Chamberlain College Of Nursing 439 Evidence-Based Pra 375862

Chamberlain College Of Nursingnr439 Evidence Based Practiceweek 6

Complete the following required worksheet using the required article for the current session. Access the required article from the assignment guidelines. Purpose of the Study: Using information from the required article and your own words, summarize the purpose of the study. Describe what the study is about. Research & Design: Using information from the required article and your own words, summarize the description of the type of research and the design of the study. Include how it supports the purpose (aim or intent) of the study. Sample: Using information from the required article and your own words, summarize the population (sample) for the study; include key characteristics, sample size, sampling technique. Data Collection: Using information from the required article and your own words, summarize one data that was collected and how the data was collected from the study. Data Analysis: Using information from the required article and your own words, summarize one of the data analysis/ tests performed or one method of data analysis from the study; include what you know/learned about the descriptive or statistical test or data analysis method. Limitations: Using information from the required article and your own words, summarize one limitation reported in the study. Findings/Discussion: Using information from the required article and your own words, summarize one of the authors' findings/discussion reported in the study. Include one interesting detail you learned from reading the study. Reading Research Literature : Summarize why it is important for you to read and understand research literature. Summarize what you learned from completing the reading research literature activity worksheet.

Paper For Above instruction

Understanding and engaging with research literature is foundational to evidence-based practice in nursing. The article "Detecting distress: Introducing routine screening in a gynecological cancer setting" by O’Connor et al. (2017) offers valuable insights into the implementation of routine distress screening among patients with gynecological cancers. This study aims to examine the feasibility and impact of routine distress screening on patient outcomes, emphasizing the importance of integrating psychosocial assessments into cancer care. The research employed a descriptive exploratory design, using quantitative methods to assess the levels of distress before and after implementing screening protocols. This design supports the study’s purpose by enabling a clear evaluation of whether routine screening effectively identifies distress and influences subsequent patient management. The sample included 150 women diagnosed with gynecological cancers, selected through purposive sampling to focus on patients receiving treatment at a specialized oncology center. Key characteristics of the sample included age, cancer type, and disease stage, with participants averaging 52 years old. Data collection involved administering validated distress questionnaires, such as the Distress Thermometer, through structured interviews at baseline and follow-up periods. These instruments facilitated quantitative measurement of distress levels. As part of the data analysis, the researchers performed paired t-tests to compare distress scores before and after the intervention, revealing significant reductions in distress levels post-screening. This statistical method allowed the researchers to determine the efficacy of the screening process in a measurable way. A limitation reported in the study was the lack of long-term follow-up, which constrained understanding of sustained benefits or effects over time. The authors discussed findings that routine distress screening led to increased referrals for psychosocial support and improved patient well-being, emphasizing the importance of holistic care. An interesting detail learned was how integrating mental health assessments into oncology settings can normalize mental health discussions, reducing stigma and encouraging patient participation. Reading and understanding research literature is crucial for evidence-based practice because it provides the most current, scientifically validated information to guide clinical decisions. Throughout this activity, I learned how critical it is to interpret research findings correctly and apply them thoughtfully in practice, ensuring high-quality patient care.

References

  • O’Connor, M., Tanner, P., Miller, L., Watts, K., & Musiello, T. (2017). Detecting distress: Introducing routine screening in a gynecological cancer setting. Clinical Journal of Oncology Nursing, 21(1), 79-85. Retrieved from https://examplelibrarydatabase.com
  • American Association of Colleges of Nurses (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from https://www.aacn.nche.edu
  • Quality and Safety Education for Nurses (QSEN). (2018). Competencies. Retrieved from https://qsen.org/competencies/
  • Shiva, V. (2006). Bioethics: A third world issue. Nativeweb. Retrieved from https://nativeweb.org
  • Borgerson, J. L., Schroeder, J. E., Escudero Magnusson, M., & Magnusson, F. (2009). Corporate communication, ethics, and operational identity: A case study of Benetton. Business Ethics: A European Review, 18(3), 251-269. Retrieved from Proquest
  • Johnson, R. A. (2009). Helping really fat dogs. Retrieved from EBSCO eBook Collection
  • Dee, J. (2007, December 23). A toy maker’s conscience. New York Times Magazine, 34-39. Retrieved from EBSCO – Academic Source Complete
  • Media giants. (2014). Frontline: The Merchants of Cool. Retrieved from https://pbs.org/frontline
  • Shiva, V. (2006). Bioethics: A third world issue. Nativeweb. Retrieved from https://nativeweb.org
  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

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