NURS-FPX4030 Assessment 1 Paper: Locating Credible Databases and Research

NURS-FPX4030 Assessment 1 Paper: Locating Credible Databases and Research

NURS-FPX4030 Assessment 1 Paper: Locating Credible Databases and Research

Introduction

Baccalaureate-prepared nurses use the best available evidence in the processes of clinical reasoning and judgement, which lead to interventions that result in desired patient, systems, and population outcomes. This course focuses on the development of generalist nursing practice competencies for evidence-based decision making. In this course, you will access a variety of databases and other sources of evidence. By analyzing the credibility of evidence, you will work toward defining evidence-based solutions and plans to improve outcomes in care.

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Supporting Resources

Related resources are provided for each assessment. Additional resources that may be useful throughout your courses have been gathered for easy access. Refer to the link in the courseroom navigation panel to access these resources.

Kaltura Activities

For one of the assessments in this course, you are required to create a video recording using Kaltura or similar software. Refer to Using Kaltura for more information about this courseroom tool.

To create your recording, you will need a built-in or external microphone and, for video, a webcam.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Your Online ePorfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews.

To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future.

Next, create your story or talking points to tell your professional story.

Saving Your Documents to ePortfolio

You will need a place to store your documents in an organized fashion so that you can access them at a later date. Do not rely on the courseroom to store your assignments for you as you will lose access to the courseroom after you have completed the course. Capella uses a cloud-based portfolio platform to facilitate your organization of the artifacts you create throughout your program.

To make an online portfolio useful, it is essential that it is organized clearly and that important files of any format are accessible. Read the Online ePortfolio Guidelines [PDF] to ensure you set up your online portfolio correctly. For more information on ePortfolio, visit the Campus ePortfolio page.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development.

Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

COURSE COMPETENCIES

To successfully complete this course, you will be expected to:

Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

Analyze the relevance and potential effectiveness of evidence when making a decision.

Apply an evidence-based practice model to address a practice issue.

Plan care based on the best available evidence.

Apply professional, scholarly communication strategies to lead practice changes based on evidence.

NURS-FPX4030 Assessment 1: Locating Credible Databases and Research

Create a 2-4 page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.

Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome.

Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

Your Online e-Portfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

Scenario

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.)

You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient.

Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

You may choose the diagnosis for the patient in this scenario or health care issue/diagnosis of your choice. Or you may choose something you would find interesting to research or that applies to a clinical problem/diagnosis you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario.

You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

Preparation

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.

• BSN Program Library Research Guide.
• Evidence-Based Practice in Nursing & Health Sciences.
• Databases A-Z: Nursing & Health Sciences.
• Get Critical Search Skills.

Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.

You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

Instructions

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff.

Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

• Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
• Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario or clinical practice issue/diagnosis and describe to which of these you would direct a nurse colleague to search for evidence.
• Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

• Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
• Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
• Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
• Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 1 Example [PDF].

Additional Requirements

Your assessment should meet the following requirements:

• Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
• Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports 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.

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 why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.
• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within the context of a specific health care setting.

• Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for the diagnosis/health care issue.
• Competency 4: Plan care based on the best available evidence.

• Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three out of five should be specific to the diagnosis/health care issue.
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

• Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as well as strategies to collaborate with the nurses to access resources.

• 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.

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Locating Credible Databases and Research Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Does not describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Lists communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.	Describes communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources. Additionally, notes specific benefits of strategies in helping to build professional competence or a positive professional relationship. Cites literature to support discussion.
Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for a diagnosis.	Does not describe the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.	Lists the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.	Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis.	Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Notes one or more reasons for utilizing the places within the health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue, and three out of five should be specific to the diagnosis/health care issue.	Does not identify sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/health care issue.	Identifies less than five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, or one or more of the identified sources of online information is inappropriate for professional nursing practice.	Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue.	Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Ranks the sources from most useful for nurses to least.
Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.	Does not explain the sources selected.	Identifies the sources selected, but does not provide a full or clear explanation as to the relevance or usefulness of the sources selected within the context of the chosen diagnosis/health care issue.	Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.	Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Notes criteria used to determine the relevance and usefulness of the sources.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Does not organize content for ideas. Lacks logical flow and smooth transitions.	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, in-text citations, and references. Does not use quotes or paraphrase correctly.	Applies APA formatting to in-text citations, headings and references incorrectly, 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, in-text citations, and references. Quotes and paraphrases correctly.

Resources: Nurses and Research

The resources below explore topics related to nurses and research:

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2016). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872.

This article discusses the importance of and methods for successfully conducting and translating research into clinical practice. It also briefly discusses barriers to research.

Borsting, T. E., Kristensen, N., & Hanssen, I. (2020). Student nurses’ learning outcomes through participation in a clinical nursing research project: A qualitative study. Nurse Education in Practice, 43.

This article presents a study showing how utilizing clinical research allowed the student to hone in on their communication skills, become more confident, and be able to utilize their theoretical knowledge to reflect, observe, asses, and act.

Showalter, B. L., Cline, D., Yungclas, J., La Frentz, K., Stafford, S. R., & Maresh, K. J. (2017). Clinical research nursing: Development of a residency program. Clinical Journal of Oncology Nursing, 21(5), 633-636.

Clinical research nurses are essential in the coordination of clinical trials and the management of research participants. Without a stable, knowledgeable research nurse workforce, the conduct of research is affected. A research nurse residency is a novel approach to preparing new graduate nurses for the oncology research nurse role. This article will describe the development and content of the research nurse residency and how this approach is being used to address a need for clinical research nurses to support burgeoning clinical trials at a National Cancer Institute-designated comprehensive cancer center.

Herena, P. S., Paguio, G., & Pulone, B. (2018). Clinical research nurse education: Using scope and standards of practice to improve care. Clinical Journal of Oncology Nursing, 22(4), 450-452.

This article discusses how clinical research has become a global enterprise, and advances in the basic sciences have exceeded the capacity of the clinical research infrastructure. This articles also covers how the lack of experience clinical research nurses can create a challenge for institutions with robust clinical trial pipelines.

Health & Medicine Week. (2018, Oct 26). Clinical research; Study results from A.T. still university of health sciences update understanding of clinical research (clinical research nursing: Awareness and understanding among baccalaureate nursing students). Health & Medicine Week.

The article reviews strategies for encouraging and motivating nurses to engage in research.