NURS 8114 Discussion Search-Based Questions
NURS 8114 Discussion Search-Based Questions
Evidence-based practice has been increasingly important to me as a DNP-prepared nurse during the past few weeks. I have a greater understanding of the concepts, definitions, and incorporation of evidence into practice settings for safety and quality improvement initiatives. As I reflect on the discussions, assignments, and readings over the last few weeks, one theme that has come up repeatedly is the need for evidence. The type of evidence that is appropriate for use in evidence-based practice eluded me prior to attending this program. In addition, I was ill-prepared for the evaluation of information that may be usefully incorporated into practice. Before starting the DNP program, I had no idea what evidence-based practice sources were from the rest. Before taking the theoretical and scientific foundations of nursing course, I had no idea about any of these issues.
My experience with my leadership so far has been mostly positive. There was one instance that I will never forget when this executive leader, who is supposed to hold one of the highest positions in the hospital, came to visit our unit during our morning huddles. We discussed the new staffing method the hospital is about to implement, known as the NHPPD (Nursing actual Hours Per Patient Day) method. Of course, questions about patient acuities came up. Our unit is known for caring for acute medical psyche geriatric patients and is the designated acute medical-surgical- COVID unit. Our concern, of course, is patient acuities. The presenter did not answer many of our questions directly or clearly. Finally, the executive leader said, “If you are not happy with the staffing method, the door is open for you.” For us staff, it simply means shut up and suck it up, or you may be free to resign. I understand that being a leader is stressful, and you may not be able to please everybody, but still, you are being looked up to, and your knowledge, decisions, and attitude as a leader your subordinates are following as an inspiration. Patience is a virtue. A leader should be a force to calm down and bring balance. People look up to you for answers and solutions if there is an issue. Clearly, that leader did not show patience or compassion to her staff.
As a DNP-prepared nurse who recently enrolled in a course on evidence-based practice, I’ve learned that several elements of evidence-based practice are required to effectively incorporate the best evidence to improve patient outcomes and increase my role in the nursing profession. The quest for evidence has been a major problem. For evidence-based practice, I’ve found the literature search process to be a methodical and thorough process of discovering trustworthy and trustworthy sources. Books, peer-reviewed articles, industry reports, organizational reports, committee reports and website information are some of the evidence sources I’ve discovered. For this reason, I must conduct a literature search as part of my commitment to only integrating viable, valuable, and credible evidence into my practice. I have determined that in order to do a literature search, I will need to prepare my search strategy.
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I have identified that literature search planning begins by classifying the research question I am interested in addressing in my literature search process. This question requires the adoption of a systematic approach to answer the design of the research question. From discussions, peer responses, readings, and assignments, I have established that organizing my research area of inquiry requires a PICOT question. A PICOT question identifies the patient (population), intervention, comparison, outcome, and (sometimes) time. After establishing the research question, I have learned the need to identify the keywords. This process involves the determination of the language and terminology of my research question that will help to establish the most effective search terms for use in my literature search. Interestingly, I have also learned that keywords identification can also be achieved through reviewing the background information of the key areas of interest and relevant to the topic of interest defined in the research question. These considerations provide me with an idea of the terms that I will use the keywords for my literature search.
Several concerns must be researched during the literature search process. A common concern in literature searches is where to look for sources. While I am capable of identifying various sources, obtaining credible sources necessitates a systematic search approach that identifies databases where searches can be conducted. The help resources at Walden University directed me to relevant databases where I could look for valuable literature. I can use the keywords to search the Walden University Library for credible and reliable sources to use in my literature search. CINAHL Plus with Full Text, Cochrane Library, EMBASE, EBSCOhost, MEDLINE, and Nursing Reference Center Plus are some of the other databases I can search. These databases and libraries will retrieve all relevant sources to answer the research question if you enter keywords or phrases. Because no two databases can contain the same information, searching across databases and libraries is required. I can organize the sources after obtaining them for subsequent processes such as screening for credibility and reliability, evaluating for validity and usefulness, and appraising the sources. These basic processes are essential for optimizing the literature search process.
Discussion: Search-Based Issues
This week’s Discussion invites you to share your experiences with colleagues and your Instructor as you begin your Module 4 Assignment of conducting a literature search in the Walden Library. This Discussion is an excellent example of how colleagues can help one another as common work gets underway.
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Take note of what you learn about search strategies that may be useful to colleagues, and be prepared to consider their suggestions as well. Make sure you start looking for scholarly literature in the Walden Library early this week so you can post by Day 3. This Discussion does not require references or citations.
To get ready:
Examine the Week 8 Learning Resources, paying special attention to the Walden Library resources to help you with your literature search.
As you access the resource materials and begin your literature search, evaluate your process. Keep in mind the importance of selecting current literature, that is, literature published within the last 5 years. Consider what works best for you in terms of identifying search topics related to your critical question and finding relevant current articles, as well as any questions you have for colleagues and your instructor.
Use your Week 7 Discussion experience to identify scholarly articles related to your critical question, as well as comments from colleagues, to guide your literature search. To maximize the value of this Discussion and your Assignment in this module, be proactive in stating your questions and needs and clarifying your search process.
In addition to your Discussion post, you may contact the Instructor directly by email if you have any specific questions or needs regarding your literature search. To contact the Instructor, follow the instructions in the Course Syllabus.
Keeping these thoughts in mind…
Week 8’s third day
Post a summary of your experience in starting your literature search and evaluating your early progress. Explain your plan or search strategy for finding relevant, current literature, including Walden Library support resources you would recommend. Explain your concerns and specific questions about the search process. There is no need for references or citations.
Read a few of your coworkers’ posts.
By the sixth day of Week 8,
Respond to at least two colleagues on two separate days with ideas for how to help and/or confirmation of similar issues/questions. There are no references required.
Please keep in mind that you must complete your initial post before you can view and respond to your colleagues’ postings in this Discussion. Begin by clicking on the “Post to Discussion Question” link, then “Create Thread” to finish your first post. Remember that once you press the Submit button, you cannot delete or edit your own posts, and you cannot post anonymously. Please double-check your post before clicking the Submit button!
Name: NURS_8114_Week8_Discussion_Rubric
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List View
Excellent
90%–100%
Good
80%–89%
Fair
70%–79%
Poor
0%–69%
Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s).
Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth.
Supported by at least three current credible sources.
Points Range: 35 (35%) – 39 (39%)
Responds to most of the Discussion question(s).
Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth.
Supported by at least three credible references.
Points Range: 31 (31%) – 34 (34%)
Responds to some of the Discussion question(s).
One to 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.
Cited with fewer than two credible references.
Points Range: 0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). 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 references.
Main Posting:
Writing
Points Range: 6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Points Range: 5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Points Range: 4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 3 (3%)
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 Posting:
Timely and full participation
Points Range: 9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main Discussion by due date.
Points Range: 8 (8%) – 8 (8%)
Meets requirements for full participation.
Posts main Discussion by due date.
Points Range: 7 (7%) – 7 (7%)
Posts main Discussion by due date.
Points Range: 0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main Discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth.
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
First Response:
Writing
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully 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.
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Points Range: 3 (3%) – 3 (3%)
Posts by due date.
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth.
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
Second Response:
Writing
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully 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.
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Points Range: 3 (3%) – 3 (3%)
Posts by due date.
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Total Points: 100
Name: NURS_8114_Week8_Discussion_Rubric