Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high o
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:
- Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
- Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
- Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
- Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
The Assignment (Evidence-Based Project)
Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
- Identify and briefly describe your chosen clinical issue of interest.
- Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
- 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 relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
- 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. Be specific and provide examples.
Resources
Schmidt, N. A. & Brown, J. M. (2025). Evidence-based practice for nurses: Appraisal and application of research (6th ed.). Jones & Bartlett Learning
- Chapter 5, “Finding sources of evidence” (pp. 121-155)
- Chapter 5 will help students understand how to use research search strategies to differentiate among scholarly/ non-scholarly literature, primary sources and secondary sources.
- Chapter 6, “Linking Theory, Research and Practice” (pp. 156-175)
- Chapter 6 will help students understand how to use theories and research to influence our professional discipline.
- Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworksLinks to an external site. for LIS professionals. Evidence Based Library and Information Practice, 6 (2), 75–80.
- Library of Congress. (n.d.). Search/browse help – Boolean operators and nestingLinks to an external site.. https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
- Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice.Links to an external site. American Journal of Nursing, 110 (3), 58–61.
- Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009).Evidence-based practice: Step by step: Igniting a spirit of inquiryLinks to an external site..Links to an external site. American Journal of Nursing, 109 (11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
- Stillwell, S.B., Fineout-Overhold, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Searching for evidence.Links to an external site. American Journal of Nursing, 110 (5), 41-47.
- Walden University Library. (n.d.-a). Databases A-Z: Health & nursingLinks to an external site.. https://academicguides.waldenu.edu/az/databases?s=251010
- Walden University Library. (n.d.-c).Evidence-based practice research: CINAHL search helpLinks to an external site.. https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp
- Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help Links to an external site.. https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp
- Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help Links to an external site.. https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp
- Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean termsLinks to an external site.. http://academicguides.waldenu.edu/library/keyword/boolean
- Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searchingLinks to an external site.. http://academicguides.waldenu.edu/library/keyword/searching-basics
- Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Links to an external site. https://academicanswers.waldenu.edu/faq/72670
- Walden University Library. (n.d.-i). Systematic review. Links to an external site. https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654
Tips on the Upcoming Power Point Assignment
Hi class. Remember to follow the rubric and to place citations in the speaker notes and/or on the slide as needed. It is normal to see more citations in the speaker notes as the notes are like paragraphs to a paper. They should explain the message you are attempting to convey on your slide. Nice clean slides…. which means clutter free " no overcrowding" of information. On the rubric the portion that states "PowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order." would refer to no overcrowding and presentation is readable, flows well, professional, etc.
· Bullet points should always be used in a power point. Short sentences. Sometimes graphs and charts are useful. Important: if you did not develop a chart/graph, and intend on using one that was constructed by someone else, then you must give credit to the person and/or owners of the photo/illustration, etc., to avoid plagiarism.
· Sometimes, speaker notes might be 4-6 sentences, a paragraph or two paragraphs to get all the main points to describe each slide. This is where you will do most of the in-text citations and give scholarly credit. Your slides might occasionally have a citation to cite pictures, art/graphics, or listed information that you got directly from a reference.
· The speaker notes will always go on the bottom of each slide in the “note” section of the PowerPoint. You do not need speaker notes for the Title or Ref slides.
· Headings at the top of your slide tell the reader what topic you will cover on each slide. Remember that your headings should somewhat resemble the rubric content. Example "The Components of a PICOT Question" Use headings on your slides at the top to draw attention to the topic you are discussing. Capitalize headings.
· It is very important to give credit to your information and avoid plagiarism. Citing in speaker notes is important! The last slide is always your “Reference Slide” this will contain all the references you used in alphabetical order. Do not forget that you can be creative with the different layouts in power point, colors, themes etc.
· Stay under 6 words per line (sometimes hard to do and sometimes you might have short sentences. This is just a rule of thumb).
· Stay under 6 lines per slide (Limit 6 bullets per slide)
· Avoid long sentences or paragraphs on the slides. (Those belong in the speaker notes).
· Larger fonts indicate important information.
· The front size ranges from 18 to 48. The font size you use for your headings at the top of each slide will always be larger than the font size on the slide.
· Fancy fonts are hard to read.
· ALL CAPS ARE HARD TO READ or can sometimes look like they are shouting. However, sometimes all caps are used to get the reader's attention. Use judgement when using all caps.
· Avoid abbreviations and acronyms.
· Limit punctuation marks.
· Bullet points give structure/organization to slides.
· Make bullets visible; 18-24 font.
· Contrast the text with the background.
· Follow APA 7th ed for references on the ref slide. You can indent on a slide, and you can double space, although when it comes to power points and if you have several refs, you may find it difficult to double space. Single space is accepted. You can also use two slides for refs or however many might be needed for the ref slide. Please reach out if you have any questions. Do not forget your (4) outside sources in addition to your four research articles. See the rubric.
· Also don’t forget to see the example PPT I attached in the last announcement.
,
2
Clinical Inquiry and PICO(T) Question Development
Student’s name
Institution
Course
Prof.
Due date
Clinical Inquiry and PICO(T) Question Development
One pressing clinical issue I am interested in is nurse burnout. Burnout has been linked to increased turnover, decreased job satisfaction, and compromised patient care outcomes (Richemond et al., 2022). Given the demanding nature of nursing roles, interventions to support nurses' mental well-being are increasingly essential. Recent studies suggest that mindfulness-based stress reduction (MBSR) programs may help mitigate stress and burnout. I aim to explore whether integrating mindfulness interventions into clinical practice improves outcomes related to burnout among nurses.
PICO(T) Question: In registered nurses experiencing burnout (P), how effective are mindfulness-based stress reduction (MBSR) interventions (I) compared to no structured intervention (C) in reducing burnout symptoms (O) over 8 to 12 weeks (T)?
Database Search Results and Strategies
To locate relevant evidence, I conducted searches using CINAHL Plus with Full Text and MEDLINE with Full Text via the Walden Library. Using the keywords: "nurse burnout," "mindfulness-based stress reduction," and "intervention," my initial search in CINAHL yielded over 1,200 results, many of which were systematic reviews or commentaries. I applied filters for peer-reviewed and original research articles, narrowing it to 246 results. Then, I added Boolean operators:"burnout AND nurses AND mindfulness" and "MBSR AND nurse stress AND intervention"
This approach further refined my search to 82 original research articles. In MEDLINE, I used similar keywords and MeSH terms, resulting in over 900 articles. By applying filters for publication type (clinical trial, research article) and using the Boolean combination "nurses AND MBSR AND burnout NOT review," I refined the results to 76 peer-reviewed research studies. Among both databases, I selected four original research articles that directly explored the effects of mindfulness interventions on nurse burnout with measurable outcomes.
Strategies to Improve Search Rigor and Effectiveness
To enhance the rigor and effectiveness of database searching, several strategies were applied and are recommended:
Use of Boolean Operators: Combining terms with "AND," "OR," and "NOT" can help refine the scope. For example, “mindfulness OR MBSR” ensured inclusion of varied terminologies used in studies.
Utilization of Controlled Vocabulary/Subject Headings: In CINAHL and MEDLINE, using MeSH terms like "Burnout, Professional," and "Mindfulness" might yield more relevant results than keyword-only searches.
Filters and Limits: Applying filters for peer-reviewed status, publication date (last 5 years), and excluding systematic reviews can ensure the selection of original, recent research evidence.
Search Iteration: Running multiple search combinations with slight variations in phrasing (e.g., "stress reduction intervention" vs. "MBSR") might broaden the scope and avoided missing relevant studies.
Citation Chaining: Reviewing the reference lists of the most relevant articles might identify additional primary research not retrieved through direct database search (Richemond et al., 2022).
Librarian Support: If needed, engaging Walden’s "Ask a Librarian" service can provide expert help in optimizing search strategies and identifying reliable sources.
References
Hirt, J., Nordhausen, T., Appenzeller-Herzog, C., & Ewald, H. (2021). Using citation tracking for systematic literature searching - study protocol for a scoping review of methodological studies and a Delphi study. F1000Research, 9(9), 1386. https://doi.org/10.12688/f1000research.27337.3
Richemond, D., Needham, M., & Jean, K. (2022). The Effects of Nurse Burnout on Patient Experiences. Open Journal of Business and Management, 10(5), 2805–2828. https://doi.org/10.4236/ojbm.2022.105139
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