NURS 6052 WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Searching for a new car begins with identifying the factors that are important to you. If you’re looking for a car that’s rated highly on these factors, collect evidence and try to understand the extent of that evidence. Reports of high mileage on certain makes and models of cars are encouraging. But who created this report and how effective is it? How was the data collected and what was the sample size?

This assignment delves deeper into clinical research by examining questions about PICO(T) in detail. They also start analyzing the collected evidence.

To Prepare: WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

Identify and briefly describe your chosen clinical issue of interest.
Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

I UPLOADED MY ASSIGNMENTS FROM MODULE 2 WITH THE RESOURCES USED AND CLINICAL ISSUE. LOOKS LIKE SOME TWEAKS NEED TO BE MADE THIS IS THE FEEDBACK I RECEIVED:

Qualitative studies are not the best to use in EBP. Qualitative study the specific group of people but cannot be used to generalize results. You need quantitative studies for that. Some of the strengths you have in the first article are actually weaknesses for generalizability. For instance, samples should be random and purposeful can be biased. If the sample is from one hospital in one unit, it is difficult to generalize the results to a larger population. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Please select quantitative studies, this will assist you in determining if your PICOT is acceptable. NURS 6052 WU Advanced Levels of Clinical Inquiry & Systematic Reviews PPT

PART 3: ADVANCED LEVELS OF CLINICAL INQUIRY AND SYSTEMATIC REVIEWS

CREATE A 6- TO 7-SLIDE POWERPOINT PRESENTATION IN WHICH YOU DO THE FOLLOWING:

· IDENTIFY AND BRIEFLY DESCRIBE YOUR CHOSEN CLINICAL ISSUE OF INTEREST.

· DESCRIBE HOW YOU DEVELOPED A PICO(T) QUESTION FOCUSED ON YOUR CHOSEN CLINICAL ISSUE OF INTEREST.

· IDENTIFY THE FOUR RESEARCH DATABASES THAT YOU USED TO CONDUCT YOUR SEARCH FOR THE PEER-REVIEWED ARTICLES YOU SELECTED.

· PROVIDE APA CITATIONS OF THE FOUR PEER-REVIEWED ARTICLES YOU SELECTED.

· DESCRIBE THE LEVELS OF EVIDENCE IN EACH OF THE FOUR PEER-REVIEWED ARTICLES YOU SELECTED, INCLUDING AN EXPLANATION OF THE STRENGTHS OF USING SYSTEMATIC REVIEWS FOR CLINICAL RESEARCH. BE SPECIFIC AND PROVIDE EXAMPLES.— WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Excellent 81 (81%) – 90 (90%)The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.

The presentation clearly and accurately describes in detail the developed PICO(T) question.

The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected.

The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.

The presentation includes specific and relevant examples that fully support the research. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.

Good 72 (72%) – 80 (80%)

The presentation accurately identifies and describes the chosen clinical issue of interest.

The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.

The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.

The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.

The presentation includes relevant examples that support the research presented.

The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Fair 63 (63%) – 71 (71%)

The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest.

The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.

The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.

The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.

The presentation includes inaccurate or vague examples to support the research presented.

The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Poor 0 (0%) – 62 (62%)

The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing.

The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing.

The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing.

The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing.

The presentation includes inaccurate and vague examples to support the research presented or is missing.

The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

WRITTEN EXPRESSION AND FORMATTING—PARAGRAPH DEVELOPMENT AND ORGANIZATION:
PARAGRAPHS MAKE CLEAR POINTS THAT SUPPORT WELL-DEVELOPED IDEAS, FLOW LOGICALLY, AND DEMONSTRATE CONTINUITY OF IDEAS. SENTENCES ARE CAREFULLY FOCUSED—NEITHER LONG AND RAMBLING NOR SHORT AND LACKING SUBSTANCE. A CLEAR AND COMPREHENSIVE PURPOSE STATEMENT AND INTRODUCTION IS PROVIDED, WHICH DELINEATES ALL REQUIRED CRITERIA.— WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Excellent 5 (5%) – 5 (5%)Paragraphs a nd sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria.

Good 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Poor 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion are provided. NURS 6052 WU Advanced Levels of Clinical Inquiry & Systematic Reviews PPT

WRITTEN EXPRESSION AND FORMATTING—ENGLISH WRITING STANDARDS:
CORRECT GRAMMAR, MECHANICS, AND PROPER PUNCTUATION.—

Excellent 5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.

Good 4 (4%) – 4 (4%)

Contains a few (one or two) grammar, spelling, and punctuation errors. WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Fair 3.5 (3.5%) – 3.5 (3.5%)

Contains several (three or four) grammar, spelling, and punctuation errors.

Poor 0 (0%) – 3 (3%)

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Total Points: 100

WU Advanced Levels of Clinical Inquiry Systematic Reviews PPT

Part 1: An Introduction to Clinical Inquiry.pptx