Transforming Clinical Inquiry into a Searchable Question

Transforming Clinical Inquiry into a Searchable Question

Description/Paper Instructions

Transforming Clinical Inquiry into a Searchable Question

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 research evidence 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.
To Prepare:
? Review the Resources and identify a clinical issue of interest that can form the
basis of a clinical inquiry.
? Review the materials offering guidance on using databases, performing keyword
searches, and developing PICO(T) questions provided in the Resources.
? Based on the clinical issue of interest and using keywords related to the clinical
issue of interest, search at least two 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 Resources for guidance and develop a PICO(T) question of interest
to you for further study. It is suggested that an Intervention-type PICOT question
be developed as these seem to work best for this course.
*Library tip:
Walden Library recommends starting your search broadly with one concept or search
word and adding more elements one at a time. Depending on your topic, the evidence
will not necessarily address all the aspects of your PICO(T) question in one article.
Select the most important concepts to search and find the best evidence available, even
if that means assembling evidence from multiple articles.
? Nursing Research Page – databases and resources specifically for Nursing
? Evidence-Based Practice guide: Evidence Types
? Nursing and Health research videos, including a 15-minute introduction
? Get Help page, including Ask a Librarian service
Quick Answers:
? How do I find an article that reports on research that uses a specific
methodology?
? How do I find original or primary research that analyzes empirical data?
? What is the Find at Walden button?
By Day 3 of Week 4
Post a brief description of your clinical issue of interest. This clinical issue will remain
the same for the entire course and will be the basis for the development of your PICOT
question. 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.

Hypertension Case Study

Students will write a scholarly paper addressing the “Hypertension” health care conditions. The paper will be a critical, thoughtful and thorough discussion of a patient and/or family’s experience with diagnosis and treatment recommendations presented within an evidence-based context. The paper will identify and discuss:

1. Normal variations and pathophysiology of the condition, including literature review
2. Diagnostic methods, indications for referral and appropriate referral resources
3. Methods of management (including pharmacological, dietary, environmental, social, rehabilitative and counseling modalities)

Transforming Clinical Inquiry into a Searchable Question

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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