Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews. Create a 6- to 7-slide PowerPoint

Based on the topic of the Matrix sheet that will be attached and the highlighted post in the bottom

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews. Create a 6- to 7-slide PowerPoint ( introduction and references pages do not count ) 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.—Include word document with all information explained in the PP including references

Levels of Achievement:

Excellent 81 (81.00%) – 90 (90.00%)

Good 72 (72.00%) – 80 (80.00%)

Fair 63 (63.00%) – 71 (71.00%)

Poor 0 (0.00%) – 62 (62.00%)

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.–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

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Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Top of Form

The issue of interest is to try and understand the knowledge a nurse needs to enhance mentally ill patients. In order to inquire on the matter, there is a need to formulate a clinical question to address (p)intervention(I) issue of interest, (C)outcome interest(O) and time taken to realize the outcome(T). This approach is referred to as PICO(T) format (Abbade et al., 2017).      

           My PICO(T) question is; what knowledge a nurse needs to have to enhance mental ill patients?

                                                   Researching PICO(T) question              

When carrying out research, it is essential to use scholarly sites simply because most scholarly works and Journal’s publications cannot be found on the google search engine. It is also vital to use resources published within the last five years (Supriyanto et al., 2019). While researching the clinical issue, several databases were utilized, and this includes; MEDLINE and CINAHL. The use of Boolean operators allows searching for both words and phrases arranged in a specified order. 

Utilization of Boolean Operators

The application of Boolean operators helps the research achieve its effectiveness. I made use of the Boolean operators with terms “knowledge and nurse”. CINAHL resulted in 20 articles, and MEDLINE resulted in 60 articles. After changing “AND” nurse to “OR” nurse or doctor or practitioners or HealthWorks’s, CINALHL resulted to 1,7967,68 and MEDLINE was 5,676,434. This indicates the need to search database more effectively.

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                                                   Strategies to be Utilized

I will apply various strategy in order to improve the effectiveness of searching data using my PICO(T) question. Some of these approaches include applying specific methods to retrieve evidence-based scholarly reviewed articles using scholarly websites. Moreover, including Boolean operators and identifying given parameters will allow a more effective approach and offer important resources to an evidence-based conclusion.

Advanced Levels Of Clinical Inquiry And Systematic Reviews

 References

Abbade, L. P., 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 and Regeneration25(5), 892-900.

Cathy Haut, D. N. P., & CPNP-AC, P. C. (2018). Differentiating Between EBP/QI/Research: Introduction to Evidence Based Practice.

Supriyanto, A., Hartini, S., Syamsudin, S., & Sutoyo, A. (2019). Indicators of professional competencies in research of Guidance and Counseling Teachers. Counsellia: Jurnal Bimbingan dan Konseling9(1), 53-64.

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