The first step of the EBP process is to develop a question from the nursing practice problem of interest.
Select a practice problem of interest to use as the focus of your research.
Start with the patient and identify the clinical problems or issues that arise from clinical care.
Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.
The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).
Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem.
Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts.
Suggestions for locating qualitative and quantitative research articles from credible sources:
Use a library database such as CINAHL Complete for your search.
Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section.
When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.
To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
PICOT Statement and Literature Search
PICOT Statement and Literature Search
By the due date assigned, post your response to the assigned discussion questions in the belowÂ Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University Online Library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.
No later than by the end of the week, review and comment on the discussion question responses posted by at least two of your peers. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area.
In this course, each of you will be developing a research proposal. Our focus this week is to identify a problem specific to your role option that is amenable to an innovative solution.
Based on your specialty role option (i.e., Nurse Practitioner, Nurse Educator, Nurse Informaticist, Nurse Administrator), identify a potential problem (topic) that you would like to investigate through nursing research. Begin by reading the American Association of Colleges of Nursingâ€™s (AACN) position statement on nursing research (Nursing Research).
Next explore Southâ€™s Online Library and conduct a search to locate a minimum of three nursing research articles that have addressed the problem you have identified. The literature may not be older than 5 years. After reading the literature respond to the following:
Note your role specialization and briefly describe the problem you are interested in researching and why this is of interest to you.
Discuss your library search strategies and briefly summarize the literature you reviewed. Focus your discussion on the â€œproblemâ€ and how the literature you identified provides evidence of the existence of the problem.
Include in your discussion a potential innovation that you might consider as a solution to the problem identified.
Include citations/references in APA style format, using citations where appropriate.
Integrated Nursing Concepts
Assessment 2 2015
Case Study: (part one 400words)
This case study involves an exploration of the impact and associated challenges of chronic illness on a particular patient and their family in the Australian context. An evaluation of the provision and adequacy of care, the efficacy of management and support, and importantly the emerging role for nurses in chronic disease management will be of particular interest throughout this assessment.
ANMC Competency: 1, 2, 4, 5, 6, 7, 8
Student conclusion: 400-500 words
This assessment task will assist students to understand theories and concepts related to the prevention and non-acute management of chronic and complex illness and the role of nursing in this increasingly important arena of care.
In small groups students will prepare a presentation based on an identifiable chronic and complex illness group from the list below in an attempt to capture the lived experience of a person and their family who are on a particular illness journey. The case study chosen must be authentic, that is, it must be based on a real but unidentified person known to a student in the group, or be based on a sufficiently detailed real case described in the academic literature or other media.
Students are also required to submit an individual written conclusion to this assessment task that connects learning from the case presentation to the present and emerging role of registered nurses in chronic disease management.
Select from the following chronic and complex illness groups:
The person with heart failure
Presentations are to focus on the following aspects of the illness journey:
• Models of care (highlighting self-management expectations) and recent innovations in care
1. Select an illness group (The person with heart failure)
2. Groups are required to cover each of the aspects of chronic illness mentioned above however one aspect is to be covered in greater depth. Please note the presentation is about the patient journey and you are trying to understand what this experience is like for the patient/family and convey that to your tutor and audience. Basing the presentation on an authentic patient will enhance the relevance of the presentation
3. References are to be identified throughout the presentation
4. Groups will also present their concept map of chronic illness that has been developed across the semester and discuss how their concept of chronic and complex illness has been informed by researching their chosen topic
5. Bring energy and enthusiasm to your presentation. As a group you want the audience to be engaged and learn something useful for their practise
6. Presentation techniques (can take many forms) and work allocation can be decided by each group (one person could present for example), however, at least 90% of the presentation in whatever form it takes, must be original. A 15 minute video of a patient speaking about their experience for example, would not be acceptable, but some shorter grabs would be fine
Student conclusion:(part two 400 words)
The final aspect of this assessment task is to write a short individual conclusion (400 words) to this learning experience that connects the understanding gained with present and emerging roles for registered nurses in chronic disease prevention and management. To be clear the question to be answered is: Is there an emerging role for registered nurses in chronic disease prevention and management in Australia? Relate this discussion to the general literature in this area and your case study learning.
This question is to be answered in the same way as the short answers in assessment 1. Students will be provided with all references required apart from one which students must locate either individually or as a group.
The following marking criteria will be used to grade the presentation:
Criteria and weighting Fail:
Below expected level Pass:
At expected level Credit:
Above expected level
Distinction and High Distinction: Exceptional
Development of topic: research, understanding and knowledge demonstrated (15%)
Limited understanding of topic shown. Some links and connections made between ideas but largely superficial. Points are usually developed with minimum detail. Information is at times irrelevant and lacks analysis and critique Good understanding of topic shown. Links and connections between ideas made clear. Information was relevant and expressed in own words. Points were developed with sufficient and appropriate detail. Some evidence of critique and analysis A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were well-organised and developed with sufficient and appropriate details. Aspects of critique and analysis noted An exceptional understanding of the topic shown. Links and connections between ideas have clarity, ideas were integrated, synthesised and critically delivered. Information was relevant and well expressed in own words. Points were well-organised and developed with sufficient and appropriate details
Ability to engage and involve audience (5%) Topic not introduced with any clarity
Some eye contact was made.
Techniques used to engage audience were minimal and mainly ineffective
Choice of case study is poor for purpose
Topic introduced clearly, and purpose of presentation was made clear
An interesting approach taken to topic. Some eye contact was made. Presentation used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation
Case study is authentic, appropriate and of interest. The case study is connected to discussion Topic introduced clearly and in an interesting way. Purpose of talk was made clear. Outline of focus was provided
Speakers monitored audience and adapted presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation
Engaging, authentic and well utilised case study
Introduction was particularly engaging. Purpose of talk was made clear. Outline of focus was provided
Outstanding creativity was demonstrated.
Class engagement was maintained throughout the presentation. Speakers monitored audience and adapted presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation
Engaging, authentic and well utilised case study
Use of visual aids (5%) No visual aids were used; OR
Visual aids were inappropriate or poorly related to the spoken message Visual aids were often appropriate and related to the spoken message Visual aids supported the presentation effectively. They clarified and reinforced the spoken message Visual aids were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The aids added impact and interest to the presentation
Conclusion of topic and presentation of concept map (5%) A poor attempt was made to conclude the presentation.
Concept map demonstrated a poor understanding of chronic and complex illness and was not informed by this assessment An attempt was made to conclude the presentation.
Concept map was informative and contained sufficient detail. Group could express some connection between the map and this assessment The presentation was summed up clearly.
Concept map was informative and detailed. Group conveyed a sense of understanding how this assessment informed their understanding and the development of the concept map The presentation was summed up clearly and effectively, with key points emphasised.
Concept map was informative and detailed. Group conveyed at a high level how this assessment informed their understanding of chronic and complex illness