NSG456 University of Phoenix Absence of Evidence Paper Assignment Content: Finding Evidence #1 Top of Form Evidence that supports a conclusion is part of

NSG456 University of Phoenix Absence of Evidence Paper Assignment Content: Finding Evidence
#1

Top of Form

Evidence that supports a conclusion is part of the research process. Literature reviews often accompany research papers in the form of a summary and synthesis of the published information about the research topic. Although this week’s assignment is not a literature review, it is designed to familiarize you with the practice of finding appropriate sources and information on a topic.

Find three original research articles that apply to your research topic. The articles must be

-peer reviewed,

-recent (published within 5 years), and

-statistically significant.

Write a 260-word summary of each article in which you identify

-participants

-independent variable(s),

-dependent variable(s),

-methods, and

-results.

Determine whether these articles are suitable for inclusion in a literature review for your research topic.

-If they are not, explain why.

-If they are, explain how the information can be used to inform practice.

Compile all summaries in one document.

Include a PDF of and APA citation for each article.

Assignment Content: Absence of Evidence
#2

Top of Form

Clinical decision-making requires critical thinking and is essential to forming a solid conclusion when evidence does not exist.

Consider the following question with your Learning Team:

-On what do you rely in the absence of evidence?

Submit a 260-word initial response that includes at least one related article to support your position.Bottom of Form

(Please add 1 citation within the paper and cite using APA format).

#3

On a separate page:

Respond to the following in a minimum of 175 words:

Review Figure 1-3, on page 24, in Understanding Nursing Research. Why it is important to employ the highest level of available research evidence in clinical decision making?

(Please add 1 citation within the paper and cite using APA format). Chapter 1 Introduction to Nursing Research and EvidenceBased Practice
Learning Outcomes
After completing this chapter, you should be able to:
1.Define research, nursing research, and evidence-based practice.
2.Describe the purposes of research in implementing an evidence-based practice
for nursing.
• 3.Describe the past and present activities influencing research in nursing.
• 4.Discuss the link of Quality and Safety Education for Nurses (QSEN) to research.
• 5.Apply the ways of acquiring nursing knowledge (tradition, authority, borrowing, trial and
error, personal experience, role modeling, intuition, reasoning, and research) to the
interventions implemented in your practice.
• 6.Identify the common types of research—quantitative, qualitative, or outcomes—
conducted to generate essential evidence for nursing practice.
• 7.Describe the following strategies for synthesizing healthcare research: systematic review,
meta-analysis, meta-synthesis, and mixed-methods systematic review.
• 8.Identify the levels of research evidence available to nurses for practice.
• 9.Describe the use of evidence-based guidelines in implementing evidence-based practice.
• 10.Identify your role in research as a professional nurse.
•
•
Key Terms
Authority, p. 16
Best research evidence, p. 3
Borrowing, p. 16
Case study, p. 11
Clinical expertise, p. 4
Control, p. 8
Critical appraisal of research, p. 27
Deductive reasoning, p. 18
Description, p. 6
Evidence-based guidelines, p. 25
Evidence-based practice (EBP), p. 3
Explanation, p. 7
Gold standard, p. 25
Inductive reasoning, p. 18
Intuition, p. 18
Knowledge, p. 15
Mentorship, p. 18
Meta-analysis, p. 22
Meta-synthesis, p. 23
Mixed-methods systematic review, p. 23
Nursing research, p. 3
Outcomes research, p. 21
Personal experience, p. 17
Prediction, p. 7
Premise, p. 18
Qualitative research, p. 20
Qualitative research synthesis, p. 23
Quality and Safety Education for Nurses (QSEN), p. 15
Quantitative research, p. 19
Reasoning, p. 18
Research, p. 3
Role modeling, p. 17
Systematic review, p. 22
Traditions, p. 16
Trial and error, p. 17
Welcome to the world of nursing research. You may think it strange to
consider research a world, but it is a truly new way of experiencing reality. Entering a new
world means learning a unique language, incorporating new rules, and using new
experiences to learn how to interact effectively within that world. As you become a part of
this new world, you will modify and expand your perceptions and methods of reasoning. For
example, using research to guide your practice involves questioning, and you will be
encouraged to ask such questions as these:
• •What is the patient’s healthcare problem?
• •What nursing intervention would effectively manage this problem in your practice?
• •Is this nursing intervention based on sound research evidence?
• •Would another intervention be more effective in improving your patient’s outcomes?
• •How can you use research most effectively in promoting an evidence-based practice (EBP)?
Because research is a new world to many of you, we have developed this text to facilitate
your entry into and understanding of this world and its contribution to the delivery of
quality, safe nursing care. This first chapter clarifies the meaning of nursing research and its
significance in developing an evidence-based practice (EBP) for nursing. This chapter also
explores the research accomplishments in the profession over the last 160 years. The ways
of acquiring knowledge in nursing are discussed, and the common research methodologies
used for generating research evidence for practice (quantitative, qualitative, and
outcomes research) are introduced. The critical elements of evidence-based nursing practice
are introduced, including strategies for synthesizing research evidence, levels
of research evidence or knowledge, and evidence-based guidelines. Nurses’ roles
in research are described based on their level of education and their contributions to the
implementation of EBP.
What is Nursing Research?
The word research means “to search again” or “to examine carefully.” More
specifically, research is a diligent, systematic inquiry, or study that validates and refines existing
knowledge and develops new knowledge. Diligent, systematic study indicates planning,
organization, and persistence. The ultimate goal of research is the development of an empirical
body of knowledge for a discipline or profession, such as nursing.
Defining nursing research requires determining the relevant knowledge needed by nurses.
Because nursing is a practice profession, research is essential to develop and refine knowledge
that nurses can use to improve clinical practice and promote quality outcomes (Brown,
2014, Doran, 2011). Expert researchers have studied many interventions, and clinicians have
synthesized these studies to provide guidelines and protocols for use in practice. Practicing
nurses and nursing students, like you, need to be able to read research reports and syntheses
of research findings to implement evidence-based interventions in practice and promote positive
outcomes for patients and families. For example, extensive research has been conducted to
determine the most effective technique for administering medications through an intramuscular
(IM) injection. This research was synthesized and used to develop evidence-based guidelines for
administering IM injections (Cocoman & Murray, 2008, Nicoll & Hesby, 2002).
Nursing research is also needed to generate knowledge
about nursing education, nursing administration, healthcare services, characteristics of nurses,
and nursing roles. The findings from these studies influence nursing practice indirectly and add
to nursing’s body of knowledge. Research is needed to provide high-quality learning experiences
for nursing students. Through research, nurses can develop and refine the best methods for
delivering distance nursing education and for using simulation to improve student
learning. Nursing administration and health services studies are needed to improve the quality,
safety, and cost-effectiveness of the healthcare delivery system. Studies of nurses
and nursing roles can influence nurses’ quality of care, productivity, job satisfaction, and
retention. In this era of a nursing shortage, additional research is needed to determine effective
ways to recruit individuals and retain them in the profession of nursing. This type
of research could have a major impact on the quality and number of nurses providing care to
patients and families in the future.
In summary, nursing research is a scientific process that validates and refines existing
knowledge and generates new knowledge that directly and indirectly
influences nursing practice. Nursing research is the key to building an EBP for nursing (Brown,
2014).
What is Evidence-Based Practice?
The ultimate goal of nursing is an evidence-based practice that promotes quality, safe, and costeffective outcomes for patients, families, healthcare providers, and the healthcare system
(Brown, 2014, Craig & Smyth, 2012, Melnyk & Fineout-Overholt, 2011). Evidence-based
practice (EBP) evolves from the integration of the best research evidence with clinical expertise
and patients’ needs and values (Institute of Medicine [IOM], 2001, Sackett, Straus,
Richardson, Rosenberg, & Haynes, 2000). Figure 1-1 identifies the elements of EBP and
demonstrates the major contribution of the best research evidence to the delivery of this practice.
The best research evidence is the empirical knowledge generated from the synthesis of quality
study findings to address a practice problem. Later, this chapter discusses the strategies used to
synthesize research, levels of best research evidence, and sources for this evidence. A team of
expert researchers, healthcare professionals, and sometimes policy makers and consumers will
synthesize the best research evidence to develop
Fig 1-1 Model of Evidence-Based Practice (EBP).
standardized guidelines for clinical practice. For example, a team of experts conducted, critically
appraised, and synthesized research related to the chronic health problem of hypertension (HTN)
to develop an EBP guideline. Research evidence from this guideline is presented as an example
later in this section.
Clinical expertise is the knowledge and skills of the healthcare professional who is providing
care. The clinical expertise of a nurse depends on his or her years of clinical experience, current
knowledge of the research and clinical literature, and educational preparation. The stronger the
nurse’s clinical expertise, the better is his or her clinical judgment in using the
best research evidence in practice (Brown, 2014, Craig & Smyth, 2012). EBP also incorporates
the needs and values of the patient (see Figure 1-1). The patient’s need(s) might focus on health
promotion, illness prevention, acute or chronic illness management, rehabilitation, and/or a
peaceful death. In addition, patients bring values or unique preferences, expectations, concerns,
and cultural beliefs to the clinical encounter. With EBP, patients and their families are
encouraged to take an active role in the management of their health. It is the unique combination
of the best research evidence being applied by expert nurse clinicians in providing quality, safe,
and cost-effective care to a patient and family with specific health needs and values that results
in EBP.
Extensive research is needed to develop sound empirical knowledge for synthesis into the
best researchevidence needed for practice. Findings from a single study are not enough evidence
for determining the effectiveness of an intervention in practice. Research evidence from multiple
studies are synthesized to develop guidelines, standards, protocols, algorithms (clinical decision
trees), or policies to direct the implementation of a variety of nursing interventions. As noted
earlier, a national guideline has been developed for the management of hypertension, The
Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and
Treatment of High Blood Pressure (JNC 7). The complete JNC 7 guideline for the management
of high blood pressure is available online
at www.nhlbi.nih.gov/guidelines/hypertension (National Heart, Lung, and Blood Institute
[NHLBI], 2003). In January of 2014, the American Society of Hypertension (ASH) and the
International Society of Hypertension (ISH) published new clinical practice guidelines for the
management of hypertension in the community (Weber et al, 2014). The JNC 7 guideline and
the ASH and ISH clinical practice guideline identified the same classification system for blood
pressure (Table 1-1). These guidelines include the classification of blood pressure as normal,
prehypertension, hypertension stage 1, and hypertension stage 2. Both guidelines also
recommend
Table 1-1 Classification of Blood Pressure
with NursingInterventions for Evidence-Based Practice
(EBP)
Classification of Blood Pressure (BP)
Systolic BP
Nursing Interventions†
BP Category
(mm Hg)*
Diastolic BP
(mm Hg)*
Lifestyle
Modification‡
Cardiovascular Disease (CVD)
Risk Factors Education§
Normal

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