Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay

PLEASE FOLLOW ALL DIRECTIONS IN THE FILE!!!!!!!!!!! APA 7TH EDITION ONLY!!!!!!!!!!!(VERY IMPORTANT) YOU MUST USE MY TOPIC OF (HAI\’S) AND YOU MUST TALK ABOUT MY ENCLOSED PICOT QUESTION!!!!!!!!!!!!!. PLEASE SEE ATTACHED FILES. THIS IS PART 2 (MY PART 1 PAPER WAS COMPLETED FROM YOU GUYS ALREADY) Identify and briefly describe your chosen clinical issue of interest.( Hospital-Acquired Infections (HAIs) Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. PICO(T) Question P- Hospital-Acquired Infections (HAIs) I- Hand hygiene compliance C- Standard hand washing; other solution; poor hand hygiene compliance O- Reduced infection rate T- During hospitalization MY TEACHERS PET PEEVE IS RESOURCES, THE TYPE AND (PAY ATTENTION TO WHAT KIND) AND YOU HAVE TO USE A REQUIRED AMOUNT OF MY SCHOOLS RESOURCES OR MY GRADE WILL NOT BE GOOD ! four peer-reviewed articles you selected.Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay.  • 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. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.Be specific and provide examples. 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.

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THIS IS MY DISCUSSION FROM LAST WEEK. MY RESEARCH IS (HAI’s) AND MY PICOT QUESTION WAS FORMULATED. NOW I NEED A POWER POINT ON THE TOPIC AND MY BASIS OF  MY PICOT QUESTION

Adherence to hand hygiene among health-care workers is a critical factor in reducing hospital-acquired infections (CDC, 2018). Clinical inquiry is the process through which evidence-based practice (EBP) is the best practice. It is about using only those interventions backed by scholarly peer-reviewed scientific evidence for efficacy. EBP is a problem-solving approach to delivering health care that integrates the best evidence from studies and patient care data with clinician expertise and patient preferences and values.Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay.  When delivered in a context of caring and a supportive organizational culture, the highest quality of care and best patient outcomes can be achieved (Stillwell et al., 2010). In this EBP project, the clinical issue of interest is hospital-acquired infections or HAIs. These include catheter-associated urinary tract infections (CAUTI), ventilator-associated pneumonia (VAP), and central line-associated bloodstream infections (CLABSI). Scholarly evidence is the motivating force behind evidence-based practice (Davies, 2011).

The Walden University library page was used in finding the databases to research articles. The identification of research methodologies in four of the peer-reviewed articles retrieved from the database search. Inquiring scholarly evidence in four research databases was: Embase, PubMed, CINAHL, and Cochrane. Initially, there was not much information, and the results were about 124 searches. After utilizing the Boolean operators by adding keywords related to the clinical issue of interest utilized as search words were “hand hygiene,” “infection control,” “hospital-acquired infections,” and “hand-washing.” These search terms were combined using the Boolean operator “AND” and the search was narrowed down to publication within the last five years and generated more than 500 results. Using Boolean terms helped create a more precise and powerful search with a higher percentage of relevant results to the related topic.

PICO(T) Question

P- Hospital-Acquired Infections (HAIs)

I- Hand hygiene compliance

C- Standard hand washing; other solution; poor hand hygiene compliance

O- Reduced infection rate

T- During hospitalization

Once nurses gain EBP knowledge and skills, they realize it’s not only feasible within the context of their practice setting, but that it reignites their passion for their roles and assists them in delivering a higher quality of care with improved patient outcomes (Melnyk et al., 2009). One of the most challenging aspects of EBP is to identify the answerable question. Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay. The evidence obtained from these researched articles guided the formulation of the PICOT research question. Strategies to increase the rigor and effectiveness of a database search on a PICO(T) question are achieving more relevant results to the particular question your researching. Using the PICO(T) question allows increased efficacy to the clinical problem researched. Developing a PICO (T) question can facilitate specific research in finding the most recent, accurate data (Melnyk & Fineout-Overholt, 2018, p. 40). When researching clinical inquiries, the development of a PICOT question will increase the effectiveness of EBP through research, allowing higher quality patient care in the workforce today.

References

CDC. (2018). Healthcare-associated infections. https://www.cdc.gov/hai/data/index.html/

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Asking the clinical question: a key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NAJ.0000368959.11129.79. Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay.

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Assignment: Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Master of Science in Nursing, Walden University

NURS 6052N Section 52, Essentials of Evidence-Based Practice

date

Identify and briefly describe your chosen clinical issue of interest.( Hospital-Acquired Infections (HAIs)

Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

PICO(T) Question

P– Hospital-Acquired Infections (HAIs)

I– Hand hygiene compliance

C– Standard hand washing; other solution; poor hand hygiene compliance

O– Reduced infection rate

T– During hospitalization

. 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. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.Be specific and provide examples.

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. Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay.

HERE ARE THE: two or three course-specific resourceS:

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e

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. Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Essay.