PICOT Term Paper Assignment Essay

Description / paper instructions

Part 1: Critical Appraisal of Research

• Identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICOT question to address this clinical issue of interest.
• Using the keywords from the PICOT question, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level.
• Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Critical Appraisal Worksheet.

Part 2: Evidence-Based Best Practices

Based on your appraisal, recommend a best practice that emerges from the research you reviewed. In a 1- to 2-page narrative, address the following:

• Explain the best practice that emerged, justifying your proposal with APA citations for the evidenced-based research that you reviewed.

•Martos-Cabrera, M. B., Mota-Romero, E., Martos-García, R., Gómez-Urquiza, J. L., Suleiman-Martos, N., & Albendín-García, L. (2019). Hand Hygiene Teaching Strategies among Nursing Staff: A Systematic Review. International Journal of Environmental Research and public health, 16(17), 3039.

•Price, L., MacDonald, J., Gozdzielewska, L., Howe, T., Flowers, P., Shepherd, L., … & Reilly, J. (2018). Interventions to improve healthcare workers’ hand hygiene compliance: a systematic review of systematic reviews. Infection Control & Hospital Epidemiology, 39(12), 1449-1456.

•Seo, H. J., Sohng, K. Y., Chang, S. O., Chaung, S. K., Won, J., & Choi, M. J. (2019). Interventions to improve hand hygiene compliance in emergency departments: a systematic review. Journal of Hospital Infection.

•Schweizer, M. L., Reisinger, H. S., Ohl, M., Formanek, M. B., Blevins, A., Ward, M. A., & Perencevich, E. N. (2014). Searching for an optimal hand hygiene bundle: a meta-analysis. Clinical infectious diseases, 58(2), 248-259.

Evaluation Table

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research

*These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide

• Level I

Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

• Level II

Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

• Level III

Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

• Level IV

Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

• Level V

Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

**Note on Conceptual Framework

• The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework

• Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

• As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

• Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.

• Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

References

The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework

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