Describe the significance of fostering a spirit of inquiry in clinical practice.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 1 Discussion
A Spirit of Inquiry: Asking the Question
The art and science of asking questions is the source of all knowledge.
– Thomas Berger, American novelist (Brainyqoute.com, n.d.).
This activity will address the following module outcomes:
MO 1: Describe the significance of fostering a spirit of inquiry in clinical practice. (EPSLO 6; SLO3)
MO 2: Formulate a clinical question based on current practice using the PICOT format. (EPSLO 6; SLO 3)
Developing a spirit of inquiry, one that questions how things are done, why, and its effectiveness is an important step in solving clinical problems or improving existing processes. Once a question has been identified, it is then necessary to develop a methodology to test and measure an alternative solution.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Formulate a clinical question from your own practice, using the PICOT formula. This question will be used as a basis for writing your Investigation of a Clinical Problem paper.
Explain why you think this topic is important.
Discuss the feasibility of investigating this topic in your practice environment. Are there “sacred cows” that may stand in the way of your investigation? Does the environment support and sustain a spirit of inquiry? Why or why not?
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 2 Discussion
DQ1 Finding and Evaluating Evidence
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
Using key words from the compelling clinical question you developed in Module 1, perform a preliminary literature search for relevant articles, applying the information in Chapter 3 of Melnyk & Fineout- Overholt (2019). Complete either the quantitativePreview the document [XLSX, file size 21 KB] or qualitativePreview the document [XLSX, file size 21 KB] Research Score Card for one of the articles. This search will begin building the external evidence you need for the Investigation of a Clinical Problem Paper, Part I. You will eventually complete Research Critique Forms on all articles for your paper, but only one is required for this discussion.
Exemplars for quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.
Based on your learning activities, respond to the following prompts:
Did you find that your question was appropriate or did you need to revise or change it as you delved deeper into the problem and evidence? Did the literature search challenge any pre-conceived notions you had about the topic?
Briefly summarize in 1-2 paragraphs, all components listed on the Research Critique Form from the article you chose on your topic.
Did you feel the theoretical basis of the study (if identified) was appropriate? Why is it important for research to be guided by theory?
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
DQ2 Critique of Qualitative and Quantitative Research Studies: Part I
Image of hospital nurse using computer (Life in View, n.d.).Qualitative and quantitative research each have value in evidence-based practice and leading industry standards. In this discussion, you will critique research and respond to your peers’ evaluations for both types of research.
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
In this discussion, you will critique a quantitative and qualitative research study. To give everyone in class an opportunity to critique both types of research, please follow the instructions below. Examples of how to use the quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 28 KB] score card are provided for you.
If your last name begins with A-M:
Read the study by Spiva, et al. (2017). Complete the quantitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Spiva, et al. (2017).
Read the study by Hundt, et al. (2018). Reply to a minimum of two other classmates who have posted a Critique of Hundt, et al. (2018) for their initial discussion.
If your last name begins with N-Z:
Read the study by Hundt, et al. (2018). Complete the qualitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Hundt, et al. (2018).
Read the study by Spiva, et al. (2017). Reply to a minimum of two other classmates who have posted a Critique of Spiva, et al. (2017).
Spiva, L., Hart, P. L., Patrick, S., Waggoner, J., Jackson, C., & Threatt, J. L. (2017). Effectiveness of an evidence-based practice nurse mentor training program (Links to an external site.). Worldviews on Evidence-Based Nursing, 14(3), 183–191. https://doi-org.vlib.excelsior.edu/10.1111/wvn.12219
Hundt, N. E., Helm, A., Smith, T. L., Lamkin, J., Cully, J. A., & Stanley, M. A. (2018). Failure to engage: A qualitative study of veterans who decline evidence-based psychotherapies for PTSD (Links to an external site.). Psychological Services, 15(4), 536–542. https://doi-org.vlib.excelsior.edu/10.1037/ser0000212
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
Module 3 Discussion
DQ1 Honoring Ethical Principles in Translation and Generation of Research
Image of seven chemistry flasks with graphical representation of a baby in a womb representing the idea of human cloning. (Tissuepix/Science Photo Library, n.d.)
This activity will address the following module outcomes:
MO1: Identify ethical implications that may arise in the translation and generation of evidence. (EPSLO 2, SLO 5)
MO 2: Examine nursing’s historical involvement in research and the nurses’ role today. (EPSLO 6, SLO 3).
MO 4: Analyze social, cultural, and political factors that may impact ethical research practice. (EPSLO 2, SLO 5).
Based on your learning activities, respond to the following prompts:
Choose one of the Composite Case Studies presented by Ong- Flaherty, et al., (2016) that resonates most with you.
Identify which of the Fifteen Ethical Principles of the Universal Declaration on Bioethics and Human Rights were violated in the case (These principles are on p. 682 in Melnyk & Fineout).
Examine the cultural considerations embedded in the case.
How can this case be used to inform future practice?
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
DQ2 Applying Ethical Principles in Practice
Image of practitioner gathering information from her patient in an exam room. (Science Photo Library, n.d.)This activity will address the following module outcomes:
MO 1: Identify ethical implications that may arise in the translation and generation of evidence. (EPSLO 2, SLO 5)
MO 3: Describe various processes for protecting the rights of study participants. (EPSLO 2; SLO 5).
MO4: Analyze social, cultural, and political factors that may impact ethical research practice. (EPSLO 2; SLO 5)
The training you receive from The Research Clinic prepares you to uphold ethical principles in practice, but bear in mind that historically, evidence-based clinical management and quality improvement projects were often exempt from IRB approval. It was perceived there was no risk to human subjects, as there were no research participants. They were translating and implementing current evidence, not generating new evidence. However, any interaction with human subjects has the potential to violate ethical principles. It is now recognized that EBP and QI projects need to be reviewed to ensure they maintain ethical principles, although there are different considerations when evaluating an EBP or QI project versus a research proposal.
Based on your learning activities, respond to the following prompts:
Using your proposed project for The Investigation of a Clinical Problem Paper, discuss how you will address three of the following ethical principles:
Social or Scientific Value
Scientific Validity. https://aptitudenursingpapers.com/
