Feb 23, 2024 NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment
NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment
NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment
Class, this week begins your journey into evidence-based practice or EBP.
Along the way, you’ll explore nursing research and its evolution from Florence Nightingale’s time until today.
You’ll build on knowledge gained in the informatics course as you choose a significant clinical issue, formulate a searchable clinical question, and search for research-based evidence.This process lays the groundwork for a PICOT assignment that you’ll complete during the course as you discover sources of evidence for your own EBP. Nursing research critically advances our profession through the development of evidence upon which our practice standards are based. To determine what the best evidence is, a nurse needs to look at how the information was collected, how rigorous the methods used to develop the evidence was, and what source was used to share the evidence.
Struggling to Meet Your Deadline?
Get your assignment on NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
The Course Outcomes (CO) we will apply in our first week include:
Examine the sources of evidence that contribute to professional nursing practice.Recognize the role of research findings in evidence-based practice.
Read the assigned case study and formulate searchable, clinical questions in the PICO(T) format. There are several potential questions that could be asked. Identify if the focus of your question is assessment, etiology, treatment, or prognosis. Remember to integrate references.
There are many possibilities for the research question. Make sure that you also Identify the focus of each question and explain WHY. Don’t forget to give the “P”, “I”, “C”, “O” AND TYou may want to review the lesson from Week One. Dr Joy
According to CCN 2017 week 1 lesson, evidence can form the basis of best practices for the nursing process (assessment, diagnosis, planning, implantation and evaluation). As we consider the who, what, where, when, why and how of the situation, we begin to formulate a clinical question that addresses these queries. The PICOT format is a way to develop a clinical question that leads itself to searching for evidence. PICOT is an acronym for:
P= Population of interest
I= Intervention of interest
C= Comparison of interest
O= Outcome of interest
T Time
The case study of a 57 year old female with a 13 year history of diabetes who presented to the hospital due to failure of oral hypoglycemic agents (OHAs) in controlling her sugar levels, for the last 3 years, and was using biphasic insulin aspart 30/70 for treatment. She is a regular swimmer and socially very active, which led to her to have irregular meals and so often goes into frequent hypoglycemia. Her lifestyle, eating habits, and the use of biphasic insulin are the contributing factors of her uncontrolled diabetes and hypoglycemia. In addressing this case study, I will formulate the PICOT as follows:
P= 57 year old female with 13 years history of diabetes
I=Teaching regarding diabetic management
C=No teaching regarding diabetic management
O=Improvement in diabetic management and reduction of diabetic crisis
T=Daily monitoring of fasting blood-sugar and postprandial blood-sugar levels x 3 months and monitoring HA1C levels every 3 months. Assessment of knowledge about diabetic management.
Clinical question after PICOT format:
Etiology and assessment: Does lifestyle (irregular meals )and biphasic insulin aspart 30/70 causes hypoglycemia on the female.
Treatment and Prognosis: With lifestyle modification(regular meals), teaching on diabetic management and insulin degludec help in controlling the ladies diabetes by maintaining her blood-sugar levels and HA1C within normal limits?
References
CCN (2017). Week 1 Lesson. NR-439 RN Evidence-Based Practice. Online lesson. Downers Grove, IL: DeVry Education. Group.CCN (2016).
Hi Class,
According to CCN 2017 week 1 lesson, evidence can form the basis of best practices for the nursing process (assessment, diagnosis, planning, implantation and evaluation). As we consider the who, what, where, when, why and how of the situation, we begin to formulate a clinical question that addresses these queries. The PICOT format is a way to develop a clinical question that leads itself to searching for evidence. PICOT is an acronym for:
P= Population of interest
I= Intervention of interest
C= Comparison of interest
O= Outcome of interest
T Time
The case study of a 57 year old female with a 13 year history of diabetes who presented to the hospital due to failure of oral hypoglycemic agents (OHAs) in controlling her sugar levels, for the last 3 years, and was using biphasic insulin aspart 30/70 for treatment. She is a regular swimmer and socially very active, which led to her to have irregular meals and so often goes into frequent hypoglycemia. Her lifestyle, eating habits, and the use of biphasic insulin are the contributing factors of her uncontrolled diabetes and hypoglycemia. In addressing this case study, I will formulate the PICOT as follows:
NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment
P= 57 year old female with 13 years history of diabetes
I=Teaching regarding diabetic management
C=No teaching regarding diabetic management
O=Improvement in diabetic management and reduction of diabetic crisis
T=Daily monitoring of fasting blood-sugar and postprandial blood-sugar levels x 3 months and monitoring HA1C levels every 3 months. Assessment of knowledge about diabetic management.
Clinical question after PICOT format:
Etiology and assessment: Does lifestyle (irregular meals )and biphasic insulin aspart 30/70 causes hypoglycemia on the female.
Treatment and Prognosis: With lifestyle modification(regular meals), teaching on diabetic management and insulin degludec help in controlling the ladies diabetes by maintaining her blood-sugar levels and HA1C within normal limits?
References
CCN (2017). Week 1 Lesson. NR-439 RN Evidence-Based Practice. Online lesson. Downers Grove, IL: DeVry Education. Group.CCN (2016).
Thanks for reading my post and for the kind remarks. I think I would use the following words when searching for information in the library for this particular topic: Would lifestyle modification and the use of insulin degludec reduce incidence of hypoglycemia in patients with type 2 diabetes?. I hope I answered your question, and if not I would be glad to receive any feed back from you. Thanks,
NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment – The practice of nursing is deeply rooted in nursing knowledge, and nursing knowledge is generated and disseminated through reading, using, and creating nursing research. Professional nurses rely on research findings to inform their practice decisions; they use critical thinking to apply research directly to specific patient care situations. The research process allows nurses to ask and answer questions systematically that will ensure that decisions are based on sound science and rigorous inquiry. Nursing research helps nurses in a variety of settings answer questions about patient care, education, and administration.
As you contemplate your role in the research process, read the following article.
Kumar, S. (2015). Type 1 diabetes mellitus-common cases. Indian Journal of Endocrinology & Metabolism, 19, S76–S77. doi:10.4103/2230-8210.155409. http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102354944&site=eds-live (Links to an external site.)Links to an external site.
Choose one case study, and formulate one searchable, clinical question in the PICO(T) format. There are several potential questions that could be asked.
Identify whether the focus of your question is assessment, etiology, treatment, or prognosis.
Remember to integrate references.
ORDER NOW FOR INSTRUCTIONS-COMPLIANT, ORIGINAL PAPER NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment
NR 439 Week 1: Role of Research and the Importance of the Searchable Clinical Question Assignment
“The PICO(T) format is a way to develop a clinical question that lends itself to searching for evidence. PICO(T) is an acronym for
P = population of interest
I = intervention of interest
C = comparison of interest
O = outcome of interest
T = time”. (Lesson, week 1)
“Research is used as evidence in the evaluation and determination of best nursing practices. Nurse researches use a variety of methods to generate new knowledge or summarize existing study results”. In one of the given scenarios, we will try to generate new knowledge about the effects of the new medication. (Houser. 2018).
I chose the scenario about a 6 year old boy.
P=a 6 year old type 1 diabetic boy.
I=Using the new medication-Degludec/injection tresiba.
C=Standard IV insulin basal bolus therapy.
O=The diabetes type 2 stable control was achieved, with no reported hypoglycemic reaction, and diet compliance was achieved.
T=3 months.
My question is in assessment. Assess if the new medication can control diabetes type 2 with no episodes of hypoglycemia for 3 months.
According to the text, a 6 year old type 1 diabetic boy experienced the side effects from the standard IV insulin basal bolus therapy that he is usually getting. According to S. Kumar. (2015) “Tight glycemic control in type 1 diabetes mellitus patients is associated with the risk of hypoglycemia”. The major side effect in this study, were two severe hypoglycemic reactions. The other inconveniences were frequent blood glucose monitoring, severe anxiety, depression and frustration of the client and his parents. Our assessment is based on the results that we get over the period of three months, after the client and his parents agree to start the new medication Degludec. As we can see, the client’s blood glucose level has become stable, client demonstrates diet compliance, no hypoglycemic reactions were reported over the period of three months. The client can monitor his blood sugar level only once a day. The client is happier in his life, no anxiety or depression were reported. We conclude that the new medication Degludec can definitely control diabetes type 2 with no episodes of hypoglycemia for at least three months.
References:
Chamberlain College of Nursing. (2017). Week 1: Introduction to Evidence-Based Practice: Basic concepts.
Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). The importance of research as evidence in nursing. What is nursing research? pp.5.
Kumar, S. (2015). Type 1 diabetes mellitus-common cases. Indian Journal of Endocrinology& Metabolism, 19, S76-S77. Retrieve fromhttp://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102354944&site=eds-liv
According to this week’s lesson, “The movement to base practice on evidence began in the early 1990s and has become a worldwide standard not only for nursing but also for many other health disciplines” (Chamberlain, 2017). The use of extensive research to gather evidence in order to make decisions pertinent to patient care is the ultimate goal for successful patient outcomes. The acronym PICOT creates the frame for the question being researched.
P=Population
I= Intervention
C=Comparison
O= Outcome
T=Time
Using the case study of the 6 year old boy with Type-1 Diabetes Mellitus that has had two episodes of severe hypoglycemia and the need to check his blood sugar consistently, the question I would pose is, do the episodes of hypoglycemia decrease as well as the frequency of blood sugar checks with the use of dulgedec/injection tresiba?
The focus of this question is based on both assessment and treatment by researching the effectiveness of the injection to reach the ultimate patient goal of decreased episodes of hypoglycemia as well as a decrease in frequent glucose checks which seem to be a tremendous burden for both the patient and his parents. According to the Mayo Clinic, “Type 1 diabetes in children requires consistent care. But advances in blood sugar monitoring and insulin delivery have improved the daily management of the condition” (Mayoclinic. Com, 2017).
P= 6 Year old boy with classic features of diabetic ketoacidosis
I= Decrease episodes of severe hypoglycemia and frequent glucose checks
C= No change in amount of episodes of severe hypoglycemia
O= By using dulgedec/injection tresiba, the number of episodes of hypoglycemia and the frequency of daily glucose checks did/did not decrease
T= within a 3 month time span
Thank you,
References
Chamberlain College of Nursing. (2017). Week 1: Introduction to Evidence-Based Practice: Basic concepts
Type 1 Diabetes in Children. Retrieved on July 5, 2017 from http://www.mayoclinic.org/diseases-conditions/type-1-diabetes-in-children/diagnosis-treatment/diagnosis/dxc-20311490Links to an external site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Hello, Profesor Joy and class.
The case study I chose is about the 57 y.o. female diabetic with episodes of hypoglycemia. Here is my PICO:
P – 57 y.o female diabetic with a 13-year history of diabetes and episodes of hypoglycemia. keyword-Hypoglycemia
I – Lifestyle and diet changes. Keyword– Lifestyle and diet
C – No change in lifestyle and diet.
O – Modification of lifestyle and diet combination. Keyword-modification
T – No time frame
Search question: Does modification of lifestyle and diet prevent hypoglycemia? The focus of the question is “Teaching”
I used two sources to ob
Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A
