a quick answer about a particular clinical issue from previous studies. In this case, information is readily available. Systematic reviews are highly reliable and valid too. Their conclusion about a clinical issue is derived from multiple studies that the researcher(s) assess for relevance and quality. | As a common data collection method, questionnaires have various strengths. It is possible to test many people quickly. Data (quantitative) can be generated and analyzed easily. On reliability, questionnaires facilitate the collection of large volume of data (Oden, 2019). It was the same case in the article. The results were also consistent by showing a positive correlation between workplace incivility, anxiety, and burnout. |
| General Notes/Comments | The article expands the PICOT by explaining how an educational intervention (cognitive rehearsal) can advance workplace civility. It illustrates how a positive workplace can be promoted to ensure that patients receive safe and efficient care.
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The article is a reliable resource that expands knowledge on workplace incivility prevention from a nurses’ perspective. It explains how improving nurses’ skills and communication ability and supporting nurses can be integral in reducing workplace incivility in health care organizations. | The article is highly informative on the implications of workplace incivility in health care settings. It further proposes interventions necessary to manage incivility including educational training on incivility to enhance awareness and communication skills. Overall, it is a useful resource to develop the PICOT. | As nurses continue solving clinical issues, application of evidence-based research is vital. The article expands research on the effects of workplace incivility, which shows the need for policy interventions and other practical solutions. |
Conclusion
The research articles in the worksheet evaluate workplace incivility among nurses from multiple dimensions. Causes of nursing incivility have been studied besides impacts of the clinical problem and possible prevention measures. Interventions such as resilience training and cognitive rehearsal techniques have been proposed. The articles will be further critiqued to get the best evidence to be used as the basis for change implementation in nursing practice to reduce incivility.
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
Al-Ghabeesh, S. H., & Qattom, H. (2019). Workplace bullying and its preventive measures and productivity among emergency department nurses. Israel Journal of Health Policy research, 8(1), 1-9. https://doi.org/10.1186/s12913-019-4268-x
Alshehry, A. S., Alquwez, N., Almazan, J., Namis, I. M., & Cruz, J. P. (2019). Influence of workplace incivility on the quality of nursing care. Journal of Clinical Nursing, 28(23-24), 4582-4594. DOI: 10.1111/jocn.15051
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
Oden, C. (2019). Validity and reliability of questionnaires: how to check. ProjectTopics. https://www.projecttopics.org/validity-and-reliability-of-questionnaires-how-to-check.html
Shi, Y., Guo, H., Zhang, S., Xie, F., Wang, J., Sun, Z., … & Fan, L. (2018). Impact of workplace incivility against new nurses on job burn-out: A cross-sectional study in China. BMJ Open, 8(4), e020461. doi:10.1136/ bmjopen-2017-020461
Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(2), 107-131. doi: 10.1007/s11577-017-0454-1
Thorsteinson, T. J. (2018). A meta‐analysis of interview length on reliability and validity. Journal of Occupational and Organizational Psychology, 91(1), 1-32. https://doi.org/10.1111/joop.12186
Sample Answer 2 for Evidence Based Project Part 1 Identifying Research Methodologies
Opioid use in pregnancy is becoming common despite the health risk factors it presents to both the child and the pregnant mother. There is need to offer educational interventions to discourage the use of opioid among the pregnant mothers. The purpose of this study is to develop an evidence and identify research methodology in exploring the issue on opioid use in pregnancy.
| Full citation of the selected article | Article #1 | Article #2 | Article #3 | Article #4 |
| Gabrhelík, R., Mahic, M., Lund, I. O., Bramness, J., Selmer, R., Skovlund, E., Handal, M., & Skurtveit, S. (2020). Cannabis use during pregnancy and risk of adverse birth outcomes: A longitudinal cohort study. European Addiction Research, 1-11. https://doi.org/10.1159/000510821 | Azuine, R. E., Ji, Y., Chang, H., Kim, Y., Ji, H., DiBari, J., Hong, X., Wang, G., Singh, G. K., Pearson, C., Zuckerman, B., Surkan, P. J., & Wang, X. (2019). Prenatal risk factors and perinatal and postnatal outcomes associated with maternal opioid exposure in an urban, low-income, multiethnic US population. JAMA Network Open, 2(6), e196405. https://doi.org/10.1001/jamanetworkopen.2019.6405 | Brogly, S. (2019). Maternal and child health after prenatal opioid exposure. JAMA Network Open, 2(6), e196428. https://doi.org/10.1001/jamanetworkopen.2019.6428 | Maghsoudlou, S., Cnattingius, S., Montgomery, S., Aarabi, M., Semnani, S., Wikström, A., & Bahmanyar, S. (2018). Opium use during pregnancy and infant size at birth: A cohort study. BMC Pregnancy and Childbirth, 18(1). https://doi.org/10.1186/s12884-018-1994-8 | |
| 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) | The article explores the risk factors associated with the use of cannabis during pregnancy and thus suitable for this study. The data in the article will be used to explore the clinical issue of cannabis use in pregnancy and so gather enough evidence to discourage the use of the drug in pregnancy. | The study was selected because it explores the risk factors, perinatal and postnatal outcomes linked with the use of opioid in pregnancy. The study helps in widening the scope and understanding of the burden of opioid use in pregnancy. | The article is peer-reviewed and provides sufficient evidence on the impact of opioid use in pregnancy and thus suitable for this study. The study is relevant to the issue being addressed in this case because it provides evidence on the physical impact of the opioid use on the unborn babies. | The study was selected because it provides the correlation between the use of opioid in pregnancy and the infant size. The study provides significant evidence to justify the harmful impact of opioid use in pregnancy. |
| Brief description of the aims of the research of each peer-reviewed article | The purpose of the study was to explore the relationship between cannabis use in pregnancy and the birth outcomes. | The aim of the study was to explore the effects of exposure to opioid in pregnancy to the mother and the unborn child. | The aim of the study was to explore the relationship between opioid use and the child’s birth weight. | |
| 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. | The research methodology involved prospective cohort and qualitative design. A total of 19,685 participants were recruited. | The study methodology involved a quantitative cohort study that enrolled a total of 8509 participants. | The study involves prospective cohort study that was quantitative in nature. The study enrolled mother-infant pairs at the delivery. The developmental progress of the infants exposed and those unexposed were monitored and compared. | The study involved a quantitative design. A prospective cohort study was used to determine the correlation between opioid use in pregnancy and the child’s birthweight. |
| 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. | The study involved a large sample population and so provides reliable and valid data. | The strength of the study is that it involves a large sample size. Also, the sample population used was appropriate. Therefore, the findings from the study are valid and reliable. | The study’s strength is that it compared the risk of exposure to opioid in pregnancy and uses the odd ratio to justify the conclusion. Also, a large sample population was used thus making the findings valid and reliable. | The study’s strength is that it covered a large sample population and uses appropriate statistical test to determine the association between the variables of interest. |
| General Notes/Comments | Prolonged use of cannabis in pregnancy cause harm to the unborn child. | The prenatal exposure to opioid is linked to increased risk for adverse outcomes in pregnancy and the newborn. | Exposure to opioid in pregnancy results in poor developmental outcomes for the newborn. | Use of opioid use in pregnancy results in low birth weight in children. |
Conclusion
The evidence developed indicate that use of opioid in pregnancy presents a significant harm to the mothers and unborn children. Pregnant women should minimize the use of opioid to enhance the safety of their unborn children. The harmful outcomes linked to the use of opioid vary as indicated in the research findings above.
Matrix Worksheet
| Full citation of selected article | Article #1 | Article #2 | Article #3 | Article #4 |
| Tuna, R., & Kahraman, B. (2019). Workplace bullying: A qualitative study on experiences of Turkish nurse managers. Journal of Nursing Management, 27(6), 1159-1166. https://doi.org/10.1111/jonm.12787
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Lee, E. M., & Kim, D. H. (2018). Moderating effects of professional self-concept in relationship between workplace bullying and nursing service quality among hospital nurses. Journal of Korean Academy of Nursing Administration, 24(5), 375-386. https://doi.org/10.11111/jkana.2018.24.5.375 | Kim, Y., Lee, E., & Lee, H. (2019). Association between workplace bullying and burnout, professional quality of life, and turnover intention among clinical nurses. PLoS One, 14(12), e0226506. https://doi.org/10.1371/journal.pone.0226506 | Al-Ghabeesh, S. H., & Qattom, H. (2019). Workplace bullying and its preventive measures and productivity among emergency department nurses. Israel Journal of Health Policy Research, 8(1), 1-9. https://doi.org/10.1186/s12913-019-4268-x | |
| 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) | The article examines workplace bullying in three dimensions- causes, effects, and prevention measures. It confirms how bullying hampers nurses’ ability to provide safe and effective patient care, adversely affecting nurses’ well-being and patient satisfaction. The study was approved appropriately and participants informed before participation.
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The article is an in-depth study of the implications of workplace bullying on the quality of nursing service. It coincides with Faghihi et al. (2021) observation that workplace bullying hampers nurses’ ability to provide quality care. Informed consent and confidentiality were priority areas during data collection. It relates to the clinical issue of interest by describing the detrimental effects of workplace bullying, necessitating evidence-based interventions. | The article explores the devastating effects of workplace bullying and the need for its prevention. The primary argument is that preventing workplace bullying is the foundation of a professional and supportive work environment. On ethics, participants were briefed about the study particulars including objectives, confidentiality, and anonymity. Thus, they participated willingly. | The article explores workplace bullying in detail and proposes intervention measures. Like Karatuna et al. (2020), the article confirms that workplace bullying is prevalent among nurses and widespread in stressful work environments. Training on workplace bullying can help nurses to cope effectively. Ethics of research visible in the article include seeking approval to protect the rights of the participants. |
| Brief description of the aims of the research of each peer-reviewed article | The study’s aim was to determine the presence of workplace bullying among junior and senior nursing staff, causes, impacts, and possible prevention measures. | Lee and Kim (2018) identified the effects of workplace bullying on the quality of nursing service. | Kim et al. (2019) examined the relationship between workplace bullying and turnover intention, burnout, and nurses’ quality of life. | The primary aim was to examine the prevalence of workplace bullying in nursing and practical prevention measures. The study is based on the premise that workplace bullying is preventable by responding effectively to personal and workplace factors. |
| 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. | Tuna and Kahraman (2019) relied solely on interviews. 11 open-ended interview questions were administered to 25 ward managers. Hence, the study was qualitative.
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Lee and Kim (2018) collected data using questionnaires. Participants were 280 nurses working in J Province hospitals. Therefore, it was quantitative. | The study was a cross-sectional design where data was collected via structured questionnaires.Therefore, it was quantitative. | Al-Ghabeesh and Qattom (2019) surveyed nurses in five hospitals in Jordan. They involved a four-part questionnaire, implying that the study was quantitative. |
| 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. | Interviews enable researchers to collect detailed information about a study’s phenomenon. Same questions can be asked. Through interviews, researchers could get a greater attention to participants’ perspectives on bullying.
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Questionnaires are a reliable method when it comes to data collection from a large population sample. It is easy and quick to collect data via questionnaires too. Participants answer the same questions, which makes questionnaires valid and reliable. | Besides data collection from large sample populations, cross-sectional studies are quick to conduct. Wang and Cheng (2020) also found them instrumental in determining the relationship between exposures and outcomes. | Surveys are highly reliable since they can collect data from a large sample. They have little observer subjectivity and a good statistical significance. |
| General Notes/Comments | The article is a useful resource for understanding workplace bullying and prevention measures. It will be used to explain how workplace bullying can be reduced in health care settings.
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The article is highly informative on the effects of workplace bullying, showing the need for moderation via evidence-based interventions. | The article confirms the detrimental effect of workplace bullying, justifying the need for further exploration from a solution point of view. | The article will be pivotal in further exploration of bullying among nurses and practical interventions. It helps to understand the problem quantitatively. |
References
Al-Ghabeesh, S. H., & Qattom, H. (2019). Workplace bullying and its preventive measures and productivity among emergency department nurses. Israel Journal of Health Policy Research, 8(1), 1-9. https://doi.org/10.1186/s12913-019-4268-x
Faghihi, M., Farshad, A., Abhari, M. B., Azadi, N., & Mansourian, M. (2021). The components of workplace violence against nurses from the perspective of women working in a hospital in Tehran: A qualitative study. BMC Women’s Health, 21(1), 1-13. https://doi.org/10.1186/s12905-021-01342-0
Karatuna, I., Jönsson, S., & Muhonen, T. (2020). Workplace bullying in the nursing profession: A cross-cultural scoping review. International Journal of Nursing Studies, 111, 103628. https://doi.org/10.1016/j.ijnurstu.2020.103628
Kim, Y., Lee, E., & Lee, H. (2019). Association between workplace bullying and burnout, professional quality of life, and turnover intention among clinical nurses. PLoS One, 14(12), e0226506. https://doi.org/10.1371/journal.pone.0226506
Lee, E. M., & Kim, D. H. (2018). Moderating effects of professional self-concept in relationship between workplace bullying and nursing service quality among hospital nurses. Journal of Korean Academy of Nursing Administration, 24(5), 375-386. https://doi.org/10.11111/jkana.2018.24.5.375
Tuna, R., & Kahraman, B. (2019). Workplace bullying: A qualitative study on experiences of Turkish nurse managers. Journal of Nursing Management, 27(6), 1159-1166. https://doi.org/10.1111/jonm.12787
Wang, X., & Cheng, Z. (2020). Cross-sectional studies: Strengths, weaknesses, and recommendations. Chest, 158(1), S65-S71. https://doi.org/10.1016/j.chest.2020.03.012
Sample Answer 3 for Evidence Based Project Part 1 Identifying Research Methodologies
Falls among the elderly patients is a critical issue that is facing most of the health organizations globally. The elderly patients are highly at a risk of falls due to their conditions such as confusion and use of medications. Falls among this group of patients increases the risk of adverse outcomes that include increased hospital stays, new health problems, and high costs of healthcare. Nurses have the responsibility of ensuring that the elderly patients who are at risk of falls are safe in their environments. They utilize their clinical inquiry knowledge to formulate questions that can guide the development of guidelines to address the issue. They also rely on the best available clinical evidence to increase the effectiveness of the interventions that they adopt to address the issue of falls among the elderly. Through this, they promote evidence-based practice in their settings by ensuring that the best approaches to care are used to promote the health and safety of their patients (Melnyk & Fineout-Overholt, 2018). Therefore, this section of the assignment explores the articles that were obtained to investigate the issue of patient falls.
Matrix Worksheet: Research Methodologies
| Full citation of selected article | Article #1 | Article #2 | Article #3 | Article #4 |
| Chen et al. (2017).
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Cimilli, Unal, Onur, Eroglu, and Saritemur (2017)
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Fariña-López, Estévez-Guerra, Luz, Pogrányivá, and Penelo (2018) | Giordano et al. (2016) | |
| 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) | The article was chosen because it considers a large population area whose data is likely to be representative. IT considers a hospital with over 20,000 patients per month from May to October. As an ethical requirement, the patients had to consent before taking part in research. | I chose this article because it highlights how healthcare institutions address the issue of falls amongst the elderly. The article is also likely to generate data that can be relied on because it considers trends over a long period of time (1989 to 2007). The research was exempted from ethics approval requirements. | I chose this study because it gives an alternative perspective, showing how nurses are taking lead in preventing falls in elderly patients. Approval was sought from the Ethics Committee for Human Research at the University of Las Palmas de Gran Canaria. The approval was intended to protect the study participants. | I considered the article because it looks at an intervention that could be easily affordable for patients and readily available in helping to prevent falls. Addressing such an intervention is critical o ensuring proper patient safety amongst the elderly. Indeed, the research did not seek any ethical approval. However, ethical tenets were observed nonetheless to protect the integrity of the research. |
| Brief description of the aims of the research of each peer-reviewed article | The article seeks to look the various factors which might lead to multiple falls among in the ED. | The research aimed at determining the relationship between falls in the elderly and utilization of the medical facilities. | The study aimed at determining the situations under which the nurses and the assistants considered the use of physical restraint to prevent hospital falls among the elderly. | The study aimed at evaluating the effectiveness of homebased intervention delivered by multidisciplinary team in preventing falls in elderly. |
| 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. | Qualitative method of research was employed (Melnyk, & Fineout-Overholt, 2018). The study considered home interviews and secondary and analysis of data. The elderly who were 65 years and above were used and there was no ethical approval required for the study. Only data obtained from completed questionnaires were considered for analysis.
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Mixed study method was used: it considers data available in the Health Promotion
Administration (HPA) for dataset and it generates variables and carries out interviews (Grant & Booth, 2009). The inclusion criteria used was all the elderly patients who presented to the ED as a result of falls. Those mandated to take care of the patients were involved in answering the questions regarding the factors that lead to the falls in elderly. |
This was a quantitative study (Hoe & Hoare, n.d.). It compares use of intervention (restraint by nurses and rate of falls among elderly patients). The survey considered by both registered nurses and the nursing assistants. This was used to collect data associated with the sociodemographic characteristics, training, experience and perceptions. | This is a RCT and since it measures the outcomes after administration of intervention. There was both the control and study group. The study also received ethical approval appropriately. This is a quantitative study (Hoe & Hoare, n.d.). Informed consent was obtained from the participants and the ones chosen for the study were both males and females aged 65 years and above. |
| 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. | The methodology was robust in the sense that the data selected for consideration was wide. Therefore, making an inference or generalization from the data would be more informative of the reality. The data and findings at the end depict sound piece of research. The assessment of the validity was done by using data from the physical examination and this helped to assess accuracy of the self-reports. Reliability was determined by comparing data from different villages and townships where data was obtained. | The methodology is advantageous for the study because it monitors changes in the management of elderly patients over a period of time. This therefore enables determination of the actual status of the situation. Validity of the study therefore pins down that factors like decreased cognition, presence of comorbid conditions and increased age lead to higher incidences of falls in hospital settings. Comparison of those factors to determine one that have higher risk of falls compared to others depicts the reliability of the study. | It considers different regions in Spain and this could be extrapolated to give an overview of how elderly related falls are managed in Spain. Validity of the study is indicated by the determination that physical restraint reduces the incidences of falls in elderly within hospital settings. In terms of reliability, the study points out that other factors like education programs to the nurses should also be in place in addition to the physical restraint to reduce falls in elderly. | The main strength was based on the target population and the administration of the prevention program. The administration of the fall prevention program was supported by new home based technologies. In terms of validity, the study proves that there is no adequate evidence to prove that ICT in homes would have an effect in preventing falls. The study is reliable in that it considers a number of fall prevention programs like nurse tutor assistance and exercise programs. |
| General Notes/Comments | The study is however limited to Turkey and this means findings from other study settings are bound to vary.
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Since the study was a self-report from the elderly patients over 65 years, it could suffer accuracy issues if the patients had memory challenges. | The study showed that no statistical significance exists between use of restraints and prevention of falls in the hospitals. It is the role of the nurses and assistants to exercise due diligence when attending to patients. | The study provides an aspect of the need for collaboration between the healthcare professionals in managing the elderly patients at risk of falls. |
References
Chen, K. H., Hsieh, H. M., Chen, C. M., Chiu, H. C., & Lee, I. C. (2017). The long-term trends of the association between falls among the elderly in Taiwan and their utilization of medical facilities. International Journal of Gerontology, 11(3), 161–165. https://doi.org/10.1016/j.ijge.2016.08.003
Cimilli Ozturk, T., Ak, R., Unal Akoglu, E., Onur, O., Eroglu, S., & Saritemur, M. (2017). Factors associated with multiple falls among elderly patients admitted to emergency department. International Journal of Gerontology, 11(2), 85–89. https://doi.org/10.1016/j.ijge.2016.05.009
Fariña-López, E., Estévez-Guerra, G. J., Polo-Luque, M. L., Pogrányivá, A. H., & Penelo, E. (2018). Physical restraint use with elderly patients: Perceptions of nurses and nursing assistants in Spanish acute care hospitals. Nursing research, 67(1), 55-59. https://doi.org/10.1097/NNR.0000000000000252
Giordano, A., Bonometti, G. Pietro, Vanoglio, F., Paneroni, M., Bernocchi, P., Comini, L., & Giordano, A. (2016). Feasibility and cost-effectiveness of a multidisciplinary home-telehealth intervention programme to reduce falls among elderly discharged from hospital: study protocol for a randomized controlled trial. BMC Geriatrics, 16(1), 1–7. https://doi.org/10.1186/s12877-016-0378-z
Grant, M. J., & Booth, A. (2009, June 1). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, . 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Hoe, J., & Hoare, Z. (n.d.). Learning zone Keywords. Retrieved from www.nursing-standard.co.uk.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (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. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or 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: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (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. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
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 Response | 16 (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. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
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. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Evidence-Based Project, Part 1: Identifying Research Methodologies
Lopes Write Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- Student paper example
- Citing Sources
- The Writing Center is a great resource
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.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
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.
By Day 7 of Week 3
Submit your Evidence-Based Project.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
- To submit your completed assignment, save your Assignment as MD2Assgn+last name+first initial
- Then, click on Start Assignment near the top of the page.
- Next, click on Upload File and select Submit Assignment for review.
Rubric
| Criteria | Ratings | Pts | ||||
|---|---|---|---|---|---|---|
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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 article. Your analysis should include the following: *The full citation of each peer-reviewed article in APA format *A brief 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 description of the aims of the research of each article *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed methods approach. |
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Resource Synthesis |
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Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. |
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Total Points: 100
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