Essentials of Nursing Research

Start Date Aug 5, 2019 11:00 PM Hide Rubrics Rubric Name: Undergrad Simple Essay Rubric v1 This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria Does Not Meet 0% Approaches 60% Meets 70% Exceeds 100% Content Weight: 30% 0 points Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic. 18 points Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given. Essentials of Nursing Research

21 points Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail. 30 points In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details. / 30 Organization Weight: 25% 0 points Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. 15 points Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Essentials of Nursing Research

Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. 17.5 points Structures ideas in a coherent, organized order that has good flow and an obvious framework. Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. © Ellen Fineout-Overholt, 2006 This form may be used for educational & research purposes without permission . 25 points Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms. Excellent concluding summary with succinct and precise ideas that impact reader. / 25 Logic/Argument Weight: 15% 0 points Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. 9 points Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. 10.5 points Uses solid logical reasoning for the claims and thoughts within the assignment. 15 points Provides exemplary logical reasoning for the claims and thoughts within the assignment. / 15 Support Weight: 20% 0 points Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident. 12 points Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. 14 points Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. 20 points Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description. Accurate citations and references are presented. No APA errors are evident. / 20 Quality of Written Communication Weight: 10% 0 points © Ellen Fineout-Overholt, 2006 This form may be used for educational & research purposes without permission . Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. 6 points Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. 7 points Style and voice are appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audienceappropriate language are used. 10 points Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. / 10 Total / 100 © Ellen Fineout-Overholt, 2006 This form may be used for educational & research purposes without permission . Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Scanned with CamScanner Module 1: Introduction to Nursing Research and Evidence Based Practice Goals After completing this module, you will be able to do the following: CLO 1: Articulate the role of research in the development of nursing knowledge and evidence-based practice (PLG 3; UMBO 3, 4, 5) CLO 2: Describe the basic concepts, techniques, and methodologies underlying the research process and their application in the study of nursing problems. (PLG 3; UMBO 3, 4, 5) Overview This module provides an overview of nursing research, the history of research, and the significance of research evidence for nursing practice. Research methodologies and their importance in generating an evidence-based practice for nursing are explored. Current trends and events in healthcare and the nursing profession are examined in the context of the evolution of nursing research. Essentials of Nursing Research

The module explains importance of nursing research in developing an evidence-based practice and the nurse’s role in research is addressed. The past, present, and future of nursing research are explored, including the scientific accomplishments in the profession over the last 150 years. The ways of acquiring knowledge in nursing are discussed, including the significance of research in developing nursing knowledge. The module describes the components and steps of the evidence based practice process, reasons for implementing evidence based practice and major healthcare initiatives whose focus is to increase the use of evidence based practice. Strategies for developing searchable clinical questions and conducting a literature review for relevant evidence to answer clinical questions are explored. Research designs, types of evidence and key questions that are part of the rapid critical appraisal process are identified are discussed. Learning Materials Melnyk, B. M. & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.) Philadelphia, PA: Wolters Kluwer Health. ISBN: 978-1-4511-9094-6. Read Chapters 1, 2, and 3. Worksheet: Question Templates for Asking PICOT Questions Application Case Study: Chapter 3: Finding Relevant Evidence to Answer Clinical Questions Related Resources: Research and view the below sites: Joanna Briggs Institute. (2018). Identified Reviewed Topics. Agency for Healthcare Research and Quality (AHRQ). (n.d.). The Cochrane Collaboration. (n.d.). American Association of Colleges of Nursing (AACN). (2018). American Association of Colleges of Nursing (AACN). (2006, March 13). AACN Position Statement on Nursing Research. Institute for Healthcare Improvement. (2018). The IHI Triple Aim. U.S. Preventive Services Task Force. (2018, September). Patient Centered Outcomes Research Institute. (2018). American Nurses Credentialing Center (ANCC). ANCC Magnet Recognition Program. Essentials of Nursing Research

Application Case Study, Chapter 3, Finding Relevant Evidence to Answer Clinical Questions SCENARIO A child having a routine pediatric appendectomy develops multiple complications, and instead of the usual 2 days spent in the hospital, the child is now in the second week of hospitalization. The surgeon is insisting that the mother go home and get a good night’s sleep as she has been staying with the child 24/7. Other staff members are commenting on how wonderful it is to have a parent remain overnight. As a nurse, you are concerned about both the patient and the mother. You wonder what is best for the mother and the child in regard to having the mother continue to stay overnight for the rest of the child’s hospitalization. BACKGROUND INFORMATION You think about background information you might need. You know your hospital has recently changed their visitation policy from limited hours with no overnight stays to that of open visitation to allow patients to have their family members and friends with them 24/7. You e-mail the chair of the visitation committee to ask for the evidence they used to develop the policy. This was easy, as the committee used a citation manager, RefWorks. He shared his RefWorks records with you. As you look through the evidence they used, you quickly realize they focused on adult patients, not pediatric patients. While this evidence may be relevant, you wonder if there may be evidence that speaks specifically to pediatric visitation. This information helps you formulate the following PICOT question: PICOT QUESTION In parents of hospitalized children, how does remaining overnight with the child compared with limited day visits affect parental level of anxiety? And transfer the concepts to a PICOT table: Population Parents of hospitalized children Intervention Parent remains overnight Comparison Limited day visits Outcome Anxiety level Time During hospitalization You contact your healthcare librarian to discuss your PICOT question and search strategy. You both agree that the best search strategy approach begins with three different methods: (1) using keywords; (2) using subject headings; and (3) looking for specific keywords in the title if your search produces too many articles. The librarian asks if you would like her to do the search. You thank her politely but explain that you need to develop your searching skills; you first will try this search on your own. You reassure her that you will keep her posted on how the search goes and call her right away if you run into challenges. Essentials of Nursing Research

Looking at your PICOT questions, you begin to develop your list of possible keywords. As you enter your keywords, you notice which MeSH terms are used for relevant studies and what subject headings are suggested in CINAHL. These methods help you find your subject terms before you start that part of the search. Your search results emerge. LAYOUT OF RELEVANT TERMS Concepts Keywords MeSH Identified CINAHL Terms Population Parent(s) Parents Visitors to patients Parents of Mom; mother Visitors to patients Parents hospitalized Dad; father Parent–child relations children Hospitalized Child, children Child, hospitalized Child, hospitalized children Kid(s) Inpatients Inpatients Hospitals, Hospitals, pediatric pediatric Intervention Overnight; sleep; sleepover Patients’ rooms Patients’ rooms Stay; staying, stays Remaining Remain, remaining, overnight remains Rooming in Room(s) Room in; rooming in Comparison No overnight stay None Visitors to patients Outcome Anxiety; anxious Anxiety Anxiety Anxiety level Stress; stressful; stressed Stress, Separation anxiety psychological Stress, psychological Adaptation, Coping Limited day visit psychological DATABASES TO SEARCH You go on to search the following databases that you think might be the best match for answering your PICOT Question: CINAHL, MEDLINE®, Joanna Briggs Institute, PsycINFO, Trip, Google, Google Scholar CINAHL SEARCH HISTORY Set # Query Limiters/ Results Expanders S1 Parent* Boolean/phrase 84,351 (Using keyword to represent Population) S2 Hospitalized Boolean/phrase 1,016 S1 and S2 Boolean/phrase 267 S1 and S2 Limiters—English 231 child* S3 (Combining sets to represent Population) S4 (Limiting to English language) S5 language Rooming in Boolean/phrase 186 Overnight Boolean/phrase 1,837 Room Boolean/phrase 15,044 (Using keyword to represent Intervention) S6 (Using keyword to represent Intervention) S7 *Use truncation to pick up parent, parents, parenting (Using keyword to represent Intervention) S8 S5 or S6 or (Combining sets to represent all S7 Boolean/phrase 17,022 Intervention) S9 S8 and S3 Boolean/phrase 7 (Combining the keyword sets representing Population and Intervention) S10 MM (Using subject heading to represent “Parents” 11,817 Population) S11 MM “Child, (Using subject headings to represent the Hospitalized hospitalized pediatric patient) ” S12 S13 (Using subject heading to represent Boolean/phrase 2,576 S10 and S11 Boolean/phrase 348 Rooming in Boolean/phrase 102 Look at these articles Intervention) S12 and S13 Boolean/phrase 3 S15 MM Boolean/phrase 8,120 (Using subject heading to represent “Anxiety” S15 and S10 Boolean/phrase 148 S15 and S10 Limiters—English 141 S14 Look at these articles (Combining the subject heading sets representing Population and Intervention) Outcome) S16 (Combining subject headings for Population and Intervention) S17 (Limiting to English language) S18 language S15 and S10 Limit to all child 114 TI parent* Boolean/phrase 25,735 (Limiting by pediatric age group) S19 (Finding parent* in the title of the article) S20 S19 and S18 Boolean/phrase 92 Look at these articles (Using title search to maintain relevance for Population) while decreasing yield Three keepers using keywords for Population and Intervention: Record: 1 Title: Anxiety levels of rooming-in and non-rooming-in parents of young hospitalized children. Authors: Alexander D, Powell GM, Williams P, White M, Conlon M Source: Maternal-Child Nursing Journal (Matern Child Nurs J), 1988 Summer; 17(2): 79–99. (44 ref) Major Subjects: You look at subject headings to build your next strategy Rooming In Child, Hospitalized—Psychosocial Factors Parents—Psychosocial Factors Anxiety Record: 2 Title: Anxiety of non-rooming-in parents of hospitalized children. Authors: Alexander D, White M, Powell G Source: Children’s Health Care (Child Health Care), 1986 Summer; 15(1): 14–20. (32 ref) Major Subjects: Anxiety Parents Child, Hospitalized—Psychosocial Factors Record: 3 Essentials of Nursing Research

Title: Practices and provisions for parents sleeping overnight with a hospitalized child. Authors: Stremler R, Wong L, Parshuram C Source: Journal of Pediatric Psychology (J Pediatr Psychol), 2008 Apr; 33(3): 292–297. Major Subjects: Child, Hospitalized Hospitalization Hospitals Parent–Child Relations Parents One keeper using subject headings for Population and Intervention: Record: 1 Title: Resident parents and shorter hospital stay. Authors: Taylor MRH, O’Connor P Source: Archives of Disease in Childhood (Arch Dis Child), 1989 Feb; 64(2): 274–276. (5 ref) Major Subjects: Length of Stay—In Infancy and Childhood Parents—Psychosocial Factors Child, Hospitalized—Psychosocial Factors Rooming In One last thing to try, using the subject headings for both the Outcome and the Population of your PICOT question. Two more keepers using the subject heading for the Outcome and combining with articles having parent* in the title Record: 1 Title: Parental anxiety and stress during children’s hospitalisation: The StayClose study. Authors: Wray J, Lee K, Dearmun N, Franck L Source: Journal of Child Health Care (J Child Health Care), 2011 Sep; 15(3): 163–174. (32 ref) Record: 2 Title: Relationship between visitation policy in a pediatric intensive unit and parental anxiety. Author: Lee Proctor D Source: Children’s Health Care (Child Health Care), 1987 Summer; 16(1): 13. Six articles were kept and need to be appraised. Obtain copies from your librarian, and look at the references to see if there are other articles that might be useful that you didn’t find. Obtain copies from your librarian, and look at the references to see if there are other articles that might be useful that you didn’t find. After looking at the reference lists, you discover two additional studies you were unable to find while searching (ancestry method): Title: Vigilance: The experience of parents staying at the bedside of hospitalized children. Authors: Dudley SK, Carr JM Source: Journal of Pediatric Nursing (J Pediatr Nurs), 2004 Aug; 19(4): 267–275. (18 ref) Title: Afraid in the hospital: Parental concern for errors during a child’s hospitalization. Authors: Tarini BA, Lozano P, Christakis DA Source: Journal of Hospital Medicine (J Hosp Med), 2009 Nov; 4(9): 521–527. Associations to Consider You identify associations that might have grey literature (e.g., guideline, standard, protocol, position statement) that won’t come up in a database search. Essentials of Nursing Research

American Academy of Pediatrics (nothing found) National Association of Pediatric Nurse Practitioners (NAPNAP) (nothing found) Association of Women’s Health, Obstetric & Neonatal Nurses (AWHONN) (nothing found) Applying the Evidence to Your Practice After appraising the evidence you found, you will be able to confidently talk with parents and other healthcare providers about the impact of remaining at their child’s bedside overnight on their level of anxiety. Question Templates for Asking PICOT Questions INTERVENTION In ____________________(P), how does ____________________ (I) compared to ____________________(C) affect _____________________(O) within ___________(T)? ETIOLOGY Are____________________ (P), who have ____________________ (I) compared with those without ____________________(C) at ____________ risk for/of ____________________(O) over ________________(T)? DIAGNOSIS OR DIAGNOSTIC TEST In ___________________(P) are/is ____________________(I) compared with _______________________(C) more accurate in diagnosing _________________(O)? PROGNOSIS/PREDICTION In ______________ (P), how does ___________________ (I) compared to _____________(C) influence __________________ (O) over _______________ (T)? MEANING How do _______________________ (P) with _______________________ (I) perceive _______________________ (O) during ________________(T)? Short Definitions of Different Types of Questions: Intervention: Questions addressing the … Essentials of Nursing Research