Tag: Clinical-Nursing

Centers for Disease Control and Prevention (CDC) and World Health Organization (WHO)

The overarching goal of public health informatics is to apply  computer science and information technology to promote health and  minimize disease and injury at the population level. Public health  informatics uses data from surveys, vital statistics, hospital and  clinical statistics, private and public data sources, and government  data sources for analysis in improving population health.

Key concepts of public health informatics include:

Data collection

Storage

Retrieval

Using the required readings and websites for this week, respond to the following:

Describe the most significant milestone(s) in the history of public health informatics.

Refer to the CDC and WHO websites and state the similarities and  differences between the types of public health data available with both  these organizations.

Explain the different kinds of statistics and data available with  the CDC and WHO. In addition, explain the various methods of research  that they use.

Explain some of the major roadblocks that the field of public health  informatics has encountered during the course of its development.

Describe the most salient issues facing the field of public health informatics today.

List and describe the various web-based data query programs that are available for different states, including your own.

NICU PICO(T) example

For the Week 2 discussion assignment in NURS 6052, you are asked to retrieve a piece of evidence from each level of the Levels of Evidence Pyramid from Walden Library by searching on a 
broad topic
 in 
filtered
 and 
unfiltered
 databases. Your PICOT can help guide you to select a broad keyword search that will work well for this assignment. This guide will focus on how to search filtered and unfiltered databases and successfully retrieve the
 six required levels of evidence
.

 

The following PICO(T) example helps demonstrate a broad selection of possible keywords that will prove successful:

In the NICU, what is the effect of handwashing on infection control compared with hand sanitizers?

Keywords:
 Neonatal, Handwashing, Infection Control

Synonyms
: NICU, “Hand Washing”, Cross Infection

Note:
 Putting a phrase in quotation marks tells the database to search for those words as a phrase and not as individual words. For instance, the quoted phrase
 “Infection Control”
 will be used throughout this demonstration to tell the database to search for it as a phrase.

You will find
 step-by-step instructions
 on how to find each of the six pieces of evidence in the following sections of this guide:

Filtered Resources

Unfiltered Resources

NURS 4021 Leadership Competencies in Nursing & Healthcare

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NURS 4021 Leadership Competencies in Nursing & Healthcare Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

ANA’s Foundation of Nursing Package:

American Nurses Association. (2010). 
Nursing’s social policy statement: The essence of the profession.
 Silver Spring, MD: American Nurses Association.

American Nurses Association. (2010). 
Nursing: Scope & standards of practice
. Silver Spring, MD: American Nurses Association.

Fowler, M. D., & American Nurses Association. (2008). 
Guide to the code of ethics for nurses: Interpretation and application.
Silver Spring, MD: American Nurses Association.

Clavelle, J. (2012). Transformational leadership: Visibility, accessibility, and communication. 
The Journal of Nursing Administration
, 
42
(7/8), 345-346.

Curtis, E. & O’Connell, R. (2011). Essential leadership skills for motivating and developing staff. 
Nursing Management, 18
(5), 32-35.

Diers, D., Hendrickson, K., Rimar, J., & Donovan, D. (2013). Understanding Nursing Units With Data and Theory. 
Nursing Economic$, 31
(3), 110-117.

Fagan, M. (2012). Techniques to improve patient safety in hospitals: What nurse administrators need to know. 
The Journal of Nursing Administration, 42
(9),426-430.

Goetz, K., Janney, M., Ramsey, K., (2011). When nursing takes ownership of financial outcomes: Achieving exceptional financial performance through leadership, strategy, and execution. 
Nursing Economic$, 29
(4), 173-182.

Goh, S., Chan, C., & Kuziemsky, C. (2013). Teamwork, organizational learning, patient safety and job outcomes. International 
Journal of Health Care Quality Assurance,26
(5), 420-432.

Heuston, M. & Wolf, G. (2011). Transformational leadership skills of successful nurse managers. 
The Journal of Nursing Administration, 41
(6), 248-251.

Jefferies, A., & Shah, V. (2011). Clinicians prefer simple educational tools for implementing practice change. 
Medical Teacher, 33
(11), e602-e606. 

Johnson, J., Veneziano, T., Green, J., Howarth, E., Malast, T., Mastro, K., Moran, A., Mulligan, L., & Smith, A. (2011). Breaking the fall. 
The Journal of Nursing Administration, 41
(5), 538-545.

Losa Iglesias, M., & Becerro De Bengoa Vallejo, R. (2012). Conflict resolution styles in the nursing profession. Contemporary Nurse: 
A Journal For The Australian Nursing Profession, 43
(1), 73-80.

Murphy, L. (2012). Authentic leadership: Becoming and remaining an authentic nurse leader. 
The Journal of Nursing Administration, 42
(11), 507-512.

Musanti, R., O’Keefe, T.; Silverstein, W. (2012). Partners in caring: An innovative nursing model of care delivery. 
Nursing Administration Quarterly, 36
(3), 217-224.

Seidl, K. & Newhouse, R. (2012). The intersection of evidence-based practice with 5 quality improvement methodologies. 
The Journal of Nursing Administration, 42
(6), 299-304.

Wong, C., Cummings, G., & Ducharme, L.(2013). The relationship between nursing leadership and patient outcomes: A systematic review update. 
Journal of Nursing Management, 21
(5), 709-724.

Walden University Exams & Assignments -NURS 6052 Essentials of Evidence-Based Practice (EBP)

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Walden University Exams & Assignments -NURS 6052 Essentials of Evidence-Based Practice (EBP) Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Link directly to the journal: 
Qualitative Health Research

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. J
ournal of Infusion Nursing, 33
(5), 273–277.

Adams, S., & Titler, M. G. (2010). Building a learning collaborative. 
Worldviews on Evidence-Based Nursing, 7
(3), 165–173.

Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. 
Australian Critical Care, 24
(4), 244–254.

Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. 
Nursing Administration Quarterly, 34
(3), 217–225.

Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. 
Pediatric Nursing, 37
(4), 188–189.

Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. 
Journal of Nursing Administration, 42
(4), 222–230.

Dingle, P. (2011). Statin statistics: Lies and deception. 
Positive Health, 180
, 1.

Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. 
Worldviews on Evidence-Based Nursing, 6
(4), 200–209.

Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. 
Worldviews on Evidence-Based Nursing, 7
(1), 51–53.

Finn, P. (2011). Critical thinking: knowledge and skills for evidence-based practice. 
Language, Speech, and Hearing Services in Schools, 42
(1), 69–72.

Forsyth, D. M., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. 
Clinical Scholars Review, 3
(1), 14–21.

Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? 
Health Science Journal, 5
(1), 3–14.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. 
Journal of Gerontological Nursing, 35
(9), 9–12.

Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010) Ethical challenges in qualitative research: Examples from practice. 
Nurse Researcher, 18
(1), 15–25.

Katapodi, M. C., & Northouse, L. L. (2011). Comparative effectiveness research: Using systematic reviews and meta-analyses to synthesize empirical evidence. 
Research & Theory for Nursing Practice, 25
(3), 191–209.

Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. 
Journal of Nursing Regulation, 1
(4), 37–44.  
 

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. 
Journal of Nursing Education, 48
(4), 186–195.

Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. 
Nursing Outlook, 58
(6), 279–286.

Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. 
Nursing Research, 59
(1), 18–25.

Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. 
Worldviews on Evidence-Based Nursing, 7
(3), 135–157.

Newcomb, P. (2010). Evolving fairness in research on human subjects. 
Journal of Child and Adolescent Psychiatric Nursing, 23
(3), 123–124.

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. 
Nursing Outlook, 58
(6), 309–317.

Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. 
Journal of Nursing Care Quality, 24
(4), 325–331.

Pringle, J., Hendry, C., & McLafferty, E. (2011). Phenomenological approaches: Challenges and choices. 
Nurse Researcher, 18
(2), 7–18.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. 
BMC Public Health, 10
, 95.

Ryan-Nicholls, K. D., & Will, C. I. (2009). Rigour in qualitative research: Mechanisms for control. 
Nurse Researcher, 16
(3), 70–85.

Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. 
The Milbank Quarterly, 87
(2), 368–390.

Schultz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidence-based practice for rehabilitation. 
Rehabilitation Psychology, 53
(3), 294–302.

Shaheen, M., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. 
Journal of the Medical Library Association, 99
(3), 229–236.

Shivnan, J. C. (2011). How do you support your staff? Promote EBP. 
Nursing Management, 42
(2), 12–14.

Smith, J., Bekker, H., & Cheater, F. (2011). Theoretical versus pragmatic design in qualitative research. 
Nurse Researcher, 18
(2), 39–51.

Steurer, L. M. (2010). An evidence-based practice scholars program: One institution’s journey toward excellence. 
Journal of Continuing Education in Nursing, 41
(3), 139–143.

Stichler, J. F. (2010). Evaluating the evidence in evidence-based design. 
Journal of Nursing Administration, 40
(9), 348–351.

Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge. 
British Journal of Nursing (BJN), 18
(8), 484–489.

Walker, W. (2011). Hermeneutic inquiry: Insights into the process of interviewing. 
Nurse Researcher, 18
(2), 19–27.

Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. 
Journal of the American Psychiatric Nurses Association, 15
(3), 202–207.

Worral, P. S., Levin, R. F., & Arsenault, D. C. (2009). Documenting an EBP project: Guidelines for what to include and why. 
Journal of The New York State Nurses’ Association, 40
(2), 12–19.

Wuest, J. (2011). Are we there yet? Positioning qualitative research differently. 
Qualitative Health Research, 21
(7), 875–883.

Yakov, G., Shilo, Y., & Shor, T. (2010). Nurses’ perceptions of ethical issues related to patients’ rights law. 
Nursing Ethics, 17
(4), 501–510.

Technological Advances in Healthcare Essay

Technology in health care has taken many forms over the years. In 1796, Edward Jenner developed the first smallpox vaccination method. A hundred years later, Wilhelm Rontgen discovered how to use x-rays for medical imaging. And in 2013, Japanese researchers grew the first human liver from stem cells. What is next?  How does one technological advance set the stage for further discoveries?

For this assignment you will compose an analysis of 
750-1,000 (STAY WITHIN WORD COUNT)
 words incorporating the following:

Evaluate at a minimum of two different historical perspectives regarding the delivery of health care in the United States. How has technology and the lack of developing technology affected and shaped these perspectives?

Contrast and describe two technological advances that have positively impacted health care delivery in the United States.

Explain how the two technological advances you selected have influenced public opinion of the changing health care system in the United States? Provide a brief summary of both positive and negative opinions.

Forecast how you believe these two technological advances will affect delivery and utilization of health care in the United States in the future. What other factors may simultaneously affect health care utilization?

Prepare this assignment according to the guidelines found in the APA Style Guide.

An abstract is not required.

This assignment uses a rubric 
(
SEE RUBRIC ATTACHMENT
)
. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin 
(SIMILARITY INDEX SHOULD NOT EXCEED 15%)
.

Lack of Mental Health – Nursing and Healthcare Policy paper guidelines

Select a policy related problem (Mine is lack of mental health) that affects of persons, communities or society in general and write a policy issue paper dealing with the problem.  Include problem identification, background information (social, economic, ethical and political/legal factors), the issue statement, stakeholders, policy objectives, policy alternatives or evaluation of options, political feasibility, comparison of alternatives, and the results of your analysis.

*see if there are policies in the legislature either state (IL) or federal that you could compare.

Healthy People 2020 – chronic illness

Identify an area of chronic illness of specific interest to you and that is represented as a Healthy People 2020 topic (healthypeople.gov). Explain your choice and your interest in it. Prepare a questionnaire utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group. Submit your information in a 4- to 5-page Microsoft Word document. In addition to your questionnaire, be sure to include the following details in your paper.

Chronic Illness of interest

Morbidity and comorbidity of the disease

Impact of the chronic illness and patient morbidity and the affect to overall health of nation

Healthy People 2020 goals and objectives for specific illness group

Support your responses with examples.

On a separate references page, cite all sources using APA format.

Use this APA Citation Helper as a convenient reference for properly citing resources.

This handout will provide you the details of formatting your essay using APA style.

You may create your essay in this APA-formatted template.

Using a Health Policy Model to Develop a Change in Policy to Improve the Public’s Health

This assignment focuses on the methods to develop a change in policy to improve the public’s health by using a health policy model.

Tasks:

Suppose you want to initiate a policy of taxing sugared sodas/pop/beverages in your community. Use the Longest’s policy cycle model to ponder the following questions:

What arguments would you use to make the case for the policy?

What argument(s) would your opponents make?

How would you go about getting buy-in for your proposed policy?

What stakeholder groups need to be involved in promoting your policy?

Submission Details:

Submit your response in a 2-page Microsoft Word document (500 words).

Name your document SU_NSG4068_W1_Project_LastName_FirstInitial.doc.

Submit your document to the
 
Submissions Area by
 
the due date assigned.

Cite sources in the APA format on a separate page.

Role of an Advanced Nurse in LGBTQ

Role of an Advanced Nurse in LGBTQ Health The role of a nurse if to ensure safe and quality health care for their patients. The nursing advocacy policies regarding LGBTQ health aim at improving health and safety of the individuals. Through the policy, disparities and discrimination will be reduced. Health care needs of lesbians, gay, bisexual, transgender and queer are inadequately addressed in nursing theory and practice. LGBTQ experience unique health disparities since they represent a unique population whose health needs are ignored. Nursing education barely mentions on the needs of LGBTQ and nurses are faced with problems when dealing with the patients who belong to this category. Lack of knowledge of special needs contribute to heterosexism and homophobia when taking care of these patients. Nurses therefore are obligated to use the available resources at assess and create care environment that ensures quality health care for the LGBTQ patients. In most situations, nurses do not offer any special care to the LGBTQ patients. It is important that a patient is offered care with regard to what they identify themselves with. Nurses achieve the identification concern through support of the patient population. By advocating for equal health opportunities, nurses contribute to the improvement health of the LGBTQ and also reduces health disparities. Some of the health disparities include increased patient longevity, reduced disease transmission and increased physical and mental wellbeing. The topic relates to Essential IV: health Policy and Advocacy. Nurses are advocates and influence policy making process by engaging with policy makers in matters relating to health. In this case, nurses advocate for equality in health care of the marginalized group of individuals. Works Cited Dilley JA, Simmons KW, Boysun MJ, et al. Demonstrating the importance and feasibility of including sexual orientation in public health surveys: Health disparities in the Pacific Northwest. Am J Public Health. 2015;100(3):460-7.

 

My viewpoint regarding the LGBTQ community is that they are in most settings looked down upon. What is LGBTQ? LGBTQ stands for lesbian, gay, bisexual, transgender and queer. These are people who are considered as a misfortune in some societies. In exhibit situation a large portion of the therapeutic experts have to deal with LGBTQ individuals with great care (Chiocca, 2015). In some cases however, they are sent away when they go to seek medical attention of any nature. This is a very bad practice in the nursing sector and it should be addressed to ensure that such people are treated equally just like the other groups of people.

Advanced practice nurses underpins the equal rights, benefits and opportunity of all people and condemns segregation in light of sex, sexual introduction, sex character, race, religion, incapacity, ethnic starting point, national birthplace or age. Sexual orientation and sex personality are essential parts of the patient population and they deserve better treatment (Chiocca, 2015). To help this patient population, arrangements on LGBTQ issues needs to be put in place and work to advice people about LGBTQ severance and mishandle. It is important to have approaches that speak for lesbian, gay, androgynous and transgender individuals’ rights, which must speak to a variety of characters and issues. Lesbian, gay, cross-sexual, transgender, and strange/addressing (LGBTQ) medical attendants constitute one of the biggest subgroups inside the calling of nursing, yet there is next to no observational research in the nursing literature and essentially no regard for issues of separation and prohibition in the work environment by nursing instruction or expert nursing associations (In Stanhope & In Lancaster, 2014).

One of the MSN Essential is the clinical Nurse Specialists (CNS), which pertains to the nursing advocacy policies regarding LGBTQ populace. This is a program that evaluates the cases and help in improving patient and population outcomes.

References

Chiocca, E. M. (2015). 
Advanced pediatric assessment
.  New York, NY : Springer Publishing Company, LLC.

In Stanhope, M., & In Lancaster, J. (2014). 
Public health nursing: Population-centered health care in the community
. Maryland Heights, Missouri: Elsevier Mosby.

Purpose: Discussion
class 504
. Pediatric Case Study

Things to remember:

Discussion post is at least 200 words.

Answers all questions with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

3 References, try to find resources that are 5 years or less

No errors with APA format 6thEdition

See the Discussion Board grading rubric

 

To Discuss:

 

Topic 1: Pediatric Case Study

This Discussion topic is based on a case study on page 108.

Review the facts of the case and discuss how you would find the evidence needed to address the clinical question.

Book:

Melnyk, B. M., & Fineout-Overholt, E. (2015).  Evidence-based practice in nursing &

healthcare:  A guide to best practice (3rd edition).  Philadelphia, PA: Wolters Kluwer

Health.

 

 

Student 1

When reviewing the case study there are a many key points that are discussed in

regards recovering from a pediatric cardiac surgery and the risk for a cardiac tamponade after

the removal of a pulmonary artery catheter. There are a few pieces of information in this case

study that are critical in determining how one would find the evidence, that is most

appropriate, to determine how a complication, such as a cardiac tamponade, could occur in an

infant only four days after an operative procedure. The key clues include: an infant who is

four days postoperative after a cardiac surgery, abnormal clotting profile, removal of a

pulmonary artery catheter with drainage and ooze, followed by a deterioration in the patient’s

status, which ultimately leads to a diagnosis of a cardiac tamponade (Melnyk & Fineout-

Overholt, 2015). To enhance the likelihood of the most reliable evidence and helpful research,

one would use a PICOT formation, to formulate a research question. The P in PICOT stands

for the population at interest (Melnyk & Fineout-Overholt, 2015). In this case study, the

population the study is aiming toward is an infant four days postoperative (Melnyk & Fineout-

Overholt, 2015). The next searchable topic would be the I, C, and O, which would indicate the

issue at hand, the comparison of that issue, and the affect this event would have on the

outcome; this would include questioning the frequency of removing a pulmonary artery

catheter, or not removing the catheter, and the affects this procedure has on influencing a

cardiac tamponade (Melnyk & Fineout-Overholt, 2015). The next, and final step would be to

determine the T, which delivers a timeline for an event to occur (Melnyk & Fineout-Overholt,

2015). In this case study, the timeline would be four days after surgery, which one would

possibly be able to broaden to a week, to better serve research results. In a study conducted in

2012, the authors described the importance of formulating a comprehensive PICOT when

researching a topic at hand (Riva et al.). This study discovered that the more detailed and

specific a PICOT was, the more evidence and research was exposed to better enhance the

topic of understanding (Riva et al., 2012). This study also concluded, the more likely the

researchers used the PICOT formation, the more likely one would develop a more appropriate

and specific research yield (Riva et al., 2012). With all this information, the most suitable

PICOT formulated question, to determine the likelihood of an event similar to this would be:

In an infant who recently had cardiac surgery, what is the frequency of cases regarding the

removal of a pulmonary artery catheter, versus not removing the catheter within a week, have

on the affect of developing a cardiac tamponade within the first week of surgery? This

formation of questions and information would best suit the research topic at hand.

 

References

 

Melnyk, B. M., & Fineout-Overholt, E. (2015).  Evidence-based practice in nursing &

healthcare:  A guide to best practice (3rd edition).  Philadelphia, PA: Wolters Kluwer

Health.

 

Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). What is your

research question? An introduction to the PICOT formation for clinicians. Journal of

the Canadian Chiropractic Association, 56(3), 167-171. Retrieved from

http://eds.b.ebscohost.com.lib.kaplan.edu/eds/pdfviewer/pdfviewer?

vid=4&sid=7a00d36e-280b-4d06-9d43-9e7bc0f137e1%40sessionmgr104

 

 

Student 2

 

In this case study, an infant suffered a complication of cardiac tamponade after removal

of the arterial catheter. As stated in the book, the clinical question that a RN might ask is in

infants who have had cardiac surgery (P), how often does removing pulmonary artery

catheters (I) influence cardiac tamponade (O) within the first week after surgery (T) (Melnyk

& Fineout-Overholt, 2015)? The best way to find evidence to answer this clinical question

would be getting different studies, and comparing them. The type of study you would

probably want to look for is a case-control study. For example, there was another case study

done that stated the incidence of cardiac tamponade after cardiac surgery is reported as

ranging from 0.04% to 7 (Johnston & McKinley, 2000).  They reviewed the pathophysiology

of cardiac tamponade and the increased risk for pediatric patients was outlined to come up

with their conclusions. Clinical databases from the online library such as EBSCO, CINAHL

Plus, Cochrane Library are just a few databases that can be helpful to look for the

information. By looking up these different databases, and seeing the research conducted, you would be able to answer the clinical question.

 

References

 

Johnston, L., & McKinley, D. (2000). Cardiac tamponade after removal of atrial intracardiac

monitoring catheters in a pediatric patient: case report. PubMed, 29 (4):256-61.

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence Based Practice in Nursing &

Healthcare. (3rd ed.). Philadelphia: Wolters Kluwer.

 

 

The scenario discusses a pediatric patient with a bleeding disorder with post-operative

complications. To answer the clinical question and determine how rare this complication is in

pediatric patients you must rely on evidenced based research.

According to Melnyk and Fineout-Overholt (2015) the foundation of good searching is well

developed PICOT question. Peer reviewed research is essential for clinicians to answer their

questions (Melnyk & Fineout-Overholt, 2015). You can find a number of peer reviewed

research with online library databases, textbooks, or journals (Melnyk & Fineout-Overholt,

2015). Zimmerman (2017) research confirmed the importance of peer reviewed research with

online databases in credibility of evidence based research.

Online databases are going to be the most efficient in finding evidence however you want to

use more than one source to find the answer to your clinical questions according to Melnyk

and Fineout-Overholt (2015). By utilizing scholarly sources, you ensure your sources are up

to date and credible. Google and Google scholar for example are not always the most up to

date reliable sources therefore you should use another source in conjunction with the

information found on their search engines (Melnyk & Fineout-Overholt, 2015). Power and

Siddall (2015) recommend keeping the search simple to avoid information overload. When

searching you should start with key words or the PICOT question then subject headings and if

no results then title searches can be used according Melnyk and Fineout-Overholt (2015).

References:

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence Based Practice in Nursing &

Healthcare. (3rd ed.). Philadelphia: Wolters Kluwer.

Power, A., & Siddall, G. (2015). Ensuring practice is based on the best evidence: Masterclass

on literature searching. British Journal of Midwifery, 23(5), 356-358.

Zimmerman, K. (2017). Essentials of Evidence Based Practice. International Journal Of

Childbirth Education, 32(2), 37-43.

#5 Student’s DQ answer:

The case study is about a four-day old patient who just done with a cardiac surgery

with bleeding disorder noted. After pulling the arterial catheter, the patient showed signs of

distress that required to be back in the operating room to correct the cardiac tamponade. To

address the questions for the situation given, we first have to find evidence knowledge about

cardiac tamponade in infants related to cardiac surgery. We need to know if it’s a common

side effect from the surgery or is this a rare case. Then we can continue to formulate the PICO

model to investigate for further appropriate action. “PICOT represents the patient population,