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NR449 Evidence Based Practice RUA: Analyzing Published Research Guidelines

NR449 Evidence Based Practice RUA: Analyzing Published Research Guidelines

NR449 Evidence Based Practice RUA: Analyzing Published Research Guidelines

Purpose

The purpose of this paper is to interpret the two articles identified as most important to the group topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 200 points

Preparing the assignment

  1. Follow these guidelines when completing this Speak with your faculty member if you have questions.
  2. Please make sure you do not duplicate articles within your
  3. The paper will include the following:
    1. Clinical Question (30 points/15%)
      1. Describe the problem: What is the focus of your group’s work?
      2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional
      3. Purpose of the paper: What will your paper do or describe?

***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.

  1. Use Evidence Matrix Table Template: Data Summary – (60 points/30%)

Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.

  1. References (recent publication within the last 5 years)
  2. Purpose/Hypothesis/Study Question(s)
  3. Variables: Independent (I) and Dependent (D)
  4. Study Design
  5. Sample Size and Selection
  6. Data Collection Methods
  7. Major Findings (Evidence)
  1. Description of Findings (60 points/30%)

Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.

  1. Compare and contrast variables within each
  2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, ?
  3. Participant demographics and
  4. Instruments used, including reliability and
  5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
  6. Next steps: Identify two questions that can help guide the group’s
  1. Conclusion (20 points/10%)

Review major findings in a summary paragraph.

  1. Evidence to address your clinical
  2. Make a connection back to all the included
  3. Wrap up the assignment and give the reader something to think
  1. Format (30 points/15%)
    1. Correct grammar and spelling
    2. Include a title and reference page
    3. Use of headings for each section:
      • Problem
      • Synthesis of the Literature
        • Variables
        • Methods
        • Participants
        • Instruments
        • Implications for Future Work
  2. Conclusion
  3. Adheres to current APA formatting and guidelines
  4. Include at least two (2) scholarly, current (within 5 years) primary sources other than the textbook
  5. 3-4 pages in length, excluding appendices, title, and reference pages

For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Clinical Question

(30 points/15%)

30 points 26 points 24 points 11 points 0 points
Required criteria

1.       Describe the problem: What is the focus of your group’s work?

2.       Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.

3.       Purpose of the paper: What will your paper do or describe?

Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
Evidence Matrix Table: Data Summary (Appendix A)

(60 points/30%)

60 points 56 points 47 points 25 points 0 points
Required criteria

Categorize items in the Matrix Table, including proper intext citations and reference list entries for each article.

1.       References (recent publication within the last 5 years)

2.       Purpose/Hypothesis/Study Question(s)

3.       Variables: Independent (I) and Dependent (D)

4.       Study Design

5.       Sample Size and Selection

6.       Data Collection Methods

7.       Major Findings (Evidence)

Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented.
Description of Findings

(60 points/30%)

60 points 53 points 47 points 23 points 0 points
Required criteria

Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article.

1.       Compare and contrast variables within each study.

2.       What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?

3.       Participant demographics and information.

Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 requirements for section. Includes 3 or less requirements for section. No requirements for this section presented.

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
4.       Instruments used, including reliability and validity.

5.       How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?

6.       Next steps: Identify two questions that can help guide the group’s

work.

Conclusion

(20 points/10%)

20 points 18 points 15 points 8 points 0 points
Required criteria

Review major findings in a summary paragraph.

1.       Evidence to address your clinical problem.

2.       Make a connection back to all the included sections.

3.       Wrap up the assignment and give the reader something to think about.

Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
Format

(30 points/15%)

30 points 26 points 23 points 11 points 0 points
Required criteria

1.       Correct grammar and spelling

2.       Include a title and reference page

3.       Use of headings for each section:

o    Problem

o    Synthesis of the Literature

§   Variables

§   Methods

§   Participants

§   Instruments

§   Implications for Future Work

4.       Conclusion

5.       Adheres to current APA formatting and guidelines

6.       Includes at least two (2) scholarly, current (within 5 years) primary sources other than the textbook

7.       3-4 pages in length excluding appendices, title, and reference pages

Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented.
Total Points Possible = 200 points

 

Appendix A

EVIDENCE MATRIX TABLE

 

 

 

 

Article

 

References

Purpose Hypothesis

Study Question(s)

Variables Independent(I) Dependent(D)  

Study Design

Sample Size & Selection Data Collection Methods  

Major Finding(s)

1 Smith, L. (2013). What How do educational support D-Dietary Quantitative N- 18 Focus Groups Support and education
(SAMPLE should I eat? A focus for groups effect dietary modifications modifications Convenience improved compliance with
ARTICLE) those living with diabetes. in patients with diabetes? I-Education sample-selected dietary modifications.
Journal of Nursing from local support
Education, 1(4), 111-112. group in Pittsburgh,
PA
1
2
3
4
5

 

Adolescent Suicide and Bullying

Problem Description

The issue of adolescent suicide and bullying remains critical, with serious consequences for teenagers’ well-being and psychological health. Bullying, according to Hinduja and Patchin (2019), is repeated aggressive behavior intended to cause harm, intimidate, or control others. Understanding the various types of bullying, such as physical and verbal, is critical to resolving a problem that is currently wreaking havoc in institutions, particularly schools. This is especially true given that bullying has been linked to severe emotional and psychological consequences. According to Peng et al., (2019), the effects of bullying on adolescents include depression, anxiety, low self-esteem, and social isolation. The development of suicidal thoughts among victims is one of the most serious consequences of bullying. Because of the negative clinical outcomes, adolescent suicide and bullying are the focus of this paper.

Problem Significance

Adolescent suicide and bullying are significant because of their effects on clinical outcomes. Healthcare is costly, and mediating factors must be managed to ensure efficiency. Bullied adolescents, on the other hand, suffer from mental illnesses such as depression and anxiety (Hinduja & Patchin, 2019). Suicide is also one of the leading causes of adolescent death worldwide. A bullying case that results in suicide while the subject is undergoing ongoing clinical interventions indicates clinical failure or poor outcomes. MBF Prevention Education researched a sample of high school students and discovered that 14% of the students had considered suicide and 7% had attempted suicide (MBF Prevention Education, n.d.). According to the study, bullying victims are 2 to 9 times more likely to consider suicide.

 

Purpose

The current paper’s goal is to interpret the two articles identified as most relevant to the group topic. The paper intends to establish links between bullying, clinical outcomes, particularly in mental health, and suicides among bullied adolescents through the interpretation of the two articles. Furthermore, the paper aims to assess the two articles’ credibility and clinical significance in evidence-based practice.

Evidence Matrix Table

References Purpose, hypothesis, study questions Variables (Dependent and Independent) Study Design Sample Size and Selection Data Collection Methods Major Findings
Hinduja & Patchin (2019) Purpose

To investigate the link between adolescent suicide and the severity of both traditional and cyberbullying

Hypothesis

The study hypothesized a positive relationship between the severity of bullying (both traditional and cyber) and adolescent suicide, implying that higher levels of bullying are associated with increased suicidal ideation and attempts (Hinduja & Patchin, 2019).

Question

Is there a link between traditional bullying severity and adolescent suicide?

Dependent

Adolescent suicide

Independent

The severity of traditional bullying and cyberbullying

Correlational design 1,500

Sampling

Self-report questionnaires The study’s main findings revealed a strong positive correlation between the severity of traditional bullying and cyberbullying and adolescent suicide. Bullying was linked to increased suicidal ideation and suicide attempts in adolescents (Hinduja & Patchin, 2019).
Peng et al., (2019) Purpose

To investigate the links between traditional bullying and cyberbullying and the likelihood of suicidal ideation, self-harm, and suicide attempts among Chinese adolescents.

Hypothesis

When compared to those who did not experience bullying, Chinese adolescents who experienced traditional bullying or cyberbullying were more likely to report higher rates of suicidal ideation, self-harm, and suicide attempts (Peng et al., 2019).

Question

Are Chinese experiencing traditional bullying more likely to have suicidal thoughts, self-harm, or attempt suicide?

Dependent

Suicidal ideation, self-harm, and suicide attempt

Independent

Encountering traditional bullying

Cross-sectional 7,077 and sampling Self-report questionnaires The study’s key findings revealed a link between traditional bullying and cyberbullying and poor mental health outcomes in Chinese adolescents. Those who had experienced either type of bullying were more likely to have suicidal ideation, self-harm, or suicide attempts (Peng et al., 2019. The findings emphasized the importance of addressing and preventing bullying to protect Chinese adolescents’ mental health.

 

NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines
NR449 Evidence-Based Practice
RUA: Analyzing Published Research Guidelines

Description of findings

The Hinduja and Patchin (2019) study’s dependent variable is adolescent suicide which includes suicide ideation and attempts among subjects. On the other hand, the dependent variables in the Peng (2019 study are Suicidal ideation, self-harm, and suicide attempt. The independent variables for the Hinduja and Patchin (2019) study are the severity of traditional and cyberbullying which closely resembles the Peng (2019) study’s independent variable, namely the experiencing cyberbullying. The Hinduja and Patchin (2019) study employs a correlational design where data was collected from 1,500 adolescents using self-report questionnaires. The adolescents were selected through sampling. On the other hand, the Peng (2019) study adopts a cross-sectional design and sampling for the selection of a sample size of 7,077. The subjects were subjected to self-report questionnaires for data collection.

The study 1,500 participants in the Hinduja and Patchin (2019) study are adolescents from diverse backgrounds aged between 12 and 17. Additionally, the Peng (2019) study participants are adolescent Chinese students from various schools derived from three cities. Data collection tools, namely self-reported questionnaires and the sampling method for subject selection are credible and reliable because the participant is directly engaged in the studies and feedback can be obtained. Furthermore, the researchers can get clarification on participants’ views and thoughts. The research findings support and provide evidence to support the clinical problem by linkages between bullying, adolescent suicide, and clinical outcomes. For example, Peng et al., (2019) argue that bullying has negative clinical implications on mental health outcomes among Chinese adolescents.

Questions

  1. What are the most effective strategies for reducing bullying incidents among adolescents?
  2. How can bullying victims be rehabilitated to avoid suicide ideation and events?

Conclusion

The two articles are relevant to the group’s topic because they establish links between bullying, clinical outcomes, particularly in mental health, and suicides among bullied adolescents. Furthermore, the articles’ credibility and clinical significance to evidence-based practice are beyond doubt because of the self-reported questionnaires, cross-sectional design, and correlational design. The findings from the studies point to the adverse impacts bullying has on mental health outcomes while also associating it with a higher prevalence of suicidal thoughts among adolescents. Adolescents are future leaders, teachers, nurses, and any professionals for that matter. It is therefore incumbent upon current stakeholders to develop integrated anti-bullying programs and support programs to ensure that bullying is prevented and victims sufficiently rehabilitated.

References

Hinduja, S., & Patchin, J. W. (2019). Connecting adolescent suicide to the severity of bullying and cyberbullying. Journal of school violence18(3), 333-346.

MBF Prevention Education. (n.d.). Examination of Bullying and Cyberbullying. MBF Prevention Education. Retrieved from https://www.mbfpreventioneducation.org/examination-of-bullying-and-cyberbullying/

Peng, Z., Klomek, A. B., Li, L., Su, X., Sillanmäki, L., Chudal, R., & Sourander, A. (2019). Associations between Chinese adolescents subjected to traditional and cyberbullying and suicidal ideation, self-harm, and suicide attempts. BMC Psychiatry19(1), 1-8.

Adolescent Suicide and Bullying

Clinical Question

Problem Definition

The challenge of adolescent suicide and bullying continues to be critical and has significant impacts on teenagers’ well-being and psychological health. According to Hinduja & Patchin, (2019), bullying is repeated aggressive behavior meant to cause harm, generate intimidation or control over others. Understanding the forms of bullying such as physical and verbal is integral to solving a problem that is now wreaking havoc in institutions, especially schools. This is especially because bullying is known to have severe emotional and psychological consequences. In support, Peng et al., (2019) include depression, anxiety, low self-esteem, and social isolation among the impacts of bullying on adolescents. Perhaps the most adverse impact of bullying is the development of suicidal thoughts among victims. Adolescent suicide and bullying form the focus of the paper because of the negative clinical outcomes it generates.

Significance in Terms of Patient Outcome

The significance of adolescent suicide and bullying rests on its effects on clinical outcomes. Healthcare is expensive and mediating factors should be controlled to ensure the best outcomes. However, adolescents subjected to bullying are victims of mental problems including depression and anxiety (Hinduja & Patchin, 2019). Additionally, suicide is among the leading causes of adolescent death globally. A bullying case that ends in suicide while the subject is in ongoing clinical interventions means a clinical failure or poor outcomes. Research conducted by MBF Prevention Education on a sample of high school students revealed that 14% of the students have considered suicide and 7 % have attempted suicide (MBF Prevention Education, n.d.). The research further shows that bullying victims are 2 to 9 times more likely to consider suicide.

PICOT Question

Among adolescents between 12 and 18 years exposed to bullying (P), does implementing an integrated anti-bullying program and support services (I) compared to no or limited intervention (C) decrease the extent of suicidal thought and improve clinical outcomes (O) within 6 to 12 months?

Purpose of Paper

The purpose of the current paper is to evaluate the efficacy of integrated anti-bullying programs and support programs in reducing suicidal thoughts among adolescents and improving clinical outcomes. Through adequate research, the paper intends to establish the linkages between bullying, clinical outcomes, especially in mental health and suicides among adolescents subjected to bullying. Additionally, the paper’s goal is to review current interventions and identify research gaps. The findings of the paper will enhance the comprehension of adolescent bullying and suicide and inform the creation of comprehensive interventions to improve clinical outcomes and suicidal ideation among adolescents.

Levels of Evidence

Type of Question

As evident in the PICOT question and the paper’s purpose, the type of question being asked is an intervention question. Essentially, the PICOT question focuses on the evaluation of the intervention, integrated anti-bullying programs, and social support.

Best Type of Evidence to the Question

The best type of evidence to answer the intervention question regarding evaluating the efficacy of integrated anti-bullying programs and social support in reducing suicides among adolescents and improving clinical outcomes is empirical evidence from Randomized Control Trials (RCTs) or meta-analyses of RCTs also known as systematic reviews. RCTs entail a random grouping of participants into intervention and control groups to analyze the efficacy of the intervention. In the current case, adolescents would be grouped into two. The first group will be subjected to comprehensive anti-bullying programs and social support. The second group will not receive such an intervention making it possible to evaluate the impact of the intervention on suicidal thoughts and clinical outcomes for mental disorders among adolescents who have experienced bullying. NR449 Evidence Based Practice RUA.

Search Strategy

Search Terms and Results

Search Terms

  • Adolescent suicide and bullying.
  • Mental health outcome and bullying in adolescents.
  • Prevalence of suicidal thoughts among adolescents subjected to bullying.
  • Anti-bullying programs and social support.
  • Effectiveness of anti-bullying programs and social support on reduction of suicide ideation among adolescents and improving clinical outcomes.

Results: Subject to Inclusion Criteria

  • Hinduja, S., & Patchin, J. W. (2019). Connecting adolescent suicide to the severity of bullying and cyberbullying. Journal of school violence18(3), 333-346.
  • Peng, Z., Klomek, A. B., Li, L., Su, X., Sillanmäki, L., Chudal, R., & Sourander, A. (2019). Associations between Chinese adolescents subjected to traditional and cyberbullying and suicidal ideation, self-harm, and suicide attempts. BMC Psychiatry19(1), 1-8.
  • MBF Prevention Education. (n.d.). Examination of Bullying and Cyberbullying. MBF Prevention Education. Retrieved from https://www.mbfpreventioneducation.org/examination-of-bullying-and-cyberbullying/
  • Rossiter, L., & Sochos, A. (2018). Workplace bullying and burnout: the moderating effects of social support. Journal of Aggression, Maltreatment & Trauma27(4), 386-408.
  • Xiao, Y., Ran, H., Fang, D., Che, Y., Donald, A. R., Wang, S., & Lu, J. (2022). School bullying associated suicidal risk in children and adolescents from Yunnan, China: The mediation of social support. Journal of affective disorders300, 392-399. NR449 Evidence Based Practice RUA.

Databases

  • CU Library.
  • Google Scholar.
  • MBF

Refinement Decisions

A decision made to reduce articles to the required size was the application of search filters and limits. This was done by setting publication dates range and focusing on adolescents. A peer-reviewed journal was preferred to get a reasonable number of articles.

Two Most-Relevant Articles

  • Hinduja, S., & Patchin, J. W. (2019). Connecting adolescent suicide to the severity of bullying and cyberbullying. Journal of school violence18(3), 333-346.
  • Peng, Z., Klomek, A. B., Li, L., Su, X., Sillanmäki, L., Chudal, R., & Sourander, A. (2019). Associations between Chinese adolescents subjected to traditional and cyberbullying and suicidal ideation, self-harm, and suicide attempts. BMC Psychiatry19(1), 1-8. NR449 Evidence Based Practice RUA

Conclusion

Research papers’ focus on adolescent suicide and bullying due to the negative clinical outcomes its causes cannot be understated. Adolescents subjected to bullying experience stress, anxiety, and depression which causes poor clinical outcomes and generate suicidal thoughts. Moreover, bullying victims are more likely than non-victims to experience severe mental disorders, emotional challenges, and suicidal thoughts. Therefore, a paper on adolescent bullying and suicide should focus on understanding the problem and informing interventions to enhance clinical outcomes and reduce the prevalence of suicide among adolescents subjected to bullying. The paper asks an intervention question that can best be answered by empirical evidence from well-designed RCTs or systematic reviews.

References

Hinduja, S., & Patchin, J. W. (2019). Connecting adolescent suicide to the severity of bullying and cyberbullying. Journal of school violence18(3), 333-346.

MBF Prevention Education. (n.d.). Examination of Bullying and Cyberbullying. MBF Prevention Education. Retrieved from https://www.mbfpreventioneducation.org/examination-of-bullying-and-cyberbullying/

Peng, Z., Klomek, A. B., Li, L., Su, X., Sillanmäki, L., Chudal, R., & Sourander, A. (2019). Associations between Chinese adolescents subjected to traditional and cyberbullying and suicidal ideation, self-harm, and suicide attempts. BMC Psychiatry19(1), 1-8.

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