NSG 456 University of Phoenix Research Foundations Paper

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Research Foundations NSG/456 Version 2 University of Phoenix Material Research Topic, Problem, and Question Complete this worksheet to develop your research focus for this course. To help you better understand the main parts of research, this topic will be the basis for other assignments in the course. Identify a Research Topic Grove, Gray, and Polit (2015) define a research topic as “a concept or broad issue that is important to nursing, such as acute pain, chronic pain management, coping with illness, or health promotion” (p. 131). Define your broad research topic in one to two sentences. Identify your Research Problem Grove, Gray, and Polit (2015) explain that a research problem “is an area in which there is a gap in the knowledge needed for nursing practice” (p.131). Write your research problem and explain the significance and background in a 175- to 260-word narrative. Develop your Research Question Research questions should be short, probing, and take variables into account (Grove, Gray & Polit, 2015). Although the PICOS format is not required, your question should address patient, intervention, comparisons, outcomes for practice, and study design. Develop a one-sentence research question. (***FRAME THIS QUESTION SO THAT IT CAN’T BE ANSWERED WITH A “YES” OR “NO”) Copyright © 2016, 2018 by University of Phoenix. All rights reserved. 1 Research Foundations NSG/456 Version 2 Copyright © 2016, 2018 by University of Phoenix. All rights reserved. 2 PICOS A systemic review or meta-analysis is best directed by a relevant clinical question that focuses the review process and promotes the development of a quality synthesis of research evidence. One of the most common formats used to develop a relevant clinical question to guide a systematic review is the PICO or PICOS format described in the Cochrane Handbook for Systematic Reviews of Interventions (Higgins & Green, 2008). The PICOS format includes the following elements: • P—Population or participants of interest (see Chapter 9 on sampling) • I—Intervention needed for practice (see Chapter 8 on nursing interventions) • C—Comparisons of the intervention with control, placebo, standard care, variations of the same intervention, or different therapies (see Chapter 8) • O—Outcomes needed for practice (see Chapter 10 on measurement methods and Chapter 14 on outcomes research) • S—Study design (see Chapter 8 on types of study designs) Research topics Resources for Topics in Nursing. By: Riordan, Dale B.; North Carolina Univ., Charlotte. J. Murrey Atkins Library.. 1995 27 pp. (ED382201) This guide is intended to help the user become familiar with a selected group of reference tools and resources which are useful in nursing education and practice. It is important for students to use the correct medical or scientific terminology, understand the scope of a topic, and then utilize the tools necessary to research subjects of interest. This guide introduces students to the types of literature available and the components of the research process. The following types of literature are defined and useful references of each type are given: guides to the nursing literature (1 reference); guides to the research process (11 references); dictionaries and encyclopedias (9 references); online catalog; periodical indexes (15 references); computer searches; research reviews (9 references); drug information (3 references); handbooks and manuals (9 references); statistical data (5 references); style manuals (1 reference); and writing and communication aids. Instructions are provided on finding reviews of recent research, books, support information, and journal articles on users' topics and using Library of Congress subject headings, Atkins Library's Periodicals and Serials List (PASL), government documents, computer searches, and interlibrary loan. (MAS) FULL TEXT FROM ERIC , Database: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED382201 Synthesis of qualitative research and evidence-based nursing. English) By: Flemming K, British Journal Of Nursing (Mark Allen Publishing) [Br J Nurs], ISSN: 09660461, 2007 May 24-Jun 13; Vol. 16 (10), pp. 616-20; Publisher: MA Healthcare; PMID: 17577168; Integrating Diversity, Equity, and Inclusion Topics Into an Undergraduate Nursing Research Course. Academic Journal By: O'Connor, Rebecca. Journal of Nursing Education , Aug2019, Vol. 58 Issue 8, p494-494, 1p Abstract: The article reports that American Association of Colleges of Nursing called on academic nursing programs to advance diversity, equity, and inclusion (DEI) to improve the quality of nursing education and prepare nurses to effectively care for an increasingly diverse American population. It also mentions need to encourage critical self-reflection on the experiences of marginalized populations.; DOI: 10.3928/01484834-20190719-13; (AN 137874556) Twelve Steps for Success in the Nursing Research Journey. Academic Journal By: Pierce, Linda L.. Journal of Continuing Education in Nursing , April 2009, Vol. 40 Issue 4, p154-164, 11p Abstract: Research is an integral part of everyday nursing practice. Clients, third-party payers, and accreditors demand clinical practice based on evidence or research findings. Who will perform this research? Nurses at all educational levels and in all practice settings can participate in the research journey. The purpose of this article is to discuss 12 steps, offered as a road map, in the research process. Nurses can learn these steps for success and increase their ability to conduct the research that supports and develops nursing science. Reprinted by permission of the publisher.; DOI: 10.3928/00220124-20090401-02; (AN 508052705) Subjects: Nurses; Tasks; Nursing -- Research; Continuing education of nurses; Literature reviews; Research funding; Data analysis; Nursing -- Practice Gaining access to a research site and participants in medical and nursing research: a synthesis of accounts. Academic Journal By: Høyland, Sindre; Hollund, Jan G; Olsen, Odd E. Medical Education , Feb2015, Vol. 49 Issue 2, p224232, 9p Abstract: Objectives The literature contains few accounts of how access to a research site and participants in medical and nursing research is gained, and few efforts to synthesise the existing accounts. Therefore, this article has two main goals: (i) to synthesise our own account of access with others in the medical and nursing literature, and (ii) to derive from this synthesis considerations of access and implications for health professions education. Methods Based on field notes from a study conducted in an orthopaedic surgical section of a Norwegian university hospital, we provide an account of how access to the operating theatre (research site) and surgical teams (participants) was achieved. We synthesise the findings by comparing our account with existing accounts on access. Results Our synthesis translates into a number of considerations related to the gaining of access to a research site and participants in medical and nursing research. These include conducting continuous negotiations to ensure the agreement and consent of participants and gatekeepers, and demonstrating transparency regarding the researcher's identity and the nature of the particular project and findings. These considerations can raise awareness and preparedness for the process of gaining access, which will benefit health professions education researchers planning or undertaking studies in educational or clinical settings. Health professions educators can also include the considerations in structured educational programmes, specifically methods courses, to instil similar awareness and preparedness in students. Conclusions We suggest that future medical and nursing research should emphasise a detailed, unvarnished documentation of the access process that incorporates existing accounts of the process. [ABSTRACT FROM AUTHOR]; DOI: 10.1111/medu.12622; (AN 100671041) Subjects: Professional education; Access to information; Academic medical centers; Education research; Medical education; Qualitative research; Norway; Administration of Education Programs; All Other Miscellaneous Schools and Instruction; Educational Support Services; Colleges, Universities, and Professional Schools; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); Professional and Management Development Training; CINAHL (Information retrieval system); Medical research; MEDLINE; Negotiation; Nursing research; Online information services; Research funding; Systematic reviews (Medical research); Meta-synthesis Week 1 Week 1: Research Foundations Content: 180 points possible Points possible Research Topic Clearly identifies a broad research topic 20 Research Problem Clearly identifies a related research problem, explaining the knowledge gap 30 Explains significance of the problem to illustrate the need for the research 30 Explains the background of the problem to illustrate the need for the research 30 Research question Question is short and clear 20 Identifies patient, intervention, comparisons, outcomes for practice and study design 50 Points earned/possible /180 Points earned Comm
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Research Foundations

Student’s Name
University Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date

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Identify a Research Topic
Addressing the Issue of Alarm Fatigue: What are the Best Strategies to Reduce and Prevent
Alarm Fatigue for Nurses in the Intensive Care Environment?
Define
In the intensive care environment, patients are usually in critical conditions, thus
requiring a lot of alarms primarily meant to sensitize nurses about any health changes that may
endanger the patient's life. However, due to many alarms, nurses get a sensory overload which
can result in alar...


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