Blog

Assignment: Advanced Levels of Clinical Inquiry and Systematic Reviews

  • Post category:Uncategorized
  • Reading time:11 mins read

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Advanced Levels of Clinical Inquiry and Systematic Reviews Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

CLICK HERE TO ORDER YOUR Assignment: Advanced Levels of Clinical Inquiry and Systematic Reviews

To Prepare forAssignment Advanced Levels of Clinical Inquiry and Systematic Reviews

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
  • Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four peer-reviewed articles you selected.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

 

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews RESOURCES

https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58. Retrieved from https://journals.lww.com/ajnonline/fulltext/2009/11000/Evidence_Based_Practice__Step_by_Step__Igniting_a.28.aspx

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/05000/Evidence_Based_Practice,_Step_by_Step__Searching.24.aspx

 

DISCUSSION POST WITH MY ORIGINAL PICOT QUESTION .

A PICOt question will yield the most relevant and best evidence from a search of existing literature (Melnyk & Fineout-Overholt, 2019, p. 17). PICOt stand for the following;

P– Population, Problem, or patient

I– Intervention/Exposure

C– Comparative Intervention/Exposure

O- Outcome

T– Time

PICOt approach will provide an initial basis for mutual understanding, communication, and direction to help answer clinical study questions(Riva, Malik, Burnie, Endicott, & Busse, 2012).

When formulating my PICOt question, I first wrote down my general question Does music therapy help with outbursts on the Senior Behavioral Health Unit. Then by using the PICOt formula, I was able to rewrite my question to:

In Geriatric patients over 50 years old with Dementia and behavioral outbursts (P) does music therapy (I) reduce behavioral outbursts (O) compared to no music therapy (C) in two weeks (t)?

For my question, I decided to use PsycArticles and PsycINFO since my questions are psych related. My results were the following:

  • PsycINFO
  • Behavioral Outbursts & Music Therapy – 0 results
  • Dementia & Music Therapy- 281 results
  • Dementia & Music Therapy & 2 weeks- 9 results
  • Geriatric & Music Therapy- 153 results
  • Geriatric & Music Therapy & Behavioral outbursts- 0 results
  • Geriatric & Dementia & Music Therapy- 67 results
  • Geriatric & Dementia & Outbursts- 0 results

PsycARTICLES

  • Behavioral Outbursts & Music Therapy- 0 results
  • Dementia & Music Therapy- 4 results
  • Dementia & Music Therapy & 2 weeks- 0 results
  • Geriatric & Music Therapy- 3 results
  • Geriatric & Music Therapy & Behavioral outbursts- 0 results
  • Geriatric & Dementia & Music Therapy- 3 results
  • Geriatric & Dementia & Outbursts- 0 results

The number of results decreased after I added more words and interchanged words. I had better results with PsycINFO than I did with PsycARTICLES. To increase the rigor and effectiveness, one needs to consider all areas of the PICOt question. One can also relook at their PICOt question to make sure it is correctly worded, does it need to be reworded, and are you missing a part of the question. Once you relook at your question a new search can be completed. This is something I will be utilizing throughout my nursing career now.

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews Rubric

· List View

  Excellent Good Fair Poor
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: ·   Identify and briefly describe your chosen clinical issue of interest. ·   Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. ·   Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. ·   Provide APA citations of the four peer-reviewed articles you selected. ·   Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. 81 (81%) – 90 (90%)

The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.  The presentation clearly and accurately describes in detail the developed PICO(T) question Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews. The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. The presentation includes specific and relevant examples that fully support the research. The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.

 72 (72%) – 80 (80%)

The presentation accurately identifies and describes the chosen clinical issue of interest.  The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.  The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.  The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.  The presentation includes relevant examples that support the research presented.  The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation.

 63 (63%) – 71 (71%)

The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest.  The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.  The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.  The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.  The presentation includes inaccurate or vague examples to support the research presented Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.  The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation.

 0 (0%) – 62 (62%)

The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing. The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing. The presentation includes inaccurate and vague examples to support the research presented or is missing. The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.
Written Expression and Formatting—Paragraph Development and Organization:  Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria. 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.  A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.

 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.   Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.

 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.   Purpose, introduction, and conclusion of the assignment is vague or off topic.

 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.  No purpose statement, introduction, or conclusion are provided.
Written Expression and Formatting—English Writing Standards:  Correct grammar, mechanics, and proper punctuation. 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.

 4 (4%) – 4 (4%)

Contains a few (one or two) grammar, spelling, and punctuation errors.

 3.5 (3.5%) – 3.5 (3.5%)

Contains several (three or four) grammar, spelling, and punctuation errors.

 0 (0%) – 3 (3%)

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Total Points: 100