NSG5000 Quiz 2 EXAM Questions & Answers,
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Terms in this set (88)
Systemic investigation designed to generate or
contribute generalizable new knowledge to
Research healthcare.
The goal is to generate new knowledge about an
intervention or assessment technique. (Ch. 10, slide 6)
Combines findings from multiple research studies that
focus on the efficacy of a particular intervention or
the accuracy of a specific diagnostic procedure.
It is described as the "study of studies."
The goal is to synthesize existing knowledge
generated from multiple research studies. (Ch. 10,
Evidence Based Practice slide 6)
(EBP)
A conscientious, explicit, and judicious use of current
best research-based evidence when making decisions
about care of individual patients.
Evolution into dominant approach for clinical decision
making and core competency for APRNs. (Ch. 10, slide
3)
Systematic inquiry that generates knowledge about
Nursing Research issues of importance to the nursing profession
(Nursing theories) (Ch. 10, slide 3)
, First step in the EBP process; a measurable clinical
question. (Ch. 10, slide 10)
May be in response to need to formulate EBPs for
Hypothesis prevention of "never events."
May arise from a need for evidence to support role of
APNs in specific disease or disorder.
The PICOT model aids in formulating the hypothesis.
(Ch. 10, slide 11)
Gold standard research design for generating
evidence; has 3 critical elements:
1. Manipulation of an experimental intervention
Randomized Controlled 2. Comparison of intervention group to control group.
Trial (RCT) 3. Randon allocation of subjects to the intervention or
control group. (Ch. 10, slide 8)
RCT provides objective information.
Random allocation is an essential part of RCT because
Random Allocation it spreads potentially confounding factors evenly
among treatment and control groups.
A model that aids in formulating clinically relevant and
measurable questions.
P- Patient or Population
PICOT I- Intervention to be considered.
C- Comparison (approach used as basis for
comparison to the intervention undergoing scrutiny)
O- Outcome of goal or intervention
T- Time; sometimes added to the PICO model.
1. Formulate a measurable clinical question
2. Search the literature for relevant studies.
Steps of The EBP Process 3. Critically appraise and extract evidence
4. Implement useful findings in clinical decision
making
, Provides taxonomy for ranking
study's potential contribution to
Evidence Pyramid
EBP based on its design.
Step 4 of the EBP process. Creation and
implementation of policies on facility or community-
wide level. Creation of EBP clinical practice guidelines
to set standards of care on national or global level.
Clinical Decision Making Four-Point GRADE scale used to evaluate quality of
evidence for clinical practice.
EBP, research, and QI should be seen as
complementary and combined to improve clinical
decision making and care processes.
Grading of Recommendations, Assessment,
Development, and Evaluation. Used to evaluate
quality of evidence for clinical practice.
1. High evidence: benefits clearly outweigh potential
for harm
2. Moderate evidence: benefits of treatment must be
Four-Point GRADE scale carefully weighed against potential adverse effects.
3. Low evidence: balance between benefits and harm
cannot be clearly distinguished based on best
available practice.
4. Very low evidence: best available evidence
suggests intervention will likely produce more harm
than benefit.
Well Elaborated | Already Verified Test |100%
Verified solutions | Latest!!
Save
Terms in this set (88)
Systemic investigation designed to generate or
contribute generalizable new knowledge to
Research healthcare.
The goal is to generate new knowledge about an
intervention or assessment technique. (Ch. 10, slide 6)
Combines findings from multiple research studies that
focus on the efficacy of a particular intervention or
the accuracy of a specific diagnostic procedure.
It is described as the "study of studies."
The goal is to synthesize existing knowledge
generated from multiple research studies. (Ch. 10,
Evidence Based Practice slide 6)
(EBP)
A conscientious, explicit, and judicious use of current
best research-based evidence when making decisions
about care of individual patients.
Evolution into dominant approach for clinical decision
making and core competency for APRNs. (Ch. 10, slide
3)
Systematic inquiry that generates knowledge about
Nursing Research issues of importance to the nursing profession
(Nursing theories) (Ch. 10, slide 3)
, First step in the EBP process; a measurable clinical
question. (Ch. 10, slide 10)
May be in response to need to formulate EBPs for
Hypothesis prevention of "never events."
May arise from a need for evidence to support role of
APNs in specific disease or disorder.
The PICOT model aids in formulating the hypothesis.
(Ch. 10, slide 11)
Gold standard research design for generating
evidence; has 3 critical elements:
1. Manipulation of an experimental intervention
Randomized Controlled 2. Comparison of intervention group to control group.
Trial (RCT) 3. Randon allocation of subjects to the intervention or
control group. (Ch. 10, slide 8)
RCT provides objective information.
Random allocation is an essential part of RCT because
Random Allocation it spreads potentially confounding factors evenly
among treatment and control groups.
A model that aids in formulating clinically relevant and
measurable questions.
P- Patient or Population
PICOT I- Intervention to be considered.
C- Comparison (approach used as basis for
comparison to the intervention undergoing scrutiny)
O- Outcome of goal or intervention
T- Time; sometimes added to the PICO model.
1. Formulate a measurable clinical question
2. Search the literature for relevant studies.
Steps of The EBP Process 3. Critically appraise and extract evidence
4. Implement useful findings in clinical decision
making
, Provides taxonomy for ranking
study's potential contribution to
Evidence Pyramid
EBP based on its design.
Step 4 of the EBP process. Creation and
implementation of policies on facility or community-
wide level. Creation of EBP clinical practice guidelines
to set standards of care on national or global level.
Clinical Decision Making Four-Point GRADE scale used to evaluate quality of
evidence for clinical practice.
EBP, research, and QI should be seen as
complementary and combined to improve clinical
decision making and care processes.
Grading of Recommendations, Assessment,
Development, and Evaluation. Used to evaluate
quality of evidence for clinical practice.
1. High evidence: benefits clearly outweigh potential
for harm
2. Moderate evidence: benefits of treatment must be
Four-Point GRADE scale carefully weighed against potential adverse effects.
3. Low evidence: balance between benefits and harm
cannot be clearly distinguished based on best
available practice.
4. Very low evidence: best available evidence
suggests intervention will likely produce more harm
than benefit.
