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NR449 Evidence Based Practice RUA

NR449 Evidence-Based Practice RUA: Topic Search Strategy Guideline

Purpose

The Topic Search Strategy paper is the first of three related assignments. The purpose of this initial paper is to briefly describe your search strategies when identifying two articles that pertain to an evidence-based practice topic of interest.

NR449 Evidence-Based Practice RUA

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

CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)

CO 2: Apply research principles to the interpretation of the content of published research studies. (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: 160 points

Preparing the assignment:

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

1) Students will be placed into groups by the end of the second week of the session. The groups will work together to select a practice problem of interest as the focus for the three RUA assignments in this course. The practice topic of interest will also be used to complete week 3 and week 5 independent student assignments, as well as a group PowerPoint presentation in week 7.

a. Individuals will complete this assignment independently for weeks 3 and 5.

b. Teams must assure that members do not use the same articles when completing this assignment.

c. Please make sure you do not duplicate articles within your group.

d. Paper should be 3-4 content pages in length. Title and reference pages are required but are excluded from 3-4 -page length.

2) The paper will include the following sections:

a. Clinical Question (45 points/28%)

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

• Explain the significance of the problem in terms of patient outcomes. 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.

• PICOT question in support of the group topic.

• State the purpose of your paper. What will your paper do or describe? This is like a problem

statement. “The purpose of this paper is to . . .”

b. Levels of Evidence (20 points/13%)

• Identify the type of question being asked (therapy, prognosis, meaning, etc.).

• What is the best type of evidence to answer that question (e.g., RCT, cohort study, qualitative study, etc.)?

c. Search Strategy (65 points/41%)

• List search terms and results.

• Databases used (start with the CU library). Link your search with the PICOT question described above.

• Refinement decisions. As you did your search, what decisions did you make in refinement to get your required articles down to a reasonable number for review? Were any limits used? If so, what?

• Identification of two (2) most relevant articles (primary sources published within the last 5 years).

d. Format (30 points/18%)

• Correct grammar and spelling.

• Include a title page.

• Use of headings for each section.

§ Clinical Question, Levels of Evidence, Search Strategy, and Conclusion

• Adheres to current APA formatting and guidelines.

• 3-4 pages in length, excluding 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

Clinical Question (45 points/28%) 45 points 40 points 37 points 33 points 0 points

Required criteria

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

2. Explain the significance of the problem in terms of patient outcomes. 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. PICOT question in support of the group topic.

4. State the purpose of your paper. What will your paper do or describe? This is similar

to a problem statement. “The purpose of this paper is to . . .” Includes 4 requirements. Includes 3 requirements. Includes 2 requirements. Includes 1 requirement. No requirements for this section presented.

Levels of Evidence (20 points/13%) 20 points 16 points 10 points 0 points

Required criteria

1. Identify the type of question being asked (therapy, prognosis, meaning, etc.).

2. What is the best type of evidence to answer that question (e.g., RCT, cohort study,

qualitative study, etc.)? Includes 2 requirements. Includes 1 requirement. Incomplete or inaccurate information presented. No requirements for this section presented.

Search Strategy (65 points/41%) 65 points 58 points 54 points 48 points 0 points

Required criteria

1. List search terms and results.

2. Databases used (start with the CU library). Link your search with the PICOT question

described above.

3. Refinement decisions. As you did your search, what decisions did you make in

refinement to get your required articles down to a reasonable number for review?

Were any limits used? If so, what?

4. Identification of two (2) most relevant articles (primary sources published within the

last 5 years). Includes 4 requirements. Includes 3 requirements. Includes 2 requirements. Includes 1 requirement. No requirements for this section presented.

Organization and APA Style (30 points/18%) 30 points 27 points 25 points 15 points 0 points

Required criteria

1. Correct grammar and spelling.

2. Include a title page.

3. Use of headings for each section.

4. Clinical Question, Levels of Evidence, Search Strategy, and Conclusion

5. Adheres to current APA formatting and guidelines.

6. 3-4 pages in length, excluding title and reference pages. Includes 6 requirements. Includes 5 requirements.NR449 Evidence-Based Practice RUA

NR449 Evidence Based Practice RUA

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
Clinical Question (45 points/28%) 45 points 40 points 37 points 33 points 0 points
Required criteria

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

2.       Explain the significance of the problem in terms of patient outcomes. 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.       PICOT question in support of the group topic.

4.       State the purpose of your paper. What will your paper do or describe? This is similar

to a problem statement. “The purpose of this paper is to . . .”

Includes 4 requirements. Includes 3 requirements. Includes 2 requirements. Includes 1 requirement. No requirements for this section presented.
Levels of Evidence (20 points/13%) 20 points 16 points 10 points 0 points
Required criteria

1.       Identify the type of question being asked (therapy, prognosis, meaning, etc.).

2.       What is the best type of evidence to answer that question (e.g., RCT, cohort study, qualitative study, etc.)?

Includes 2 requirements. Includes 1 requirement. Incomplete or inaccurate information presented. No requirements for this section presented.
Search Strategy (65 points/41%) 65 points 58 points 54 points 48 points 0 points
Required criteria

1.       List search terms and results.

2.       Databases used (start with the CU library). Link your search with the PICOT question described above.

3.       Refinement decisions. As you did your search, what decisions did you make in refinement to get your required articles down to a reasonable number for review? Were any limits used? If so, what?

4.       Identification of two (2) most relevant articles (primary sources published within the last 5 years).

Includes 4 requirements. Includes 3 requirements. Includes 2 requirements. Includes 1 requirement. No requirements for this section presented.
Organization and APA Style (30 points/18%) 30 points 27 points 25 points 15 points 0 points
Required criteria

1.       Correct grammar and spelling.

2.       Include a title page.

3.       Use of headings for each section.

4.       Clinical Question, Levels of Evidence, Search Strategy, and Conclusion

5.       Adheres to current APA formatting and guidelines.

6.       3-4 pages in length, excluding title and reference pages.

Includes 6 requirements. Includes 5 requirements. Includes 3-4 requirements. Includes 1-2 requirements. No requirements for this section presented.
Total Points Possible = 160 points

Solved

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, Blakeslee et al., (2021) 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.

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.
  • Blakeslee, T., Snethen, J., Schiffman, R. F., Gwon, S. H., Sapp, M., & Kelber, S. (2021). Adolescent characteristics, suicide, and bullying in high school. The Journal of School Nursing, 10598405211038235.
  • 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.
  • 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.

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.
  • Blakeslee, T., Snethen, J., Schiffman, R. F., Gwon, S. H., Sapp, M., & Kelber, S. (2021). Adolescent characteristics, suicide, and bullying in high school. The Journal of School Nursing, 10598405211038235.

 

 

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

Blakeslee, T., Snethen, J., Schiffman, R. F., Gwon, S. H., Sapp, M., & Kelber, S. (2021). Adolescent characteristics, suicide, and bullying in high school. The Journal of School Nursing, 10598405211038235.

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/

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