Locating credible databases and research

Type: Research Paper

Subject: locating credible databases and research

Subject area: Nursing

Education Level: Undergraduate/College

Length: 3 pages

Referencing style: APA

Preferred English: US English

Spacing Option: Double

Title: Locating credible databases and research

Instructions: apa 7 with sources 5 years or less create a 1-2-page resource that will describe databases that are relevant to ebp around a diagnosis you chose and could be used to help a new hire nurse better engage in ebp. evidence-based practice (ebp) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. ebp is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. the concern for quality care that flows from ebp generates a desired outcome. without these factors, a nurse cannot be an effective leader. it is important to lead not only from this position but from knowledge and expertise. to gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice. demonstration of proficiency by successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: competency 1: interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies. explain why the sources selected should provide the best evidence for the chosen diagnosis. competency 2: analyze the relevance and potential effectiveness of evidence when making a decision. describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting. competency 4: plan care based on the best available evidence. identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis. competency 5: apply professional, scholarly communication strategies to lead practice changes based on evidence. describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources. communicate using writing that is clear, logical, and professional with correct grammar and spelling using current apa style. professional context as a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. you will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices. scenario you are supervising three nurses working on the medical-surgical floor of a local teaching hospital. this hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, cinahl, pubmed, medline, and cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (for this scenario, use the capella university library to simulate the hospital's online library.) you have given the nurses their patient assignments and you have all participated in shift report. a new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. describe how you would communicate with this nurse to encourage him or her to research the diagnosis. assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. these resources may include websites, journals, facility policies or guidelines, or any other sources of online information. you may choose the diagnosis for the patient in this scenario. choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. you are only evaluating the sources of evidence (database, website, policy database or website, et cetera). you are not actually completing a search and selecting evidence. consider the following examples: a nursing journal in cinahl may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality. preparation to help ensure you are prepared to complete this assessment, review the following resources related to the capella library. these resources will provide you an overview of the types of tools, resources, and guides available in the library. this may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment. bsn program library research guide. evidence-based practice in nursing & health sciences. databases a-z: nursing & health sciences. get critical search skills. remember, it is also appropriate to look toward databases and resources outside of the capella library, such as organizational policies, professional organizations, and government health care resources. you are encouraged to complete the evaluating the credibility of evidence activity. this activity offers an opportunity to practice evaluating the credibility of evidence. these skills will be necessary to complete assessment 1 successfully and is for your own practice and self-assessment. completing this activity is also a way to demonstrate course engagement. instructions the purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. as a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. in doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. this allows them to provide safe, patient-centered care and improve patient outcomes. for this assessment: describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario. compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence. describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources. be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. please study the scoring guide carefully so that you will know what is needed for a distinguished score. describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources. describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting. identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis. explain why the sources of online information selected should provide the best evidence for the chosen diagnosis. communicate using writing that is clear, logical, and professional with correct grammar and spelling using current apa style. note: while you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. additionally, it is appropriate to cite best practices related to ebp and evaluating databases to support your explanation as to why you selected the five sources of online information that you did. example assessment: you may use the following to give you an idea of what a proficient or higher rating on the scoring guide would look like: assessment 1 example [pdf]. submission requirements your assessment should meet the following requirements: length of submission: 1–2 pages (not including the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). be sure to include an apa-formatted reference page at the end of your submission. number of references: cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. resources should be no more than five years old. apa formatting: references and citations are formatted according to current apa style. portfolio prompt: remember to save the final assessment to your eportfolio so that you may refer to it as you complete the final capstone course. scoring guide use the scoring guide to understand how your assessment will be evaluated. view scoring guide

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Locating credible databases and research

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Decreasing CLABSI in oncology nursing among Cancer Patients

Introduction

The following evidence based practice database feature both qualitative and quantitative peer reviewed article after selecting the best articles related to decreasing Central Line Associated Blood Stream Infection (CLABSI) in oncology nursing with a special focus on the treatment and care for cancer patients. According to the center for disease control in the United states, the most common healthcare associated infection is the CLABSI which reports about 50%  of all ICU patient that require a central line, having high cases of CLABSI infections. As a Nursing practitioner to understand the nature leading to CLABSI incidences it is important to conduct a review on strategies.  In most cases, the catheter on the central line is known to puncture the skin which allows for bacterial and function infection to enter the human body. After the infection enters the body, this can spread to the patient’s blood stream leading to hemodynamic changes that could possibly head to death of the patient. In most cases, proof of infection is found in the recovery of a pathogen from blood culture and patients that suffered from central line.  

Peer review findings

Altounji et al., (2020) in a qualitative literature review study reports that most children receiving cancer treatment will require a central venous catheter (CVC) which continue to put them at risk of CLABSI. According to the researchers, as patient are discharged home with a CVC, it is important that a follow up by nurses is done to ensure that CVC is maintained. The article is very important as it suggests the relevance of education sessions with the patient family using a step by step handbook among other materials that equip caregivers with the right skills and checklist of competency.  Base on the study, it is evident that the clinical significance in reducing  home based acquired CLABSI can produce positive  regard on the patient outcomes through  a reduction of mortality and morbidity thus reducing costs of care and length of stay in hospital. 

Inman & Torres, (2020) in a focused group qualitative study argues that blood cultures usually will be contaminated during the pre-analytic phases in regard to collection that leads to downstream ramifications. The study is important as it provides a summary of performance improvement when it comes to factors that contribute to a reduction in the blood culture rates.  The article is thus important as it meets the goal of the study to reduce their rate of BCC through analyzing, pre and post intervention data.  Based on the study, it is possible to achieve these rates with the support of multi-disciplinary team. It is thus important for nurses to benchmark as part of their practice if they are to achieve a sustainable BCC levels. 

(Chaves et al., 2018) in a quantitative study reports that CLABSI is often made of an important cause of hospital acquired infection related to mortality, morbidity and cost. The study provides a guideline with recommendations for the management and diagnosis of CLABSI in adults. Criteria for the study included use of short term peripheral venous catheter, and long term CVC among other criteria’s.  The article is important as it is formulated in regard to amount of evidence based practices. Also the recommendation is made in regard to the diagnosis of CLABSI by establishing various clinical situations where a conservative diagnosis related to CLABSI can be feasible.  Among the notable areas in the study also is the importance of pathogen specific treatment and empirical therapy during this time. 

Patel et al., (2019) in a quantities study on the National Intervention prevention of CLABSI informs that it is important to understand the impact of multimodal intervention in institutions that are common with healthcare related infection.  The study was observational involving two target hospitals one with tertile of performance for the clostridioides difficile infection while the other one looked at care related to CLABSI. According to the results of the study from 2016 to 2018 it was evident that there was still need to educated nurses on the implementation of CLABSI prevention methodologies. Also during the period of –pre invention to was realized that the rates of clabsi will reduce. This is important as it provides the need for organization to provide orientation and education for nurses on the issue of CLABSI management and prevention. 

Aloes, (2019) in a comparative study found that using the Center for Disease control in prevention of CLABSI complications is often very important   in ensuring improvement of care and prevention of complications.  It is however to verified if nursing students are provide with education regarding the guidelines.  The study is important as it provides and assessment on the knowledge of nurses in educating their patients on the importance of hygiene and do not bring bout jokes. 

Conclusion

The above evidenced pare looked the issue of CLABSI and nursing participation in the reduction of such incidences.  The article share are a strong ground for future studies on the same.  It is important to ensure I sally.

References

Aloush, S. M. (2019). Lecture-based education versus simulation in educating student nurses about central line–associated bloodstream infection–prevention guidelines. Journal of Vascular Nursing, 37(2), 125-131. https://doi.org/10.1016/j.jvn.2018.11.006

Altounji, D., McClanahan, R., O’Brien, R., & Murray, P. (2020). Decreasing central line–associated bloodstream infections acquired in the home setting among pediatric oncology patients. Journal of Pediatric Oncology Nursing, 37(3), 204-211. https://doi.org/10.1177/1043454220907551

Chaves, F., Garnacho-Montero, J., Del Pozo, J., Bouza, E., Capdevila, J., De Cueto, M., Domínguez, M., Esteban, J., Fernández-Hidalgo, N., Fernández Sampedro, M., Fortún, J., Guembe, M., Lorente, L., Paño, J., Ramírez, P., Salavert, M., Sánchez, M., & Vallés, J. (2018). Diagnosis and treatment of catheter-related bloodstream infection: Clinical guidelines of the Spanish society of infectious diseases and clinical microbiology and (SEIMC) and the Spanish society of Spanish society of intensive and critical care medicine and coronary units (SEMICYUC). Medicina Intensiva (English Edition), 42(1), 5-36. https://doi.org/10.1016/j.medine.2017.09.001

Inman, T., & Torres, E. (2020). Blood culture collection teams reduce contamination rates and reduce central line associated blood stream infections. American Journal of Infection Control, 48(8), S40. https://doi.org/10.1016/j.ajic.2020.06.038

Patel, P. K., Greene, M. T., Jones, K., Rolle, A. J., Ratz, D., Snyder, A., Saint, S., & Chopra, V. (2019). Quantitative results of a national intervention to prevent central line–associated bloodstream infection. Annals of Internal Medicine, 171(7_Supplement), S23. https://doi.org/10.7326/m18-3533