NURS 6052 Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies
NURS 6052 Assignment: 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.
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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-reviewed 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-reviewed articles you selected.
Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
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.
By Day 7 of Week 3
Submit your Evidence-Based Project.
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions†(pp. 33–54)
Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research†(pp. 607–653)
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x
Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488
Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions†(pp. 33–54)
Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research†(pp. 607–653)
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x
Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488
Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-b). Evaluating resources: Primary & secondary sources. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/evaluating/sources
Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean
Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics
Walden University Library. (n.d.-i). Quick Answers: What are filtered and unfiltered resources in nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/73299
A Sample Of This Assignment Written By One Of Our Top-rated Writers
Matrix Worksheet Template
Use this document to complete Part 1 of the Module 2 Assessment, Evidence-Based Project, Part 1: Identifying Research Methodologies
A central line bloodstream infection (CLABSI) is a laboratory-confirmed bloodstream infection not connected to an infection at another site that occurs within 48 hours of a central line placement. It is associated with poor health outcomes, high morbidity and mortality rates, and high healthcare costs for patients and the healthcare system. Most CLABSI cases are preventable with appropriate aseptic techniques, surveillance, and management strategies. The purpose of this assignment is to analyze peer-reviewed articles related to CLABSI.
| Full citation of selected article | Article #1 | Article #2 | Article #3 | Article #4 |
| Elliott, J., Hatch, D., Yang, Q., & Granger, B. B. (2021). Results of the CHlorhexidine Gluconate Bathing implementation intervention to improve evidence-based nursing practices for prevention of central line associated bloodstream infections Study (CHanGing BathS): a stepped wedge cluster randomized trial. Implementation science : IS, 16(1), 45. https://doi.org/10.1186/s13012-021-01112-4
|
Acharya, R., Bedanta Mishra, S., Ipsita, S., & Azim, A. (2019). Impact of Nursing Education on CLABSI Rates: An Experience from a Tertiary Care Hospital in Eastern India. Indian journal of critical care medicine : peer-reviewed, official publication of Indian Society of Critical Care Medicine, 23(7), 316–319. https://doi.org/10.5005/jp-journals-10071-23205 | Mohapatra, S., Kapil, A., Suri, A., Pandia, M. P., Bhatia, R., Borkar, S., Dube, S. K., Jagdevan, A., George, S., Varghese, B., & Dabral, J. (2020). Impact of Continuous Education and Training in Reduction of Central Line-associated Bloodstream Infection in Neurointensive Care Unit. Indian journal of critical care medicine : peer-reviewed, official publication of Indian Society of Critical Care Medicine, 24(6), 414–417. https://doi.org/10.5005/jp-journals-10071-23455 | Goldman, J., Rotteau, L., Shojania, K. G., Baker, G. R., Rowland, P., Christianson, M. K., Vogus, T. J., Cameron, C., & Coffey, M. (2021). Implementation of a central-line bundle: a qualitative study of three clinical units. Implementation science communications, 2(1), 105. https://doi.org/10.1186/s43058-021-00204-y | |
| 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) | · The article was selected because it is concerned with identifying approaches that can prevent CLABSI and the adoption of these interventions among nurses.
· It relates to the clinical issue because it provides evidence-based data on interventions that can be employed to lower CLABSI rates in hospitals. · The study was reviewed by the Duke University and WakeMed’s Institutional Review Boards and established to be exempt.
|
· The article was selected because it assesses the effectiveness of educational program for nurses and how educating nurses can reduce CLABSI rates.
· It relates to the clinical issue because it adds to literature on interventions that can be employed to lower CLABSI rates in hospitals. · All participants gave their informed consent. |
· The article was selected because it identifies education as an important aspect of the hospital infection control that improves infection-control practices.
· The study supports that continuous education interventions on hand hygiene with and training on the catheter hub care are the two most crucial preventive measures in reducing CLABSI incidence. · Ethical permission for the study was not needed since it was part of routine continuing surveillance activity. |
· I selected this article because it gives insight on the impact of socio-cultural factors in CLABSI bundle implementation.
· This relates to the clinical issue since socio-cultural factors could be causing high CLABSI rates or hindering the implementation of preventive strategies. · The research was approved by the Research Ethics Boards at the hospital where the research was conducted.
|
| Brief description of the aims of the research of each peer-reviewed article | · The aim of the study was to examine the effect of a tailored, multifaceted implementation program on nursing staff’s compliance with the chlorhexidine gluconate (CHG) bathing process and EHR documentation in critically ill patients.
· It also sought to assess the intervention’s impact on nursing staff’s knowledge and perceptions of CHG bathing, and the effect of the intervention on CLABSI rates.
|
· The study carried out an education based program on hand hygiene with a pre- and post evaluation to evaluate the effect of the educational intervention in promoting performance improvement among the nurses. | · The aim of the study was to assess the impact of continuous teaching and training on strict adherence of the bundle care, particularly the compliance of hand hygiene and the care of central-line catheter hub for the prevention of CLABSI among patients in neurocritical ICUs. | · The aim of the study was to assess how socio-cultural factors influencing bundle implementation and practices in three clinical units in a pediatric hospital were identified and addressed by leaders of the safety program. |
| 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 researchers utilized a stepped wedged cluster-randomized design. Quantitative methods were used to evaluate assess the effect of utilizing a tailored implementation strategies program on nursing staff compliance with daily CHG bathing processes.
|
· The study employed a quantitative quasi-experimental study with respect to education of nursing staff to decrease the incidence of CLABSI.
· A pretest and post test design was employed to measure nurses’ knowledge on the infection prevention and control practices of central catheter care. |
· The study applied a quantitative prospective observational study in the NICU over two years from January 2017 to December 2018. | · The researchers conducted a qualitative study of the implementation of a hospital-wide safety program |
| 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 strength of a randomized control trial lies in its excellent internal validity.
· The study’s methodology is reliable since it produced results consistent with other studies that have established daily CHG bathing as effective in reducing patients’ risk of infections. · The methodology is valid since it adequately evaluated the impact of the implementation program on nursing staff compliance and CLABSI rates.
|
· The methodology is reliable since it produced consistent results with previous studies that show that educating nurses on hand hygiene lower the rates of CLABSI.
· The methodology passed the validity criterion since it measures what it was supposed to, that is, the impact of a nurses’ educational intervention in reducing CLABSI. |
· The research methodology is reliable since it the results are consistent with other studies that have established that hand hygiene and catheter hub care reduce CLASI rate.
· The methodology’s validity is apparent since it actually evaluates if a quality improvement initiative on hand hygiene reduces CLABSI rate. |
· The methodology is reliable since it produced results consistent with previous studies that socio-cultural factors play a major role in CLABSI bundle implementation.
· Its validity is evident since it sufficiently identified socio-cultural factors related to bundle compliance in CLABSI prevention. |
| General Notes/Comments | · Adoption of evidence-based CHG bathing practices can be used to lower the cases of CLABSI in healthcare facilities.
· Education programs for nurses and providing feedback on implementation is an effective way of promoting adoption and compliance of this practices.
|
· CLABSI rates can be alleviated by enhancing compliance with the basic steps of hand hygiene. Although educating and implementing hand hygiene is easy, sustaining it over time is a challenge and requires regular training and motivation for healthcare providers. | · Adherence of healthcare providers to hand hygiene practices and catheter hub care alongside continuous teaching, training, and supervision is highly effective in reducing the CLABSI rate. | · Difficult to change socio-cultural factors can hinder the sustainability of interventions to reduce CLABSI and are a barrier to further improvements. |
Conclusion
The above articles examined the impact of interventions aimed at preventing CLABSI like hand hygiene and catheter hub care. The impact of nurses’ education programs on implementing the hand hygiene and catheter hub care was also examined. The study findings show that these interventions are highly effective in lowering CLABSI rates. However, one of the articles demonstrates that socio-cultural factors can hinder their implementation. The articles highlight evidence-based interventions that can be applied in a quality improvement initiative on reducing CLABSI rates in a healthcare facility.
References
Acharya, R., Bedanta Mishra, S., Ipsita, S., & Azim, A. (2019). Impact of Nursing Education on CLABSI Rates: An Experience from a Tertiary Care Hospital in Eastern India. Indian journal of critical care medicine : peer-reviewed, official publication of Indian Society of Critical Care Medicine, 23(7), 316–319. https://doi.org/10.5005/jp-journals-10071-23205
Elliott, J., Hatch, D., Yang, Q., & Granger, B. B. (2021). Results of the CHlorhexidine Gluconate Bathing implementation intervention to improve evidence-based nursing practices for prevention of central line associated bloodstream infections Study (CHanGing BathS): a stepped wedge cluster randomized trial. Implementation science : IS, 16(1), 45. https://doi.org/10.1186/s13012-021-01112-4
Goldman, J., Rotteau, L., Shojania, K. G., Baker, G. R., Rowland, P., Christianson, M. K., Vogus, T. J., Cameron, C., & Coffey, M. (2021). Implementation of a central-line bundle: a qualitative study of three clinical units. Implementation science communications, 2(1), 105. https://doi.org/10.1186/s43058-021-00204-y
Mohapatra, S., Kapil, A., Suri, A., Pandia, M. P., Bhatia, R., Borkar, S., Dube, S. K., Jagdevan, A., George, S., Varghese, B., & Dabral, J. (2020). Impact of Continuous Education and Training in Reduction of Central Line-associated Bloodstream Infection in Neurointensive Care Unit. Indian journal of critical care medicine : peer-reviewed, official publication of Indian Society of Critical Care Medicine, 24(6), 414–417. https://doi.org/10.5005/jp-journals-10071-23455
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