WK 10 RESP BLOG THEOR
Nursebeauty
2 years ago
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files (1)WK10BlogTheor.docx
WK10BlogTheor.docx
Blog: PEER FEEDBACK: GRADING THE EVIDENCE
For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by Day 7 of this week (Week 10).
This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the
end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
Note: These resources were previously presented in Week 8 and 9.
· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.
· Chapter 5, “Searching for Evidence” (pp. 99–128)
· Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)
· Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)
· Appendix B, “Question Development Tool” (pp. 283–288) Download Appendix B, “Question Development Tool” (pp. 283–288)
· Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306) Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)
· Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314) Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)
· Appendix G, “Individual Evidence Summary Tool” (pp. 315–316) Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)
· Appendix H, “Synthesis and Recommendations Tool (pp. 319–323) Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)
Note: Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.
Also Note: You previously purchased this text for NURS 8002.
· Bermudez, N. (2021). Formulating well-written clinical practice questions and research questionsLinks to an external site.. Nursing and Health Sciences Research Journal, 4(1), 70–82. https://doi.org/10.55481/2578-3750.1113
· Echevarria, I. M., & Walker, S. (2014). To make your case, start with a PICOT questionLinks to an external site.. Nursing, 44(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9
· Ford, L. G., & Melnyk, B. M. (2019). The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.. Worldviews on Evidence-Based Nursing, 16(6), 422–423. https://doi.org/10.1111/wvn.12408 Note: The following resources also appear in NURS 8002.
· OASIS. (n.d.). Analyze and evaluate research articlesLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles
· OASIS. (n.d.). Break a topic into keywordsLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords
· OASIS. (n.d.). Evaluate resourcesLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources
· OASIS. Grading evidenceLinks to an external site. [Interactive media]. Walden University. https://rise.articulate.com/share/--e-gVRMA_y8V2KffxxJAQNb_lswZ2zX
· OASIS. (n.d.). Locate, cite, and reference journal articlesLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles
· OASIS. (n.d.). Paraphrase and summarize informationLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize
· OASIS. (n.d.). SynthesisLinks to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis
· OASIS. (n.d.). Synthesize literatureLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature
· Walden University. (2021). DNP glossaryLinks to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com
· Walden University Library. (n.d.). Ask a librarianLinks to an external site. . https://academicguides.waldenu.edu/library/ask Note: Use this website to find answers to common questions or to contact a librarian directly.
· Walden University Library. (n.d.). Databases A–Z: NursingLinks to an external site. . https://academicguides.waldenu.edu/az.php?s=19981
· Walden University Library. (n.d.). Evaluating resources: Primary and secondary sourcesLinks to an external site. . https://academicguides.waldenu.edu/library/evaluating/sources
· Walden University Library. (n.d.). Subject research: NursingLinks to an external site. . https://academicguides.waldenu.edu/library/subject/nursing Note: This database is a good starting point for nursing related searches.
· Walden University Quick Answers. (n.d.). How do I verify that my article is peer reviewed?Links to an external site. [Multimedia]. https://academicanswers.waldenu.edu/faq/72613
To Prepare
· Continue working on your Literature Review Assignment, which is due Day 7 of Week 10.
· Reflect on your experiences identifying Level 1 evidence to address your practice question.
· Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.
· Reflect on whether or not you had difficulty finding Level 1 evidence and why. Note: Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.
Post the following related to your Literature Review Assignment:
· Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.
· Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.
· If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.
Note: Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.
Read a selection of your colleagues’ posts.
By Day 6 of Week 10
Respond to at least two of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.
Note: Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.
RESPOND TO THIS DISCUSSION POST
KIM
Experiences Identifying Level 1 Evidence In addressing the proposed practice question regarding the development and implementation of inclusive healthcare policies and practices for marginalized transgender individuals, I aimed to identify Level 1 evidence, which typically includes systematic reviews and randomized controlled trials (RCTs). However, given the nature of the topic—focused on marginalized populations and emerging healthcare practices—I encountered some challenges in locating a wealth of Level 1 evidence. For example, while searching databases such as PubMed and CINAHL, I found systematic reviews of healthcare disparities among transgender individuals (e.g., "Barriers to healthcare access for transgender individuals: A systematic review"), which provided insights into the unique needs and barriers faced by the population. However, RCTs specifically addressing inclusive policies for transgender individuals were limited. Much of the existing research revolved around surveys or observational studies rather than experimental designs. PICOT's Assistance in Identifying Search Terms My use of the PICOT format was instrumental in identifying relevant search terms. By clearly delineating the components: - Population (P): I used terms like "transgender health" and "marginalized transgender individuals." - Intervention (I): This led me to explore phrases such as "inclusive healthcare policies" and "transgender healthcare access." - Comparison (C): Terms like "traditional healthcare models" and "non-inclusive practices" were helpful in narrowing down relevant literature. - Outcome (O): I focused on terms including "improved access," "healthcare equity," and "comprehensive care." - Time (T): Although time wasn't a major search term, I included "longitudinal studies" when applicable. These structured keywords allowed for a more focused search, helping to refine results to studies that directly related to the evidence needed to support my practice question. Difficulty Finding Level 1 Evidence I face difficulties in identifying a substantial amount of Level 1 evidence, primarily due to the emerging nature of research focused specifically on transgender healthcare integration within clinical practice. The limited number of RCTs and systematic reviews is reflective of a broader trend where much of the research is observational or qualitative, emphasizing the importance of understanding patient experiences over experimental interventions. Despite these challenges, I found valuable studies that, while not Level 1, provided significant evidence regarding the barriers faced by transgender individuals. For instance, observational studies highlighted the lack of training in cultural competency among providers and their direct impact on patient experiences and healthcare access. Additionally, qualitative research articles offered rich insights into the lived experiences of transgender individuals navigating healthcare settings, which, although not Level 1, contributed substantially to the understanding of systemic issues that need addressing. In summary, while my search for Level 1 evidence was met with some limitations, the use of the PICOT format guided my exploration and search strategy successfully, and alternative evidence sources significantly contributed to forming a holistic view of the subject matter. This experience underscores the importance of adaptable search strategies when dealing with evolving and complex healthcare issues.
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WK10BlogTheor.docx
Blog: PEER FEEDBACK: GRADING THE EVIDENCE
For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by Day 7 of this week (Week 10).
This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the
end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
Note: These resources were previously presented in Week 8 and 9.
· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.
· Chapter 5, “Searching for Evidence” (pp. 99–128)
· Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)
· Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)
· Appendix B, “Question Development Tool” (pp. 283–288) Download Appendix B, “Question Development Tool” (pp. 283–288)
· Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306) Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)
· Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314) Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)
· Appendix G, “Individual Evidence Summary Tool” (pp. 315–316) Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)
· Appendix H, “Synthesis and Recommendations Tool (pp. 319–323) Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)
Note: Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.
Also Note: You previously purchased this text for NURS 8002.
· Bermudez, N. (2021). Formulating well-written clinical practice questions and research questionsLinks to an external site.. Nursing and Health Sciences Research Journal, 4(1), 70–82. https://doi.org/10.55481/2578-3750.1113
· Echevarria, I. M., & Walker, S. (2014). To make your case, start with a PICOT questionLinks to an external site.. Nursing, 44(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9
· Ford, L. G., & Melnyk, B. M. (2019). The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.. Worldviews on Evidence-Based Nursing, 16(6), 422–423. https://doi.org/10.1111/wvn.12408 Note: The following resources also appear in NURS 8002.
· OASIS. (n.d.). Analyze and evaluate research articlesLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles
· OASIS. (n.d.). Break a topic into keywordsLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords
· OASIS. (n.d.). Evaluate resourcesLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources
· OASIS. Grading evidenceLinks to an external site. [Interactive media]. Walden University. https://rise.articulate.com/share/--e-gVRMA_y8V2KffxxJAQNb_lswZ2zX
· OASIS. (n.d.). Locate, cite, and reference journal articlesLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles
· OASIS. (n.d.). Paraphrase and summarize informationLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize
· OASIS. (n.d.). SynthesisLinks to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis
· OASIS. (n.d.). Synthesize literatureLinks to an external site. [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature
· Walden University. (2021). DNP glossaryLinks to an external site. [Interactive media]. Walden University Canvas. https://waldenu.instructure.com
· Walden University Library. (n.d.). Ask a librarianLinks to an external site. . https://academicguides.waldenu.edu/library/ask Note: Use this website to find answers to common questions or to contact a librarian directly.
· Walden University Library. (n.d.). Databases A–Z: NursingLinks to an external site. . https://academicguides.waldenu.edu/az.php?s=19981
· Walden University Library. (n.d.). Evaluating resources: Primary and secondary sourcesLinks to an external site. . https://academicguides.waldenu.edu/library/evaluating/sources
· Walden University Library. (n.d.). Subject research: NursingLinks to an external site. . https://academicguides.waldenu.edu/library/subject/nursing Note: This database is a good starting point for nursing related searches.
· Walden University Quick Answers. (n.d.). How do I verify that my article is peer reviewed?Links to an external site. [Multimedia]. https://academicanswers.waldenu.edu/faq/72613
To Prepare
· Continue working on your Literature Review Assignment, which is due Day 7 of Week 10.
· Reflect on your experiences identifying Level 1 evidence to address your practice question.
· Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.
· Reflect on whether or not you had difficulty finding Level 1 evidence and why. Note: Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.
Post the following related to your Literature Review Assignment:
· Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.
· Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.
· If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.
Note: Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.
Read a selection of your colleagues’ posts.
By Day 6 of Week 10
Respond to at least two of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.
Note: Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.
RESPOND TO THIS DISCUSSION POST
KIM
Experiences Identifying Level 1 Evidence In addressing the proposed practice question regarding the development and implementation of inclusive healthcare policies and practices for marginalized transgender individuals, I aimed to identify Level 1 evidence, which typically includes systematic reviews and randomized controlled trials (RCTs). However, given the nature of the topic—focused on marginalized populations and emerging healthcare practices—I encountered some challenges in locating a wealth of Level 1 evidence. For example, while searching databases such as PubMed and CINAHL, I found systematic reviews of healthcare disparities among transgender individuals (e.g., "Barriers to healthcare access for transgender individuals: A systematic review"), which provided insights into the unique needs and barriers faced by the population. However, RCTs specifically addressing inclusive policies for transgender individuals were limited. Much of the existing research revolved around surveys or observational studies rather than experimental designs. PICOT's Assistance in Identifying Search Terms My use of the PICOT format was instrumental in identifying relevant search terms. By clearly delineating the components: - Population (P): I used terms like "transgender health" and "marginalized transgender individuals." - Intervention (I): This led me to explore phrases such as "inclusive healthcare policies" and "transgender healthcare access." - Comparison (C): Terms like "traditional healthcare models" and "non-inclusive practices" were helpful in narrowing down relevant literature. - Outcome (O): I focused on terms including "improved access," "healthcare equity," and "comprehensive care." - Time (T): Although time wasn't a major search term, I included "longitudinal studies" when applicable. These structured keywords allowed for a more focused search, helping to refine results to studies that directly related to the evidence needed to support my practice question. Difficulty Finding Level 1 Evidence I face difficulties in identifying a substantial amount of Level 1 evidence, primarily due to the emerging nature of research focused specifically on transgender healthcare integration within clinical practice. The limited number of RCTs and systematic reviews is reflective of a broader trend where much of the research is observational or qualitative, emphasizing the importance of understanding patient experiences over experimental interventions. Despite these challenges, I found valuable studies that, while not Level 1, provided significant evidence regarding the barriers faced by transgender individuals. For instance, observational studies highlighted the lack of training in cultural competency among providers and their direct impact on patient experiences and healthcare access. Additionally, qualitative research articles offered rich insights into the lived experiences of transgender individuals navigating healthcare settings, which, although not Level 1, contributed substantially to the understanding of systemic issues that need addressing. In summary, while my search for Level 1 evidence was met with some limitations, the use of the PICOT format guided my exploration and search strategy successfully, and alternative evidence sources significantly contributed to forming a holistic view of the subject matter. This experience underscores the importance of adaptable search strategies when dealing with evolving and complex healthcare issues.
