After reading each of the four peer-reviewed articles you selected, use the Matrix
Evidence-Based Project, Part 1: Identifying Research Methodologies
Is there a difference between “common practice” and “best practice”
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures.
Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
- Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
- Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-revie
wed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles. - Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
- Reflect on the types of research methodologies contained in the four relevant peer-reviewe
d articles you selected.
Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed article
- The full citation of each peer-reviewed article in APA format.
- A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
- A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
- A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
- A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you
selected.
RUBRIC
Part 1: Identifying Research Methodologies
After reading eac
*The full citation of each peer-reviewed article in APA format
*A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
*A brief description of the aims of the research of each article
*A brief description of the research methodology used.
Be sure to identify if the methodology used was qualitative, quantitative, or a mixed methods approach.
81 (81%) – 90 (90%)
The response accurately and clearly provides a full citation of each article in APA format.
The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research.The responses accurately and clearly describe the aims of the research.
The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples.
The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.
72 (72%) – 80 (80%)
The response accurately provides a full citation of each article in APA format.
The responses accurately explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research.The responses accurately describe the aims of the research.
The responses accurately describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples.
The responses accurately describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.
63 (63%) – 71 (71%)
The response provides incomplete or inaccurate citations of each peer-reviewed article in APA format.
The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics.The responses inaccurately or vaguely describe the aims of the research of each article.
The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples.
The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected.
0 (0%) – 62 (62%)
The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing.
The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing.The responses inaccurately and vaguely describe the aims of the research, or they are missing.
The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing.
The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing.
Resource Synthesis
5 (5%) – 5 (5%)
The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources in addition to the four articles reviewed in the matrix.
4 (4%) – 4 (4%)
The responses provide an accurate synthesis of at least one outside resource related to the selection of articles. The response integrates at least one outside resource and two or three course-specific resources in addition to the four articles reviewed in the matrix.
3 (3%) – 3 (3%)
The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided in addition to the four articles reviewed in the matrix.
0 (0%) – 2 (2%)
The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, or synthesis is missing.
Written Expression and Formatting—English Writing Standards:
Correct grammar
Expert Answer and Explanation
Prevention of Pressure Ulcers
| Full citation of selected article | Article #1 | Article #2 | ||
| Karimianfard, N., & Jaberi, A. (2022). The prevalence of using complementary and alternative medicine products among patients with pressure ulcer. BMC Complementary Medicine and Therapies, 22(1), 91. https://doi.org/10.1186/s12906-022-03573-6 | Yilmazer, T., & Tuzer, H. (2022). The effect of a pressure ulcer prevention care bundle on nursing workload costs. Journal of Tissue Viability, 31(3), 459–464. https://doi.org/10.1016/j.jtv.2022.05.004 | |||
| Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest) | This study gave an interesting perspective on the use of contemporary medicine in prevention of pressure ulcers which is a rarely discussed subject in the prevention of pressure ulcers that I have chosen as my clinical issue of interest. The research adhered to the guidelines stipulated under Helsinki Declaration which aims to protect research participants under the ethical principle of nonmaleficence. | The research aimed to scrutinize the effectiveness of a pressure ulcer preventive care bundle and its implications on nurse workloads and care costs. This to a great extent provides justification of conducting targeted approaches towards prevention of pressure ulcers in clinical settings. One of the ethical considerations taken in this study is provision of informed consent to the patients before their participation, which is important in ensuring that the patients are aware and consent being under observation for research purposes and the nature of rights that guide the research process in protecting their safety and quality of care. | ||
| Brief description of the aims of the research of each peer-reviewed article | The aim of this study was to assess how prevalent the use of CAM is among patients with pressure ulcers. | The research aimed to scrutinize the effectiveness of a pressure ulcer preventive care bundle on pressure ulcer incidents and its implications on nurse workloads and care costs.
| ||
| Brief description of the research methodology used Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. | The study employed a cross-sectional research design, which is a quantitative approach, consisting of 299 patients with PU. Questionnaires were used to collect the data which was then analyzed using SPSS. | The research employed a prospective pre-post interventional study that was conducted in an anesthesia and reanimation intensive care unit. The study sample consisted of 84 patients and 64 nurses, with different tools used to collect the data including the Branden scale that is used to measure pressure ulcers. | ||
| A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. | The research methodology used was quite appropriate in comparing the variables and simple to perform which allows easy interpretation of the research findings. The validity and reliability of the data collection instruments and analysis was confirmed by an independent entity, with the questionnaire being a standardized questionnaire developed, tested and used in other studies used on its validity to measure the use of CAM. | The research designed used in the study is quite ideal since it allows the collection of in-depth data that can be used to compare and measure the effects of an intervention before and after implementation. The data collection tool, Braden scale is considered a reliable and valid tool that can help assess the quality of pressure ulcers in patients, thus enhancing the validity and reliability of the study findings | ||
| General Notes/Comments | The research showed high level of usage of CAM among the study participants, leading the researchers to recommend increased patient education on the use of these substances to improve patient outcomes | Implementation of the are bundle showed a decrease in pressure ulcer events, in turn, leading to decreased nurse workload and care costs. |
| Article #3 | Article #4 |
| Woo, H. Y., Oh, S.-Y., Lim, L., Im, H., Lee, H., & Ryu, H. G. (2022). Efficacy of nutritional support protocol for patients with pressure ulcer: comparison of before and after the protocol. Nutrition (Burbank, Los Angeles County, Calif.), 99–100, 111638. https://doi.org/10.1016/j.nut.2022.111638 | Karimian, M., Khalighi, E., Salimi, E., Borji, M., Tarjoman, A., & Mahmoudi, Y. (2020). The effect of educational intervention on the knowledge and attitude of intensive care nurses in the prevention of pressure ulcers. The International Journal of Risk & Safety in Medicine, 31(2), 89–95. https://doi.org/10.3233/JRS-191038 |
| This study provided a unique outlook into how nutritional interventions could be used to deal with pressure ulcers. One of the relevant ethical consideration other than getting informed consent is beneficence, where promoting patient outcomes is given primary consideration. | Nurses’ knowledge is vital in the prevention of pressure ulcers. This study was interesting since it provided some insight on whether enhancing the knowledge component among nurses could help reduce the prevalence of pressure ulcers in intensive care units. One of the ethical considerations for this study is non-maleficence which aims to protect the safety of patients during research. |
| This study aimed to investigate some of the potential benefits attached to nutritional intervention in improving pressure ulcers
| The purpose of this study was to determine whether educational intervention was effective in enhancing nurses’ knowledge and attitude in preventing pressure ulcers.
|
| The study was a prospective comparative study involving 161 patients. Branden sale was used to collect the data on the nature of the pressure ulcers before ad after intervention for the control and protocol groups. | The study employed a quasi-experimental design that included 67 nurses the participants were given Pieper Pressure Ulcer Knowledge test (PUKT) and the Attitude toward Pressure Ulcer tool (APuP) to fill, which compared the knowledge and attitudes of those in the experimental group who received training and those I the control group who had no formal training. |
| A prospective comparative study is a simple research design to implement and can be effective when assessing the effectiveness of the intervention. The researcher decided to split the research groups into two, that is the intervention and control groups, colleting the data before and after intervention which helped to confirm reliability of the data collection, with the Branden tool tested o be a valid to in assessing the quality of pressure ulcers. The use of the tool and the research design used translated into valid research findings | The two data collection instruments have been tested and proven to be reliable with the researchers’ giving citations of the proof. The validity of the research was also enhanced through the research design and selection of the study sample |
| The study elaborated the simplicity of implementing a nutritional intervention and from the findings, the intervention showed significant improvements in the recovery of pressure ulcers | The research proved that training and educational interventions have a positive impact in nurse knowledge and attitudes towards the prevention of pressure ulcers and should therefore be supported to improve patient outcomes in ICU settings |
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FAQs
What are the five steps of evidence based practice?
Evidence-based practice (EBP) involves a systematic approach to clinical decision-making that integrates the best available evidence with clinical expertise and patient values. The five steps of evidence-based practice are often summarized as follows:
- Formulating a Clinical Question:
- Clearly define the clinical question based on a specific patient or population, intervention, comparison, and outcome (PICO). This helps focus the search for relevant evidence.
- Searching for Evidence:
- Systematically search for the best available evidence using databases, journals, and other reputable sources. The goal is to find high-quality research studies, systematic reviews, and other relevant information.
- Critical Appraisal of the Evidence:
- Evaluate the quality and relevance of the evidence. This involves assessing the validity, reliability, and applicability of research studies. Consider the study design, sample size, methodology, and potential biases.
- Applying the Evidence to Practice:
- Integrate the findings from the critical appraisal with clinical expertise and patient preferences. Consider the feasibility and applicability of the evidence to the specific clinical situation.
- Evaluating the Outcomes:
- Implement the evidence-based intervention and evaluate its impact on patient outcomes. This step involves monitoring and assessing the effectiveness and appropriateness of the intervention in the specific clinical context.
What are the three forms of nursing inquiry?
In nursing, there are three forms of inquiry that guide the process of generating knowledge and improving patient care:
- Scientific Inquiry:
- Description: This involves observing and accurately describing a phenomenon. In nursing, this might include documenting patient symptoms, behaviors, or responses to interventions.
- Explanation: Once a phenomenon is described, scientific inquiry seeks to explain why it occurs. This involves identifying patterns and relationships, often through systematic investigation and research.
- Disciplined Artistic Inquiry:
- Nursing Practice Wisdom: This form of inquiry draws on the nurse’s clinical experience and intuition, often referred to as “nursing practice wisdom.” It involves using practical knowledge gained through years of hands-on experience to make informed decisions in patient care.
- Narrative Knowledge: Nurses often share and learn from stories and narratives. These stories contribute to the collective knowledge of the nursing profession and may guide practice in diverse and complex situations.
- Ethical Inquiry:
- Moral Discernment: Nursing practice is inherently ethical, and ethical inquiry involves exploring the moral dimensions of patient care. This includes making ethical decisions, considering the values and beliefs of patients, and navigating complex ethical dilemmas.
- Moral Accountability: Nurses engage in ethical reflection to ensure they are morally accountable for their actions and decisions. This form of inquiry helps nurses navigate situations where ethical principles may be in tension.
Why is nursing inquiry important?
Nursing inquiry is crucial for several reasons, as it plays a pivotal role in advancing the nursing profession and improving patient care. Here are some key reasons why nursing inquiry is important:
- Evidence-Based Practice (EBP):
- Nursing inquiry provides a foundation for evidence-based practice. By systematically exploring and evaluating evidence, nurses can make informed decisions about patient care, integrating the best available evidence with their clinical expertise and patient preferences.
- Continuous Improvement:
- Inquiry in nursing fosters a culture of continuous improvement. Nurses actively seek to understand and enhance their practice, identifying areas for improvement and implementing evidence-based interventions to optimize patient outcomes.
- Professional Development:
- Engaging in inquiry contributes to ongoing professional development for nurses. It encourages a commitment to lifelong learning and staying abreast of the latest research, innovations, and best practices in nursing.
- Enhanced Critical Thinking Skills:
- Nursing inquiry develops and enhances critical thinking skills. Nurses learn to critically appraise evidence, question assumptions, and analyze information, which is essential for making sound clinical judgments in complex healthcare environments.
- Innovation and Creativity:
- Nursing inquiry encourages innovation and creativity in addressing healthcare challenges. Nurses are empowered to explore new approaches, technologies, and interventions that can lead to improvements in patient care, nursing practice, and healthcare systems.
- Promotion of Nursing Knowledge:
- Nursing inquiry contributes to the development of nursing knowledge. Through research and exploration, nurses add to the body of knowledge that informs the profession, influencing policies, procedures, and the overall understanding of nursing science.
- Ethical Decision-Making:
- Inquiry in nursing helps nurses navigate complex ethical dilemmas. By engaging in ethical inquiry, nurses can reflect on moral principles, discern the best course of action, and ensure that patient care aligns with ethical standards and values.
- Patient-Centered Care:
- The insights gained through nursing inquiry contribute to the delivery of patient-centered care. Understanding patient needs, preferences, and responses to care interventions allows nurses to tailor their approach to meet individualized patient requirements.
