NR702A Week 3 Discussion The Literature Synthesis: Analyzing the Evidence

NR702A Week 3 Discussion The Literature Synthesis: Analyzing the Evidence

NR702A Week 3 Discussion The Literature Synthesis: Analyzing the Evidence

The Literature Synthesis: Analyzing the Evidence

Discussion

Purpose

The purpose of this discussion is to begin the analysis of evidence collected for your evidence-based intervention literature synthesis. Through comparing and contrasting an excerpt of your research synthesis and discussing it with student colleagues, you will examine the analysis process.

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A suggestion for identifying themes in the research articles is to read the research results and discussion sections for each article. The authors will discuss elements (or themes) that influenced the outcome or results. For example, the research articles focused on diet and exercise in reducing obesity in elementary or middle-school age children. In the results section of the articles, the researchers talked about school and family support being integral to the success of the intervention. Some other research articles focused on culturally accepted foods that contributed to a successful outcome for the same intervention.

Instructions

Review this week’s readings and provide your response in 150 words or less:

State your practice question in PICOT format.

Examine the main themes in at least five (5) research articles demonstrating your intervention is effective in changing the practice problem and/or your outcome. (This research provides the strong support for an effective intervention)

Explain why the intervention was selected. Cite at least five (5) research articles in your discussion.

Attach the Johns Hopkins table to this discussion with at least five (5) articles supporting your intervention.

Refer to your completed Johns Hopkins Individual Evidence Summary Tool and the Johns Hopkins Research Evidence Appraisal Tool to answer this discussion question this week. If you need blank copies of the tools, they are located in the Student Resource Center under Project & Practicum Resources.

Use Grammarly and current APA format for the posts. Do not repeat the prompts in the post. Provide respectful and thought-provoking feedback to your student colleagues. Ask for clarification and elaboration if needed.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)

Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)

Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)

Appraises current information systems and technologies to improve health care. (POs 6, 7)

Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

Synthesize scientific knowledge, theory, and practice expertise to inform evidence-based practice and impact outcomes. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 3, 4, 5, 6, 9

Design an evidence-based translational science project to address a practice problem. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

Apply effective strategies in project design for managing practice problems in healthcare delivery at the micro, meso, and macro-system levels. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

NR702A Week 3 Discussion The Literature Synthesis: Analyzing the Evidence Sample

Practice Question

The following practice question will serve as the basis for the DNP project: For adult psychiatric patients, does the implementation of a mindfulness-based stress reduction program, compared to current practice, impact anxiety levels in 8-10 weeks?

Main Themes

Efficacy of MBSR

Multiple studies (Liu et al., 2021; Goldberg et al., 2020) have demonstrated the effectiveness of MBSR in alleviating anxiety symptoms. These studies underscore the positive impact of mindfulness techniques on reducing anxiety symptoms among individuals receiving psychiatric treatment.

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Reducing Medication Dependence

Garakani et al. 1. (2020) and Goldberg et al. (2020) highlight the potential of MBSR to decrease reliance on medication in individuals with anxiety disorders, which is a vital aspect to consider when addressing this issue comprehensively.

Holistic Approach

Maddock and Blair (2021) emphasize the comprehensive nature of MBSR, which integrates mind-body techniques to address anxiety effectively. This approach aligns with the growing recognition of holistic care in psychiatric treatment.

Patient-Centered Approach

Research conducted by Fumero et al. (2020) and Maddock & Blair (2021) highlights the patient-focused nature of MBSR. These studies examine how MBSR equips individuals with practical techniques to cope with anxiety symptoms effectively, distinguishing it as a more patient-centered approach compared to traditional medication-based treatments.

Quality Improvement

Research conducted by Yang et al. (2021)  and Penninx et al. (2021) highlights the widespread prevalence of anxiety disorders and emphasizes the importance of finding innovative approaches to enhance psychiatric care. Mindfulness-based stress reduction aligns with this objective, offering a potential solution for improved treatment outcomes.

Why I selected the intervention

The decision to utilize the MBSR intervention stemmed from its patient-centered, comprehensive, and evidence-backed approach to addressing anxiety among individuals with psychiatric conditions. The literature reviewed demonstrates robust evidence supporting the efficacy of MBSR in alleviating anxiety symptoms, reducing reliance on medication, and enhancing overall healthcare outcomes for psychiatric patients.

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool

© The Johns Hopkins Hospital/The Johns Hopkins University       Practice Question:    Date:

Article Number	Author  and Date	Evidence Type	Sample, Sample Size,  Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality
1	(Lake & Machale, 2021)	pilot study	Adults with intellectual disabilities, N=20, Community-based     ❑ N/A	The MBSR group had reduced anxiety levels in adults with intellectual disabilities.	Pre and post-intervention anxiety scores	Small sample size, lack of control group	Level III, Moderate Quality
2	(Maddock & Blair, 2023)	S Systematic Review	Various studies on mindfulness-based programs, N/A, Various settings   ❑ N/A	Mindfulness-based programs show improvement in anxiety, depression, and psychological distress across studies.	Review of self-report and clinical measures	Heterogeneity in study designs and populations	Level I, High Quality
3	(Norouzi et al., 2020)	Intervention Study	Retired Iranian football players, N=60, Sports setting     ❑ N/A	MBSR program reduced stress, anxiety, and depression and improved psychological well-being in retired football players.	Pre and post-intervention psychological assessments	Limited to a specific population, no long-term follow-up	Level II, High Quality
Article Number	Author  and Date	Evidence Type	Sample, Sample Size,  Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality

 

4	(Sundquist et al., 2019)	Randomized Controlled Trial	Participants with depression, anxiety, and stress, N=100, Clinical setting     ❑ N/A	Mindfulness-based group therapy showed long-term improvements in depression, anxiety, and stress.	Pre and post-intervention clinical assessments	Potential selection bias, single-center study	Level II, High Quality
5	(Tüccar & Şar, 2022)	Intervention Study	Older adults, N=80, Educational setting	Psychoeducational interventions based on mindfulness reduced depression, anxiety, and stress in older adults.	Pre and post-intervention psychological assessments	Limited to older adults, no follow-up	Level II, High Quality

References

Fumero, A., Peñate, W., Oyanadel, C., & Porter, B. (2020). The effectiveness of mindfulness-based interventions on anxiety disorders. A systematic meta-review. European Journal of Investigation in Health Psychology and Education, 10(3), 704–719. https://doi.org/10.3390/ejihpe10030052

Garakani, A., Murrough, J. W., Freire, R. C., Thom, R. P., Larkin, K., Buono, F. D., & Iosifescu, D. V. (2020). Pharmacotherapy of anxiety disorders: Current and emerging treatment options. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.595584

Goldberg, S. B., Riordan, K. M., Sun, S., Kearney, D. J., & Simpson, T. L. (2020). Efficacy and acceptability of mindfulness-based interventions for military veterans: A systematic review and meta-analysis. Journal of Psychosomatic Research, 138(110232), 110232. https://doi.org/10.1016/j.jpsychores.2020.110232

Lake, S., & Machale, R. (2021). Mindfulness Matters”: A pilot study of a Mindfulness-Based Stress Reduction group for adults with intellectual disabilities. 1. https://doi.org/10.1111/bld.12435

Liu, X., Yi, P., Ma, L., Liu, W., Deng, W., Yang, X., Liang, M., Luo, J., Li, N., & Li, X. (2021). Mindfulness-based interventions for social anxiety disorder: A systematic review and meta-analysis. Psychiatry Research, 300(113935), 113935. https://doi.org/10.1016/j.psychres.2021.113935

Maddock, A., & Blair, C. (2023). How do mindfulness-based programmes improve anxiety, depression and psychological distress? A systematic review. Current Psychology (New Brunswick, N.J.), 42(12), 10200–10222. https://doi.org/10.1007/s12144-021-02082-y

Norouzi, E., Gerber, M., Masrour, F. F., Vaezmosavi, M., Pühse, U., & Brand, S. (2020). Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress, anxiety, and depression and to improve psychological well-being among retired Iranian football players. Psychology of Sport and Exercise, 47(101636), 101636. https://doi.org/10.1016/j.psychsport.2019.101636

Penninx, B. W., Pine, D. S., Holmes, E. A., & Reif, A. (2021). Anxiety disorders. Lancet, 397(10277), 914–927. https://doi.org/10.1016/s0140-6736(21)00359-7

Sundquist, J., Palmér, K., Memon, A. A., Wang, X., Johansson, L. M., & Sundquist, K. (2019). Long-term improvements after mindfulness-based group therapy of depression, anxiety and stress and adjustment disorders: A randomized controlled trial. Early Intervention in Psychiatry, 13(4), 943–952. https://doi.org/10.1111/eip.12715

Tüccar, E., & Şar, A. (2022). The effects of psychoeducational interventions based on mindfulness on depression, anxiety, and stress outcomes of older adults. Sakarya University Journal of Education, 12(2), 481–491. https://doi.org/10.19126/suje.1140450

Yang, X., Fang, Y., Chen, H., Zhang, T., Yin, X., Man, J., Yang, L., & Lu, M. (2021). Global, regional and national burden of anxiety disorders from 1990 to 2019: Results from the global burden of disease study 2019. Epidemiology and Psychiatric Sciences, 30(36). https://doi.org/10.1017/s204579602100027