Acquired Infections via Hand Disinfection
Acquired Infections via Hand Disinfection Discussion
Acquired Infections via Hand Disinfection Discussion
Acquired Infections via Hand Disinfection
Question Description
I’m studying for my Nursing class and don’t understand how to answer this. Can you help me study?
Discussion: Searching Databases
When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.
The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format.
In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.
To Prepare:
Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.
Review the Resources for guidance and develop a PICO(T) question of interest to you for further study.
Post your PICO(T) question, the search terms used, and the names of at least two databases used for your PICO(T) question. Then, describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide
Resources:
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)
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
Note: You will access this article from the Walden Library databases.
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
Note: You will access this article from the Walden Library databases.
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
Note: You will access this article from the Walden Library databases.
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
Note: You will access this article from the Walden Library databases.
https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
https://academicguides.waldenu.edu/az.php?s=19981
https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp
https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp
https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp
https://academicanswers.waldenu.edu/faq/72670
https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654
Examples of what my classmates are posting:
Trisha Carroll
Main Post Trisha Carroll
Discussion Main Post
PICO(T) Formula
A PICO(T) question uses a format or formula to develop research questions that are answerable. This formula assists in the evaluation of evidence, making the process easier and more straightforward (Melnyk, B. & Fineout-Overholt, E. 2018). To break it down P stands for population or patient problem this part of the formula answers the question of who is your patient? The I means intervention or what do you plan to do for the patient. The C stands for comparison, asking what is the alternative to your plan? O means outcome or what outcome do you seek? Finally, the T stands for time asking what is the time frame? (Lansing Community College Library, 2020). Nurses are encouraged to use this formula to create questions that will lead to better clinical care.
PICO(T) Question
Can healthcare providers decrease the overuse or misuse of antibiotics for treatment of urinary tract infections in the elderly through proper diagnostic testing versus improper testing within three months’ time?
Search Terms
When performing research it is important to use specific key search words. Some keywords used to create this PICOT question include urinary tract infection, elderly, and antibiotics. These keywords brought forth many useful articles that relate to the misuse of antibiotics in the elderly due to non-symptomatic bacteriuria. Bacteriuria is a chronic condition that often occurs within the elderly when bacteria in the bladder becomes colonized, yet does not cause negative signs and symptoms that are associated with a urinary tract infection. Alternative keywords used include bacteriuria and
Databases
CINAHL plus is a useful database in the research of healthcare issues (Walden University Library. n.d.). After using specific keywords 78 articles were found, at least half of these being relevant to this PICOT question. MEDLINE is another commonly used database to assist in healthcare-related research (Walden University Library. n.d.). After using the same key search words, 164 articles were found. Many of these articles were the same articles found through the CINAHL database. This database found multiple articles related to antibiotic resistance. After altering search words, another 173 articles were found through this database.
Boolean Operators
The use of Boolean operators assists a researcher by providing more focused and productive results. Boolean operators are simple words, they are used as conjunctions to combine or exclude keywords in a search. These operators help to narrow down search results to reduce time spent researching and scanning through databases (Library of Congress. n.d.)
Strategies
To help find more systematic reviews one can use filtered databases such as the Cochrane Database of System Reviews instead of unfiltered databases. When unfiltered databases are used there are additional limiters that a researcher can set that will refine the search to systematic reviews (Walden University Library. n.d.). Systematic reviews refine large quantities of data into a single document. Clinical decisions are summarized and clinical questions are reviewed through the analysis of specific criteria (Walden University Library. n.d.). Through the use of these strategies, articles can be found that are direct and related to the PICOT question above. These strategies will help to minimize the time spent researching and filtering through articles to find more relevant information.
References:
Lansing Community College Library. (2020). Nursing: PICOT. Retrieved on 3/17/20 from https://libguides.lcc.edu/nursing
Library of Congress. (n.d.). Search/browse help- Boolean operators and nesting. Retrieved on 3/17/20 from http://catalog.loc.gov/vwebv/ui/en_US/htdocs/searc…
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Walden University Library. (n.d.-c.). Evidence-Based practice research: CINAHL search help. Retrieved 3/17/20 from https://academicguides.waldenu.edu/library/healthe…
Walden University Library. (n.d.-c.). Evidence-Based practice research: MEDLINE search help. Retrieved 3/17/20 from https://academicguides.waldenu.edu/library/healthe…
Walden University Library. (n.d.-h.). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved on 3/17/20 from https://academicanswers.waldenu.edu/faq/72670
Walden University Library. (n.d.-i). Systematic Review. Retrieved 3/17/20 from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box1520654
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Acquired Infections via Hand Disinfection