NURS FPX 4030 Assessment 2 Determining The Credibility of Evidence and Resources

NURS FPX 4030 Assessment 2 Determining The Credibility of Evidence and Resources

NURS FPX 4030 Assessment 2 Determining The Credibility of Evidence and Resources

Assessment 2 Instructions:

Develop a 2-4-page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

Using evidence-based research findings aims to enhance safety and quality of patient care and ensure optimal outcomes. It is common to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment.

The nursing profession has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care provided. As the nursing profession continues to grow and engage in healthcare transformation, baccalaureate-prepared nurses are expanding, taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings.

It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence.

These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.

Demonstration of Proficiency

By completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 2: Analyze evidence’s relevance and potential effectiveness when making a decision.
  • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
  • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
• Competency 3: Apply an evidence-based practice model to address a practice issue.
  • Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
• Competency 4: Plan care based on the best available evidence.
  • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
  • Communicate using the current APA style using clear, logical, and professional writing with correct grammar and spelling.

Professional Context

As a baccalaureate-prepared nurse, you will locate and identify credible and scholarly resources to incorporate the best available evidence to enhance clinical reasoning and judgment skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, you may choose from the following options as the context for the quality or safety issue or selected diagnosis for researching and completing this assessment:

• The specific diagnosis you identified in your previous assessment.
• The simulation Vila Health: Determining the Credibility of Evidence.
• A personal practice experience in which a sentinel event occurred.

NURS FPX 4030 Assessment 2 Determining The Credibility of Evidence and Resources Instructions

The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice.

As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence.

When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.

For this assessment:

• Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
• Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
  • Your identification and determination of credibility should be made within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, suppose you are locating resources to help provide evidence-based care for the diagnosis you identified in the first assessment. In that case, you may want to begin your literature and evidence search from the databases that are identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.

Be sure to address the following in this assessment, corresponding to the grading criteria in the scoring guide. Please study the scoring guide carefully to know what is needed for a distinguished score.

• Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
• Explain criteria that should be considered when determining the credibility of resources such as journal articles and websites.
• Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
  • This is where you are selecting the specific resources to help address the issue in your chosen scenario.
• Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

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Submission Requirements for NURS FPX 4030 Assessment 2 Determining The Credibility of Evidence and Resources

Your assessment should meet the following requirements:

• Length of submission:2–4-page scholarly paper, this does not include the APA-formatted title page and reference list.
• Number of references: Cite 3–5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
• APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Determining the Credibility of Evidence and Resources Sample Paper

The demand to incorporate evidence-based research findings into practice is growing with increased efforts to enhance patient safety, quality, and overall outcomes. Nursing is an ever-evolving profession, and so are patient care approaches. Nurses must consequently grasp the reasonable scientific foundation for any patient care assistance they give. One excellent way for baccalaureate-prepared nurses to remain in their leadership positions is to incorporate evidence-based practice findings into patient care. However, before putting evidence into practice, nurses must understand how to select credible and reliable sources. The purpose of this paper, with a focus on COPD patient diagnosis, is to outline the criteria to apply in establishing the credibility of articles and websites, as well as to identify an evidence-based practice model and the systematic strategy for integrating evidence into practice.

Description of the Selected Diagnosis for which an Evidence-Based Approach may be Beneficial

Chronic pulmonary obstructive disease (COPD) is a common, preventable, and treatable condition characterized by persistent respiratory symptoms and decreased airflow. COPD is one of the leading causes of mortality worldwide, coming in third place after ischemic heart disease (first) and stroke (second) (CDC, 2020). As such, it is a huge burden that requires collaborative measures to overcome. The condition’s prevalence varies greatly based on survey methods, diagnostic criteria, and analytical procedures.

According to a 2015 systematic review of population-based research from 52 countries, the Americas had the highest COPD prevalence (15% in 2010), while Southeast Asia had the lowest (10%) (Ruvuna & Sood, 2020). COPD afflicted an estimated 299 million persons in 2015, according to the fixed ratio diagnostic criteria (Forced Expiratory Volume in One Second [FEV1] and Forced Vital Capacity [FVC]), a 44% increase from 172 million in 1990 (Ruvuna & Sood, 2020). In terms of mortality, more than 3 million people died from COPD worldwide in 2015, a 12% rise from 1990 and resulting in 64 million disability-adjusted life years (Ruvuna & Sood, 2020).

The illness is also associated with a significant economic burden, with the overall cost of respiratory disease in the European Union estimated to be about 6% of total healthcare spending, with COPD accounting for 56% (38.6 billion Euros) of respiratory disease costs, and the projected direct COPD expenses in the United States estimated to be $32 billion, with indirect costs estimated to be $20.4 billion (GOLD, 2018).

The stark figures indicating the COPD burden provide sufficient incentive to seek effective evidence-based solutions to the problem. Furthermore, since the care of COPD and its exacerbations is mostly dependent on pharmaceutical approaches and a few non-pharmacological tactics, such as smoking cessation, more evidence is required to create new ways to curb the condition and, therefore, its consequences.

Criteria for Determining Credibility of Resources

Before using evidence to guide practice, it is vital to assess whether the source is credible and delivers unbiased information. The currency, relevance, authority, accuracy, and purpose (CRAAP) formula is used to assess an article’s credibility. “Currency” refers to the timelessness of the information; current sources are those published within the last five years (Kington et al., 2021). For example, any article published between 2018 and today is considered current.

Embedded within each of the CRAAP attributes are questions such as how recent is the information (currency), does the information relate to the topic or answer your question (relevance), does the article include citations, or is the information supported by evidence (accuracy), what are the author’s credentials (authority), does the author appear to be trying to push an agenda or sell you something (purpose).

The majority of the sources utilized in this paper are articles, which necessitated the use of the CRAAP technique; however, websites may also be used, albeit with different criteria for determining credibility. According to the National Institutes of Health (2019), the three letters at the end of the domain name, such as “edu” (educational), “gov” (government), “org” (nonprofit), and “com” (commercial), convey important information about the credibility of a website. Websites ending in.edu and.gov are generally considered reliable; nevertheless, sites that utilize the suffixes to deceive should be avoided.

Credibility and Relevance of Evidence and Resources within the Context of the Chosen Diagnosis

Singh, D. (2021). Pharmacological treatment of stable chronic obstructive pulmonary disease. Respirology (Carlton, Vic.), 26(7), 643–651. https://doi.org/10.1111/resp.14046

 Patient care relies heavily on evidence obtained from credible sources via web-based platforms. Singh, from the division of infection, immunity, and respiratory medicine at the University of Manchester, has the necessary credentials to author a medical subject, thus meeting the authority requirements. The article was published in 2021, so it is current and focuses on COPD pharmacological treatment, so it is relevant to the topic at hand.

Furthermore, Singh (2021) draws evidence from other sources in reiterating his explanation (accuracy) and aims to educate clinicians on the pharmacological treatment of stable COPD, a purpose which he accomplishes. The article is credible and can be used to draw information that informs clinical decision-making because it meets all of the CRAAP criteria.

Kopsaftis, Z., Carson-Chahhoud, K. V., Austin, M. A., & Wood-Baker, R. (2020). Oxygen therapy in the pre-hospital setting for acute exacerbations of chronic obstructive pulmonary disease. Cochrane Database of Systematic Reviews, 1(1), CD005534. https://doi.org/10.1002/14651858.CD005534.pub3

One of the nightmares that doctors face is the treatment of COPD exacerbations both before and after hospitalization. Kopsaftis et al. (2020) published a review study to assess the influence of varying oxygen saturations in the prehospital setting on outcomes for persons with COPD exacerbations (purpose). The article is current, having been published in 2020, relevant because it covers the issue of concern (COPD), and accurate since it is backed by a large body of research. In addition to being written by respiratory medicine experts from multiple medical colleges, the information from the article is credible.

Mirza, S., Clay, R. D., Koslow, M. A., & Scanlon, P. D. (2018). COPD guidelines: A review of the 2018 GOLD report. Mayo Clinic Proceedings. Mayo Clinic, 93(10), 1488–1502. https://doi.org/10.1016/j.mayocp.2018.05.026

Mirza and colleagues reviewed the 2018 GOLD report, covering the definition, diagnosis, and evidence-based therapy methods for COPD. The information is accurate since it can be confirmed from the original 2018 GOLD document, and it was written by authors whose names have the designation MD, signifying their expertise in medical subjects. Furthermore, the article’s relevance (addressing the area of interest), currency (published within the last five years), and accuracy (supported by a large body of research) justify its inclusion as a source of evidence for the selected clinical diagnosis.

An Evidence-Based Practice Model to Address the Diagnosis

The ever-changing nature of nursing practice and patient care involves the development of innovative techniques for providing care while maintaining patient safety and quality. When it comes to expanding attempts to integrate innovative ways of care delivery, such as telemedicine, the Ottawa evidence-based practice model provides the greatest foundation for implementing innovations. The use of an evidence-based practice model, in this example, the Ottawa model, gives information and direction on the process of translating research into practice (Huybrechts et al., 2021).

The model is divided into six phases: setting the stage, where available resources are determined, and change agents are identified; specifying the innovation, where the innovation is well articulated; assessing the innovation, where a situational assessment is conducted to determine current practice and identify barriers and facilitators; selecting and monitoring knowledge translation strategies; monitoring innovation adoption; and finally, evaluating the outcome (Huybrechts et al., 2021).

A possible innovation that might benefit from the model in the context of COPD, especially in this age of Covid19, is the telemedical approach to COPD patients. When properly utilized, the implementation process proceeds smoothly, and the objectives are inevitably fulfilled.

Conclusion

Patient treatment mostly depends on the best evidence from credible internet-based sources. A healthcare professional must thus learn how to find sources online, filter through to get credible resources, and use the evidence in practice. Baccalaureate nurses get training on determining the credibility of evidence and resources to equip them for their leadership responsibility of applying evidence into practice. As a result, nurses often use evidence-based models to integrate evidence into practice, with Ottawa serving as an example and a framework for adopting innovations such as telemedical approaches to care for COPD patients.

References

Global Initiative for Chronic Obstructive Lung Disease. (2018). Global Strategy for the Diagnosis, Management, and Prevention of Chronic Obstructive Pulmonary Disease 2018 Report. Goldcopd.org. https://goldcopd.org/wp-content/uploads/2017/11/GOLD-2018-v6.0-FINAL-revised-20-Nov_WMS.pdf

Huybrechts, I., Declercq, A., Verté, E., Raeymaeckers, P., & Anthierens, S. (2021). The building blocks of implementation frameworks and models in primary care: A narrative review. Frontiers in Public Health, 9, 675171. https://doi.org/10.3389/fpubh.2021.675171

Kington, R. S., Arnesen, S., Chou, W.-Y. S., Curry, S. J., Lazer, D., & Villarruel, A. M. (2021). Identifying credible sources of health information in social media: Principles and attributes. NAM Perspectives, 2021. https://doi.org/10.31478/202107a

Kopsaftis, Z., Carson-Chahhoud, K. V., Austin, M. A., & Wood-Baker, R. (2020). Oxygen therapy in the pre-hospital setting for acute exacerbations of chronic obstructive pulmonary disease. Cochrane Database of Systematic Reviews, 1(1), CD005534. https://doi.org/10.1002/14651858.CD005534.pub3

Mirza, S., Clay, R. D., Koslow, M. A., & Scanlon, P. D. (2018). COPD guidelines: A review of the 2018 GOLD report. Mayo Clinic Proceedings. Mayo Clinic, 93(10), 1488–1502. https://doi.org/10.1016/j.mayocp.2018.05.026

National Institutes of Health. (2019). Finding high-quality health information on the internet. Institute for Quality and Efficiency in Health Care (IQWiG). https://www.ncbi.nlm.nih.gov/books/NBK538539/

Ruvuna, L., & Sood, A. (2020). Epidemiology of chronic obstructive pulmonary disease. Clinics in Chest Medicine, 41(3), 315–327. https://doi.org/10.1016/j.ccm.2020.05.002

Singh, D. (2021). Pharmacological treatment of stable chronic obstructive pulmonary disease. Respirology (Carlton, Vic.), 26(7), 643–651. https://doi.org/10.1111/resp.14046

Also Read:

NURS FPX 4030 Assessment 3 PICOT Questions And An Evidence Based Approach

NURS FPX 4030 Capella EBP Using Credible Sources Assessment

NURS FPX 4030 Capella University PICOT Framework for Medication Errors Paper

NURS FPX 4030 Locating Credible Databases and Research

Evidence-Based Practice in Nursing & Health Sciences

This guide covers some of the basic principles of EBP in healthcare and links to EBP resources.

HOW TO USE THIS GUIDE 

Finding and using evidence for informed decision-making is an important skill. Use the left navigation menu for resources and search tips to help you do the following:

• Create PICO(T) questions
• Find EBP articles
• Locate EBP Books
• Review levels of evidence
• Critically appraise the evidence
• See additional selected websites to learn more
• Contact the library for further assistance (Ask a Librarian)

WHAT IS EVIDENCE-BASED PRACTICE?

The book Johns Hopkins Nursing Evidence-Based Practice states:

EBP is a problem-solving approach to clinical decision-making within a healthcare organization. It integrates the best available scientific evidence with the best available experiential (patient and practitioner) evidence (Dearholt & Dang, 2014, p. 4)

The Joanna Briggs Institute (JBI) website defines EBP this way:

The JBI considers evidence-based healthcare as decision-making that considers the feasibility, appropriateness, meaningfulness and effectiveness of healthcare practices.

The best available evidence, the context in which care is delivered, the individual patient and the professional judgment and expertise of the health professional inform this process.

In simpler terms, these are the three types of information that health professionals must consider when practicing evidence-based care:

1. Evidence pulled from the best available research.
2. Knowledge from their own expertise.
3. Values, needs and preferences of their clients.

References (NURS FPX 4030 Assessment 2 Determining The Credibility of Evidence and Resources)

• Dearholt, S. L., & Dang, D. (2014). Johns Hopkins evidence-based practice model and guidelines: models and guidelines (2nd ed.).
• Joanna Briggs Institute: The JBI Approach

Evidence-Based Practice in Nursing & Health Sciences

This guide covers some of the basic principles of EBP in healthcare and links to EBP resources. HOW TO USE THIS GUIDE The ability to find and use evidence for informed decision-making is an importance skill to have.

Use the left navigation menu for resources and search tips to help you do the following: • • • • • • • Create PICO(T) questions Find EBP articles Locate EBP Books Review levels of evidence Critically appraise the evidence See additional selected websites to learn more Contact the library for further assistance (Ask a Librarian) WHAT IS EVIDENCE-BASED PRACTICE?

The book, Johns Hopkins Nursing Evidence-Based Practice, states: EBP is a problem-solving approach to clinical decision-making within a health care organization. It integrates the best available scientific evidence with the best available experiential (patient and practitioner) evidence (Dearholt & Dang, 2014, p. 4) The Joanna Briggs Institute (JBI) website defines EBP this way: The JBI considers evidence-based healthcare as decision-making that considers the feasibility, appropriateness, meaningfulness and effectiveness of healthcare practices.

The best available evidence, the context in which care is delivered, the individual patient and the professional judgment and expertise of the health professional inform this process. In simpler terms, these are the three types of information that health professionals must consider when practicing evidence-based care:

1. Evidence pulled from the best available research.

2. Knowledge from their own expertise.

3. Values, needs and preferences of their clients.

References

Dearholt, S. L., & Dang, D. (2014). Johns Hopkins evidence-based practice model and guidelines: models and guidelines (2nd ed.).

Joanna Briggs Institute: The JBI Approach 1 Locating Credible Databases and Research Learner’s Name Capella University  Instructor Name August, 2020 Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.

2 Locating Credible Databases and Research Evidence-based practice (EBP) is the use of the best evidence available for problemsolving and decision-making in patient care. Pain is considered to be one of the most adverse outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and acute neurohormonal changes.

Pain management in postsurgical patients requires high-quality care. Evidence suggests that a lack of encouragement or support of EBP research for postoperative pain management lowers nurses’ confidence in functioning efficiently (Mędrzycka-Dąbrowska et al., 2018).

In this assessment, the scenario considered is that of a newly trained nurse assigned to a patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is not confident about implementing evidence-based practice in the context of the patient’s diagnosis.

This assessment focuses on identifying communication strategies that a head or senior nurse can use to encourage newly trained nurses to research their patients’ diagnoses effectively. Recommendations on evaluating credible sources during the research process and the criteria to be considered when selecting the best sources will be identified. Finally, a list of recommended sources will be provided, along with the rationale behind choosing them.

Communication Strategies to Encourage Diagnosis-Based Research Learning while on the job through structured mentoring gives new nurses a clearer idea of how to approach a problem. Competent mentors help new nurses build confidence and enable an atmosphere that promotes communication within a practice.

Mentors display personal characteristics such as empathy, respectfulness, and patience. They practice active listening by conducting unscheduled discussions frequently with new nurses to address queries. They Copyright ©2020 Capella University.

Copy and distribution of this document are prohibited. 3 also provide constructive feedback to support the learning process (Mikkonen et al., 2020). Online training or video-based modules have also added value to the learning process.

Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016). The Best Places to Complete the Research Credible sources can be identified using the CRAAP test, which stands for the five criteria for evaluating an online source:

• currency, relevance, authority, accuracy, and purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to identify credible online sources.
• However, nurses must ensure that they look for resources in the right places.

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NURS FPX 4030 Assessment 3 Instructions: PICO(T) Questions and an Evidence-Based Approach

Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.

Introduction

PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

P – Patient/population/problem.
I – Intervention.
C – Comparison (of potential interventions, typically).
O – Outcome(s).
T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.

Scenario

For this assessment, please use a health care issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Instructions

For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

In your submission, make sure you address the following grading criteria:

Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question

Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).

Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.

Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.

Additional Requirements

Your assessment should meet the following requirements:

Length of submission: Create a 3-5-page submission focused on defining a research question and interpreting evidence relevant to answering it.

Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

APA formatting: Format references and citations according to the current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
Explain the findings from articles or other sources of evidence that are relevant to the health care issue.

Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

Competency 3: Apply an evidence-based practice model to address a practice issue.
Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.

Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

PICO(T) Questions and an Evidence-Based Approach Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.	Does not define a practice issue to be explored via a PICO(T) approach.	Identifies a practice issue, but does not frame it within the context of a PICO(T) question or approach.	Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question.	Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Notes how the exploration of the practice issue will benefit from a PICO(T) approach.
Identify sources of evidence that could be potentially effective in answering a PICO(T) question.	Does not identify sources of evidence that could be potentially effective in answering a PICO(T) question.	Attempts to identify sources of evidence, but does not connect them to the PICO(T) question, or the connection is unclear.	Identifies sources of evidence that could potentially be effective in answering a PICO(T) question.	Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Presents criteria or rational used to determine potential to answer the PICO(T) question.
Explain the findings from articles or other sources of evidence that are relevant to the health care issue.	Does not explain the findings from articles or other sources of evidence that are relevant to the health care issue	Lists the findings from articles or other sources of evidence, but does not offer a full explanation.	Explains the findings from articles or other sources of evidence that are relevant to the health care issue.	Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Notes which sources are the most credible.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.	Does not explain the relevance of the findings from chosen sources of evidence.	Identifies the relevance of the findings from chosen sources of evidence, but does not offer a full explanation of how it relates to the PICO(T) question.	Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.	Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Notes which findings are the most relevant or likely to lead to positive outcomes.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.	Does not organize content so ideas flow logically with smooth transitions. Contains errors in grammar/ punctuation, word choice, and spelling.	Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/ punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/ punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly.	Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.	Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

PICO(T) Questions and an Evidence-Based Approach Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question. Does not define a practice issue to be explored via a PICO(T) approach. Identifies a practice issue, but does not frame it within the context of a PICO(T) question or approach. Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Notes how the exploration of the practice issue will benefit from a PICO(T) approach.

Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Does not identify sources of evidence that could be potentially effective in answering a PICO(T) question. Attempts to identify sources of evidence, but does not connect them to the PICO(T) question, or the connection is unclear. Identifies sources of evidence that could potentially be effective in answering a PICO(T) question. Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Presents criteria or rational used to determine potential to answer the PICO(T) question.

Explain the findings from articles or other sources of evidence that are relevant to the health care issue. Does not explain the findings from articles or other sources of evidence that are relevant to the health care issue Lists the findings from articles or other sources of evidence, but does not offer a full explanation. Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Notes which sources are the most credible.

Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Does not explain the relevance of the findings from chosen sources of evidence. Identifies the relevance of the findings from chosen sources of evidence, but does not offer a full explanation of how it relates to the PICO(T) question. Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Notes which findings are the most relevant or likely to lead to positive outcomes.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content so ideas flow logically with smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling. Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

Resources: PICO(T) Process

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• PRINT
• The resources below explore the PICO(T) process:
  • Abbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey. Wound Repair & Regeneration, 25(5), 892-900.

• • • This article presents a study that examined the use of PICO(T) questions to locate evidence related to specific types of resources and research.

• • Ho, G. J., Liew, S. M., Ng, C., Shunmugam, R., & Glasziou, P. (2016). Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1-14. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167170

• • • This article presents a study comparing the use of PICO(T) questions in a literature search to other search strategies.

This first two chapters in the following text, of which the Capella library has limited copies, could be helpful in expanding your knowledge regarding the PICO(T) process.

• • Boswell, C., & Cannon, S. (2020). Introduction to nursing research. Jones & Bartlett Learning.

Resources: Communicating Research

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• PRINT
• The resources below explore communicating research:
  • Bullington, J., Söderlund, M., Elisabeth Bos Sparén, Kneck, Å., Omérov, P., & Cronqvist, A. (2019). Communication skills in nursing: A phenomenologically-based communication training approach. Nurse Education in Practice, 39, 136-141.

• • • This article presents the approach to communication in clinical situations and also discusses the barriers related to nurses sharing and communicating.

• • Gutiérrez-Puertas, L., Márquez-Hernández, V.,V., Gutiérrez-Puertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational interventions for nursing students to develop communication skills with patients: A systematic review. International Journal of Environmental Research and Public Health, 17(7), 2241.

• • • This article provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.