NURS 6052 Week 4 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 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.
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- 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.
By Day 3 of Week 4
Post your PICO(T) question, the search terms used, and the names of at least two databases used for your 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 examples.
By Day 6 of Week 4
Respond to at least two of your colleagues on two different days and provide further suggestions on how their database search might be improved.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
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11 months ago
Jessica Whitlow
RE: Discussion – Week 4
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PICO(T) is a mnemonic used to describe the four elements of a good clinical question. It stands for Patient/Problem, Intervention, Comparison, Outcome. Many people find that it helps them clarify their question, which in turn makes it easier to find an answer (Cooke, Smith, & Booth, 2012). My PICO(T) question is, In hospitalized inpatient psychiatric patients (P), how does forcing medication (I), compare with not forcing medication (C), effect quality of care (O), during the duration of the inpatient admission (T). A well-built PICOT question increases the likelihood that the best evidence to inform practice will be found quickly and efficiently (Stillwell, Fineout-Overholt, Melnyk, & Williamson, 2010). My original search yielded no results in any database.
I had to reduce my search terms quite a bit to yield a result of 57 articles. Not many were very relevant however one such article, Forced medication in psychiatric care: Patient experiences and nurse perceptions, was adequately related to my original question. My search terms were, psychiatric patients forced medication care. I searched the databases EBSCO and CINAHL, both retrieved from the Walden University library.
Cooke, A., Smith, D., & Booth, A. (2012). Beyond PICO: The SPIDER tool for qualitative evidence synthesis. Qualitative Health Research, 22(10), 1435-1443. doi:10.1177/1049732312452938
Haglund, K., Von Knorring, L., & Von Essen, L. (2003). Forced medication in psychiatric care: Patient experiences and nurse perceptions. Journal of Psychiatric and Mental Health Nursing, 10(1), 65–72. https://doi-org.ezp.waldenulibrary.org/10.1046/j.1365-2850.2003.00555.x
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Asking the clinical question: a key step in evidence based practice. A successful search strategy starts with a well-formulated question. American Journal of Nursing, 3, 58.
Walden University Library. (2020). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved from http://academicguides.waldenu.edu/library/keyword/boolean
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11 months ago
Sia Lebbie
RE: Discussion – Week 4
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Thank you for your post, you brought up a high point on Formulating a good clinical question. Evidence-based practice (EBP) is a requirement in the current health care practice to deliver the latest technological and scientific delivery of care (Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2016). EBP is the product of asking the right questions through a systematic and rigorous process. In this “big data.” age, the right word or string of words can help sift thousands of information down to the core data that is essential to start research. As suggested by Walden University Library (n.d.-a), a topic that one likes should be a good starting point.
Rubric Detail
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| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Main Posting |
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
| Main Post: Timeliness |
10 (10%) – 10 (10%)
Posts main post by day 3.
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
Does not post by day 3.
|
| First Response |
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
| Second Response |
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
| Participation |
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
|
| Total Points: 100 |
|---|
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