NR 439 Week 3 Assignment Research Database Assignment Form

nr 439 week 3 assignment research database assignment form

NR 439 Week 3 Assignment Research Database Assignment Form

NR 439 Week 3 Assignment Research Database Assignment Form

In recent years, evidence-based practice has been at the center of enhancing patient care and safe patient care practices through appropriate decision-making. The implication is that nurses must be knowledgeable enough to locate appropriate evidence that can be used to facilitate the best possible care for the patient in question. However, novice nurses can find it challenging to identify the relevant evidence to address particular diseases they are unfamiliar with (Grove & Gray, 2018). The nurse indicated that unfamiliarity with surgery-related Guillain-Barré syndrome is a rare condition that sometimes can be overlooked. Therefore, the purpose of this assignment is to explore relevant and credible databases that can be used to retrieve the information needed as far as this condition is concerned. Communication strategies that can be used between a senior nurse and newly trained nurses for the appropriate diagnosis will also be explored.

The Appropriate Communication Strategies

Communication is key in every setting; therefore, it is not different in this scenario. In most cases, the senior nurse serves as a mentor and therefore has the responsibility of giving the newly trained nurse a better perspective of approaching a specific problem. As such, effective communication can be in creating an enabling environment where the nurse can thrive, be more confident, and be more effective (Hagqvist et al., 2020). One of the communications strategies that can be used is active listening. The senior nurse has to listen to any concerns of the newly trained nurse to understand the concern and help out. They need to encourage feedbacks which will be key to enhancing healthy two-way communication (Hagqvist et al., 2020). There should also be a show of respect when communicating with the newly trained nurse to enhance understanding. This will enable the nurse to learn compassion, respect, and empathy while offering patient care.

Sources For Completing Research

As earlier indicated, evidence-based research is key in improving patient outcomes and enhancing safety. Therefore, it is important to locate appropriate evidence. One of the strategies that can be applied in locating such sources is the CRAAP method which is a synonym for currency, relevance, authority, accuracy, and purpose (Owens et al., 2022). This method is key in locating appropriate sources. It is also important to locate the resources in appropriate settings. For example, healthcare guidelines, policy manuals, and the university library can be important in this respect.

The Appropriate Sources for Evidence

Five credible sources have been identified that can be used to locate evidence for clinically diagnosing surgery-based Guillain-Barré syndrome. One of them is CINHAL which offers appropriate and useful information. This database enables a search for peer-reviewed articles. Special features include enabling the researcher to limit the search to specific publication dates such as two years and five years, among others (Grove & Gray, 2018). The next appropriate database is PubMed Central which has numerous journals that can be used in searching for peer-reviewed information on the diagnosis of particular conditions such as surgery based-Guillain-Barré syndrome.

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The other credible source is Medscape which gives appropriate clinical information needed by various healthcare professionals. Important information can be retrieved from Medscape, including appropriate nursing solutions, treatment and management, practice guidelines, and the most current news regarding particular conditions and diagnoses. The next source is the procedures and policies established by the hospital. Such information can be obtained from the facility’s website and can be applied in retrieving information appropriate for accurate clinical diagnosis and offer associated nursing care (Grove & Gray, 2018). The last source is the Cochrane library. This resource has a combination of articles and databases that can offer evidence-based information to be used in making the right decision when diagnosing and treating various illnesses.

Why the Selected Sources Offer the Best Evidence

As earlier discussed, it is important to identify the best evidence that can be applied in clinically diagnosing, treating, and managing specific conditions such as surgery-Guillain-Barré syndrome. As such, the discussed sources were appropriately identified as the best to help the nurse. One of the strengths of the sources is that they allow access to full-text and reviewed articles and instructions (Grove & Gray, 2018). These sources have been shown to offer high-quality evidence brought together by established researchers and experienced professionals in the medical profession. In addition, the hospital website also gives appropriate evidence from past experiences and guidelines, which can be used as guiding lights to guide research in an appropriate direction. The identified sources are also important in that they are easy to use and some of them offer the needed information at no cost, and the sources are regularly updated to contain the latest information and data. The special features of these sources also enable the researcher to narrow down the search as appropriate to obtain the best evidence.

Conclusion

Continuous and sustained improved patient care requires that nurses are up to date with the most current strategies, approaches, and guidelines concerning specific illnesses. Therefore, newly trained nurses need appropriate mentorship from the senior staff on aspects such as correct diagnosis and obtaining evidence-based information to support care actions. In addition, appropriate databases should be considered for obtaining such evidence.

References

Grove, S. K., & Gray, J. R. (2018). Understanding nursing research e-book: Building an evidence-based practice. Elsevier Health Sciences.

Hagqvist, P., Oikarainen, A., Tuomikoski, A. M., Juntunen, J., & Mikkonen, K. (2020). Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study. Nurse education today87, 104348. https://doi.org/10.1016/j.nedt.2020.104348.

Owens, J. K., Nicoll, L. H., Carter Templeton, H., Chinn, P., Oermann, M. H., Edie, A. H., & De Gagne, J. C. (2022). Addressing nursing scholarship: a framework for currency and number of references. Canadian Journal of Nursing Research54(1), 40-50. https://doi.org/10.1177%2F0844562120977410

Research Database Assignment Form

Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and Assignment. Submit to the Research Database basket in the Dropbox by11:59 p.m. MT Sunday at the end of Week 3. The guidelines and grading rubric for this Assignment may be found in Doc Sharing.

Name:[replace this text with your name]
Describe briefly your topic of interest/research question(15 possible points):
#1 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:
Explain how the database relates to your topic of interest/question:

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#2 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:
Explain how the database relates to your topic of interest/question:

#3 Database (or collection) (30 possible points):

Title of Database:

Location of Database (URL):

Owner or publisher of Database:

Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:

Explain how the database relates to your topic of interest/question:
#4 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers: Explain how the database relates to your topic of interest/question:
#5 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:
Explain how the database relates to your topic of interest/question:

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

  • Demonstrate understanding of concepts for the week
  • Integrate scholarly resources
  • Engage in meaningful dialogue with classmates
  • Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

  • You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
  • You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria  A
(100%)
Outstanding or highest level of performance
B
(87%)
Very good or high level of performance
C
(76%)
Competent or satisfactory level of performance
F
(0)
Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
16 points
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points
Integrates evidence to support discussion. Sources are credited.*
( APA format not required)
12 points
Integrates evidence to support your discussion from:

  • assigned readings** OR online lessons, AND
  • at least one outside scholarly source.***

Sources are credited.*

12 points

Integrates evidence to support discussion from:

  • assigned readings OR online lesson.

Sources are credited.*

10 points

Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 points Does not integrate any evidence.0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week.
14 points
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points Responds to a classmate and/or instructor but does not further the discussion.10 points No response post to another student or instructor.0 points
Communicates in a professional manner.
8 points
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points
PARTICIPATION:
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
0 points lost

Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

-5 points

Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

PARTICIPATION
Total posts: Participates in the discussion thread at least three times on at least two different days.
0 points lost

Posts in the discussion at least three times AND on two different days.

-5 points

Posts fewer than three times OR does not participate on at least two different days.

NOTES:
* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

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