Walden NURS6052 All Assignments Week 5 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 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.

To Prepare:

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.

 

MORE INFO 

Advanced Levels of Clinical Inquiry and Systematic Reviews

Introduction

This is a course to be taken in the last semester of school.

Understanding

Understanding is the first step in clinical inquiry, systematic reviews and evidence-based practice. Understanding is also the first step in research, science and evidence-based practice.

Understanding involves asking questions about what you want to know, why you want to know it and how you will find out if your question has been answered or not.

Applying

The first step in applying knowledge is to recognize that it exists. There are many ways to do this, but one of the most effective is to ask questions about your subject matter and then answer them with the answers you find. For example, if you’re reading about cancer treatments, ask yourself: “What would be a wise course of action for someone diagnosed with cancer?” You may find that there isn’t a single best treatment option available—but how do we know? What does this mean for me as an individual who has been given such bad news?

After asking these questions about your topic area and its implications on yourself or others around us (i.e., patients), we can then begin applying what we’ve learned from literature review/meta-analysis studies or other sources so far into practice ourselves!

Analysis

Data analysis is the process of using numbers and statistics to answer questions about a research project. It’s an important part of any clinical inquiry, but it can also be used to improve your practice as a doctor or nurse.

The most common types of data are quantitative (numerical) and qualitative (qualitative). Quantitative data can be measured quantitatively: for example, how many times someone has been sick in the last week; or it can be measured qualitatively by asking respondents to rate their health on scales such as 1–10 or 5–10. Qualitative information includes things like comments from patients about their experiences with treatments or surgeries; this kind will often be written down in journals at hospitals where doctors work during their training years before becoming independent practitioners themselves later on down road . . .

Evaluating

Evaluating the quality of evidence is an important part of your clinical inquiry. It’s also a key element for determining whether you should use a particular treatment or procedure in practice.

To evaluate the quality of an article, you’ll need to understand how good research studies are designed and conducted. This includes:

• Using systematic reviews (a type of meta-analysis) that summarize all available data on a topic

• Using meta-analyses (combining multiple studies into one large study) where possible

Creating

Creating a systematic review, clinical practice guideline, clinical research report or protocol is a process that involves the compilation of data from multiple studies. This can include both qualitative and quantitative methods to evaluate the evidence available in support of one or more recommendations.

The process begins with an idea for what you want to know—what questions do you want answered? Who will be involved in answering those questions? How should they answer them? Once these questions have been identified and prioritized (and after they’ve been approved by your organization), it’s time to get started!

This is a course to be taken in the last semester of school.

This course is a requirement for graduation. It requires completion of the Advanced Level Clinical Inquiry and Systematic Reviews course, which is offered to first-year students in their final semester at the university level.

This capstone course will provide you with a comprehensive understanding of clinical research methods, including how they are used today, as well as their historical development and evolution over time. You’ll explore issues such as quality improvement initiatives and translational medicine; review evidence synthesis approaches such as meta-analysis; examine concepts such as high-impact papers; understand principles behind randomised controlled trials (RCTs); learn about systematic reviews; explore methods for assessing risk/benefit ratios associated with interventions or treatments; examine biases associated with observational studies versus RCTs…and much more!

Conclusion

This course can be taken at any time during your senior year or even before if you have extra credit to earn. It is worth noting that this course will not only help you earn the highest possible GPA but it also helps prepare you for future career options by giving you an idea of what kind of questions may be asked on future exams as well as showing how much work goes into each project when conducting research.