Only one or two paragraphs

• Why is it important for a nurse to advocate for a client even if it means challenging another member of the interprofessional team?

In your discussion with peers, discuss how client advocacy relates to professionalism, ethics, and quality.

Be sure to apply concepts from the readings and research. You must cite at least one source: your textbook, scholarly resources,  in APA Style.

 Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search for 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 the 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:

• Develop a PICO(T) question to address the clinical issue of interest you identified in part 1 and 2 for the Assignment. This PICOT question will remain the same for the entire course.
• Use the keywords 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 3: 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.

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom. Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

To Prepare

· Review the case study assigned by your Instructor for this Assignment

· Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

· Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.

· Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

Write a 1-page paper that addresses the following:

· Explain your diagnosis for the patient, including your rationale for the diagnosis.

· Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

· Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. 

Write a 1+ page paper that addresses the following:

1. Explain your diagnosis for the patient, including your rationale for the diagnosis.

2. Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

3. Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

Case study assigned: 

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

· Synthroid 100 mcg daily

· Nifedipine 30 mg daily

· Prednisone 10 mg daily

The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:

1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
4. Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. 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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 

Week 6 Discussion: Social Institutions and Health

Required Resources
Read/review the following resources for this activity:

• Textbook: Chapters 11, 12, 14
• Lesson
• Minimum of 1 outside scholarly source

Initial Post Instructions
For this discussion, we will consider if the social world can be bad for your health and/or if social institutions can improve your health.

For the initial post, examine ways that some of the social institutions studied this week (the family, the educational system, or religions) might affect the health (physical, mental, spiritual) of the people in the institution. Also, consider behaviors, practices, or experiences of specific demographic groups in the United States related to the social institutions studied this week (the family, the educational system, or religions) and examine ways specific demographic groups’ health could be affected positively or negatively.

For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2 or Option 3:

• Option 1:What are some effects of family life on health?
• Option 2:How might the educational system in the United States affect the health of American children?
• Option 3: How might health outcomes be affected by religious practices of members of varying religions in the United States? Are there other behaviors, outside of formal religious practice or formal religious ceremonial observances, such as dietary requirements or other behavioral requirements of members of religious institutions in the United States that might affect their health, either directly or indirectly?

Writing Requirements

• Minimum of 3-4 paragraphs
• APA format for in-text citations and list of references (3-4 included the book)
• Include citations from at least the assigned textbook/lesson reading and one additional outside scholarly source to support your response.

Criteria

Content: Addresses all aspects of the initial discussion question(s), applying experiences, knowledge, and understanding regarding all weekly concepts.

Evidence & Sources: Integrates evidence to support discussion from assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.*

Professional Communication: Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

Scholarly source – per APA Guidelines, only scholarly sources should be used in assignments. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. 

School book to use also as reference: Kendall, D. E. (2018). Sociology in our times: The essentials. Boston MA:   Learning

Assessment 2

• PRINT
• Biopsychosocial Population Health Policy Proposal
• Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
  Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
  Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
  SHOW LESSBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes. 
    • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes. 
    • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
  • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy. 
    • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. 
    • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
  • Competency Map
    CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
• Toggle DrawerContextAs a master’s-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, state, or federal) that may have more wide-ranging effects on best practices and regulations.
• Toggle DrawerQuestions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  SHOW LESSAssessment 2 will build on the health issue, vulnerable population, and position that you started to develop in the first assessment. For Assessment 2, you will develop a proposal for a policy and a set of guidelines that could be implemented to ensure improvements in care and outcomes.
  • What are the relevant best practices from a population health standpoint (cultural competence, disease prevention, and interventions) for your chosen health issue and vulnerable population? 
    • How are these best practices relevant to your chosen health issue and vulnerable population? 
      • Do the best practices make any reference to standards of care or benchmarks that should be achieved?
    • How could these best practices be leveraged to help inform or develop a policy and guidelines to improve care and outcomes for the vulnerable population you are working with?
  • How could technology be used to identify health concerns or collect data that could help health care practitioners determine which health care issues to focus on in a population? 
    • What are the relevant laws, regulations, or policies for employing any of the technology you might find useful?
  • What type of policy and guidelines would be most likely to ensure improvements in care and outcomes related to your chosen health issue and vulnerable population? 
    • Are there any policies in existence that could help inform your own policy development?
    • How might your proposed policy and guidelines influence the way in which care is accessed?
    • How might your proposed policy and guidelines influence the amount of access that is available?
• Toggle DrawerResourcesAssessment Example
  • Assessment 2 Example [PDF].
  • Suggested Resources
    The resources provided here are optional. You may use other resources of your choice to prepare for this assessment however, you will need to ensure that they are appropriate, credible, and valid. The MSN Program Library Research Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
    Access to Care
  • Brooks, E., Dailey, N. K., Bair, B. D., & Shore, J. H. (2016) Listening to the patient: Women veterans’ insights about health care needs, access, and quality in rural areas. Military Medicine, 181(9), 976–981.
  • Caldwell, J. T., Ford, C. L., Wallace, S. P., Wang, M. C., & Takahashi, L. M. (2016). Intersection of living in a rural versus urban area and race/ethnicity in explaining access to health care in the United States.American Journal of Public Health, 106(8), 1463–1469.
  • Linder, J. A. & Levine, D. M. (2016). Health care communication technology and improved access, continuity, and relationships: The revolution will be Uberized. JAMA Internal Medicine, 176(5), 643–644.
  • SHOW MORE
• Assessment InstructionsScenario
  The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.
  Instructions
  For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.
  The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal to better understand how each grading criterion will be assessed.
  • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
  • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
  • Example Assessment:You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
    Additional Requirements
  • Length of proposal: 2–4 double-spaced, typed pages, not including title page or reference list. Your proposal should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports the relevance of or need for your policy, as well as interprofessional considerations. Resources should be no more than five years old.
  • APA formatting: Use the APA Style Paper Template linked in the Resources. An APA Style Paper Tutorial is also provided to help you in writing and formatting your analysis.

Peers’ Post:

Specific Purpose:    I will persuade my audience to stop smoking in public places.

Central Idea: Stopping public smoking will not only contribute positively to those suffering from secondhand smoke, but it will benefit the environment and community as well.

INTRODUCTION

1. (Attention Getter) William Faulkner once said, “We must be free not because we claim freedom, but because we practice it.” While I agree we all have the right to make our own decisions, it shouldn’t come at the expense of others and their health. From smoking on a crowded sidewalk to smoking in the car with your loved ones in the back seat, these decisions are putting everyone’s health at risk.
2. (Reveal Topic) I’m here to persuade you to think about a simple change that will have a massive impact on the health of our community and our loved ones, to stop smoking in public.

• (Credibility Statement) When I was young, my family traveled all over for my brother’s hockey tournaments. We were very close to another family on the team in which I would often travel with. They were heavy smokers and I would constantly be exposed to secondhand smoke on long road trips. I later learned that those road trips would change the way I live, forever. As a result of that constant exposure, I was diagnosed with chronic asthma. As a result, I cannot even walk up a flight of stairs without becoming winded and having to take a break or using one of my multiple inhalers or nebulizers. In addition, I have done a vast amount of research on the effects public smoking has on our environment and our health.

1. (Preview) People who engage in smoking are well-aware of the risk they are taking by exposing themselves to the chemicals found in tobacco products, but do they know how these chemicals affect others surrounding them? If more people were educated on the harmful effects secondhand smoke causes to innocent bystanders, we may be able to prevent the serious long-lasting conditions related to the chemicals in cigarettes and the environmental effects as well.

(TRANSITION:  The Centers of Disease Control and Prevention (CDC) defines secondhand smoke as smoke from tobacco products, such as cigarettes or cigars, which is exhaled by the person smoking and inhaled by another person (CDC, 2018).

BODY

1. (MAIN POINT 1) Secondhand smoke alone kills an estimated 41,000 adults and children each year related to lung cancer, heart disease and other serious health conditions (CDC, 2018).
   1. (SUBPOINT) According to the CDC, secondhand smoke contains over 7,000 chemicals, in which at least 70 are cancer-causing chemicals (CDC, 2018).
      1. (SUB-SUBPOINT) That is 70 chemicals in each puff that are putting bystanders at risk for serious health conditions they otherwise wouldn’t be at risk for.
      2. (SSP) By making smokers aware of the consequences smoking in public has on the community, we can, hopefully, cut the number of fatalities and health conditions related to secondhand smoke exposure.
      3. (SP) Secondhand smoke affects all ages. The preventable conditions and effects of secondhand smoke differ between children and adults, but both have long lasting consequences. The CDC states:
      4. (SSP) Adults can develop heart disease, lung cancer, and can even be at a higher risk of a stroke or heart attack when exposed to secondhand smoke.
      5. (SSP) . Children are at higher risk of severe and frequent asthma attacks, ear infections, respiratory infections and sudden infant death syndrome (SIDS) (CDC, 2018).

TRANSITION: By eliminating the exposure to these chemicals, we will also limit the number of health conditions that need to be treated.

1. (MP 2) Think of it this way, if you are trying to diet and you throw away all of the junk food in your house, you eliminate the chance of gaining weight from fatty foods, correct? Well, if we eliminate the smoke exposure, we eliminate the chance of those chemicals causing conditions that need to be medically treated and therefore, decrease hospital admissions.
2. (SUBPOINT) A study in Germany in 2004 found that after the public smoking ban in New York in 2003, there was a dramatic decrease in hospital admissions related to myocardial infarctions, or heart attacks, totaling 3813 fewer than the year prior.
3. (SUB-SUBPOINT) That is an 8% decrease that is directly related to positive effects of the smoking ban.

TRANSITION: In addition to the positive health effects on the community, there are environmental positives as well.

III.       (MP 3) Stopping public smoking will contribute to the cleanliness and pollution of our environment and public places.

1. (SUBPOINT) According to the World Health Organization (WHO), there is an estimated 766,571 metric tons of cigarette butts per year littered in parks, beaches, streets, and communities (Paula, S.G. et al., 2019, p. 2,7).
2. (SUB-SUBPOINT) Besides the 7,000 toxic chemicals I mentioned before, cigarette butts are made up of almost all non-biodegradable plastics that take years to degrade.
3. (Sub-sub-subpoint) This negatively affects the environment by the toxic chemicals in the plastic sticking around and polluting the air, soils and waste streams
4. (SSSP) If we control tobacco product waste (TPW) by limiting chances of exposure, the environment will benefit greatly.

CONCLUSION

1. All in all, putting a stop to public smoking has many benefits on the health of the public and the well being of the environment.
2. (Summary Statement) By doing this, it will limit the number of people exposed to secondhand smoke and, therefore, positively enhance the health of the public and the community. Secondhand smoke is known to cause serious health conditions such as lung cancer and heart disease in adults and can be fatal to children and the environment.

• (Memorable Closing Statement) I urge you to care about the wellbeing of those surrounding you, and together we can eliminate the ability to smoke in public places. Inform your local city council, write a letter to your state governor, inform those you know who smoke of the effects public smoking has on your community. Taking these steps can limit the number of health conditions and fatalities related to secondhand smoke and promote a healthier environment for everyone in the community.       

In the response post, critique the outline by providing strengths and areas of improvement based on the quality of the following:

• Introduction
• Body w/ transitions
• Conclusion
• Supporting materials – in-text references and APA citations
• Were you persuaded? How was it or was it not effective?
• Other suggestions for improvement
• Any suggestions you have for smoothing out the content.

 I NEED A RESPONSE TO THIS ASSIGNMENT

2 REFERENCE

Legal and Ethical Considerations for Group and Family Therapy

According to Locher et al. (2019), psychotherapy is an evidence-based psychological intervention that tackles behavioral or psychiatric disorders. Several different approaches may be used to take form in either individual or group/ family psychotherapy. Group psychotherapy typically involves a clinician and a set of persons who have similar mental health or psychiatric disorders, who meet at specified times to discuss, process, or listen to persons dealing with similar issues (Exhumalai et al., 2018). Whether psychotherapy is in the individual or group setting, ethical or legal implications may arise.

Confidentiality is a significant concern not only in the individual setting but especially in the group setting. With individual psychotherapy, it is only the clinician and the client, and the patients are less concerned about this aspect being breached.  It involves other individuals in a group or family setting; thus, the therapist cannot promise or guarantee that confidentiality will be maintained (McClanahan. 2014). However, the practitioner can urge the group members to keep what is discussed or processed confidentially.

Informed consent is another ethical consideration that will differ with a group versus individual psychotherapy. Shah et al. (2020) define informed consent as the process in which a provider educates a patient about the risks, benefits, and alternatives of an intervention. In psychotherapy, the provider will inform the patient about expected behaviors and set limits or boundaries, which is done before commencing therapy. The patient can then make an informed decision about whether they wish to participate. Breeskin (2011), in his article “Procedures and guidelines for group therapy,” gives an example of how this may be presented to a client. When a client signs the document, it can be legally binding. Therefore, it is essential to know the laws of your state and how they impact your practice.

Impact on therapeutic Approaches

An important fact to remember is the consequences of breaching confidentiality and failing to inform patients properly. For example, if there is a patient in group therapy that you see individually, that client’s information should never be disclosed in the group. Similarly, not informing the patient of how group therapy may impact them negatively (not just positively) can have a lasting effect on the client. The patient should be educated on what they may encounter so they can decide on whether to be a part of group therapy or not.

Finally, the provider must realize that he/she is catering to the entire group and not a specific client. The responses given by the clinician must benefit the group as a whole and not just one patient. Exhumalai et al. (2018) remind us that group therapy aims to be corrective, educational, therapeutic, developmental, preventative, and recreational. To meet these criteria, the clinician should aim to cater to all group members.

References

Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.asp

Ezhumalai, S., Muralidhar, D., Dhanasekarapandian, R., & Nikketha, B. S. (2018). Group interventions. Indian Journal of Psychiatry, 60(Suppl 4), S514–S521. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_42_18

Locher, C., Meier, S., & Gaab, J. (2019). Psychotherapy: A World of Meanings. Frontiers in Psychology, 10(460). doi:10.3389/fpsyg.2019.00460

 1.Practicum Journal Entry: You will write about a client you observed or counseled.

Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and  identify any pertinent history or medical information, including  prescribed medications.
• Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
• Explain any legal and/or ethical implications related to counseling this client.
• Support your approach with evidence-based literature.

Diagnosis here is Major Depressive disorder and Anxiety. Use a 60 years male. diagnosed with Major depressive disorder. now in the therapist office complaining of Anxiety.

Medication are Sertraline(Zoloft) 

2.  Practicum Journal Entry: You will write about a client you  observed or counseled and explain whether cognitive behavioral therapy  would be effective with this client.

Select a client that you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and  identify any pertinent history or medical information, including  prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain whether cognitive behavioral therapy would be effective  with this client. Include expected outcomes based on this therapeutic  approach. Support your approach with evidence-based literature.
• Explain any legal and/or ethical implications related to counseling this client.

This use a 55 years old male with the diagnosis of major depressive disorder and Post traumatic disorder.
 

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. 
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.      You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (2-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

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 keywords 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 7-8-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.

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      21, “Generating Evidence Through Quantitative and Qualitative Research”      (pp. 607–653)

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

Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

Required Media

Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Laureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.