NR449 Evidence-Based Practice RUA-Topic Search Strategy Guidelines 

NR449 Evidence-Based Practice RUA-Topic Search Strategy Guidelines

RUA Part 1: Topic Search Strategy Guidelines

Our group will handle the selected topic for this RUA project: ” Nursing Colleges and Universities Adaptations to Clinical Learning during the COVID-19 pandemic.” The pandemic has disrupted how many things are operating globally, and the education sector has not been left behind. Our group will focus on how the pandemic has affected clinical learning in nursing.

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Clinical Question

The Covid-19 pandemic has changed how things are done, including nursing education. Nursing schools globally in both developed and developing countries are responding to the pandemic by following the safety guidelines that have been implemented by the World Health Organization (Agu et al., 2021). The escalation of the pandemic led to many governments closing schools, universities, and colleges. Because of the pandemic, face-to-face learning was suspended. Nursing students’ skills labs and clinical learning were suspended and restricted, more so in areas and regions severely affected by the pandemic. This was done to ensure the safety of students and faculty.

Many schools were forced to switch from face-to-face learning to online learning to ensure that learning and education continued during COVID-19 while complying with government restrictions (Agu et al., 2021). The content was delivered by combining virtual mode teaching and face-to-face learning. However, this teaching model limited skills development and clinical learning since teachers had to navigate this new approach, and students had to have internet access to join the online classes.

The effect of this was that there were inequalities in access to the learning platforms by the students. There was also premature completion of nursing training in some states (Agu et al., 2021). The risk of prematurely trained nurses is that they may lack the confidence and necessary training, negatively affecting patient care. The PICOT question for this is “For nursing colleges and universities (P), how has blended face-to-face and online learning (I) compared to face-to-face learning has affected clinical learning (Outcome) during the Covid-19 pandemic (T)? The purpose of this paper is to outline how nursing colleges have adapted to clinical learning during the COVID-19 pandemic.

Level of Evidence

The type of question being asked is “prediction.” In this type of question, the outcomes of overtime and the likely complications of a condition are determined. The PICOT question is a prediction type since it wants to determine how nursing colleges and universities have implemented adaptations to clinical learning during the COVID-19 pandemic. Our group will use a mixed qualitative and quantitative approach in this research. Qualitative research will help our group understand the concept more. It will help in understanding how the pandemic has affected nursing learning. Non-numerical data will be analyzed. This approach will help us determine the new learning protocols that nursing schools have implemented during the pandemic. It will also help us determine how students and teachers perceive these new learning models.

A quantitative approach will be used to collect numerical data on the effects of the pandemic on learning. The data collected can be the number of nursing colleges and universities implementing blended online and face-to-face learning. It will also help us determine the number of nursing colleges that have been closed due to the Covid-19 pandemic. Quantitative research will also be used to determine the number of nursing students who can attend the online classes. Correlational research can also be used to determine the relationship between the COVID-19 pandemic and the number of students who have dropped out of nursing school. This topic gives us the latitude to use many strategies to collect evidence.

Search Strategy

The first step in this search strategy is to be aware of the research design. Predictive research would be used in this case since we want to determine the relationship between the COVID-19 pandemic and clinical learning in nursing colleges and universities. I will start my search with the CU database. The search keywords were “Covid-19 Pandemic and Nursing Education,” “Pandemic and Clinical Learning.” In my search in the CU databases, many articles popped up since the COVID-19 pandemic is still ongoing; hence, there are many related research articles. I tried searching with Wiley Online Library, and there were over 1,000 articles. I refined my search to be limited between 2020 and 2021, and 400 results were returned. I decided to manually scroll down and view the article to determine the articles that had open access and did not require logins or payments.

The first article that caught my eye was titled “COVID-19 Pandemic Effects on Nursing Education: Looking Through the Lens of a Developing Country.” (Agu et al., 2021). This paper revealed that there was blended face-to-face learning and virtual learning. There were inequalities in access to education, which negatively affected the delivery of nursing education. The second article was titled “Life in the Pandemic: Some reflections on nursing in the context of COVID-19.” (Jackson et al., 2020). This paper noted that schools responded to nursing education variously. They included restricting students in hospitals and encouraging online teaching.

Conclusion

The COVID-19 pandemic has disrupted the regulars in all spheres of life, and nursing education has not been left behind. A PICOT question can thus be formed to help determine how the pandemic has affected clinical learning experiences among nursing students. Two articles were selected through search strategies, which revealed that virtual learning is one of the ways schools have adapted to the pandemic.

References

Agu, C. F., Stewart, J., McFarlane‐Stewart, N., & Rae, T. (2021). COVID‐19 pandemic effects on nursing education: Looking through the lens of a developing country. International Nursing Review, 68(2), 153-158. https://doi.org/10.1111/inr.12663

Jackson, D., Bradbury‐Jones, C., Baptiste, D., Gelling, L., Morin, K., Neville, S., & Smith, G. D. (2020). Life in the pandemic: Some reflections on nursing in the context of COVID‐19. Journal of Clinical Nursing, 29(13-14), 2041-2043. https://doi.org/10.1111/jocn.15257

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NR449 Evidence-Based Practice RUA-Topic Search Strategy Guidelines 

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.
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)

Preparing the assignment:
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. 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.

1. Individuals will complete this assignment independently for weeks 3 and 5.
2. Teams must assure that members do not use the same articles when completing this assignment.
3. Please make sure you do not duplicate articles within your group.
4. Paper should be 3-4 content pages in length. Title and reference pages are required but are excluded from 3-4 page length.

2. 2)  The paper will include the following sections:
1. 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 similar to a problem statement. “The purpose of this paper is to . . .”

2. 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.)?

3. 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).

4. 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.

Group Project Topics and your RUA 3 and RUA 5 Assignment Topics

5 Assignment Topics
Group 5: Nursing colleges and universities adaptations to clinical learning during the COVID-19 pandemic

RUA_Part_1

NR449 Evidence-Based Practice RUA-Topic Search Strategy Guidelines