NURS 6052: Essentials of Evidence-Based Practice

Week 3 Assignment – Clinical Inquiry and Research Methodologies

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Course and Assessment Metadata

Course code/title: NURS 6052 – Essentials of Evidence-Based Practice (graduate nursing research core)

Program level:

Assessment label: Week 3 Assignment – Clinical Inquiry and Research Methods (Assessment 1)

Assessment type: Individual written assignment with matrix worksheet (clinical inquiry plus research methodology comparison)

Length requirement:

• Short narrative paper of 750–1,000 words (approximately 3–4 pages)

• Completed evidence matrix table (1–2 pages, template supplied by course)

Weighting: 20–25% of course grade

Submission format: Narrative paper in Word or PDF plus completed matrix template, APA 7th edition, uploaded via LMS

Assignment Overview

Current evidence-based practice courses expect students to anchor the entire term around one well-defined clinical issue and to deliberately practice database searching and research appraisal. In this Week 3 assignment, you identify a specific nursing practice problem, articulate it as a focused clinical inquiry, search for primary research in multiple databases, and compare the research methodologies used in at least four peer-reviewed studies. The work completed here typically forms the foundation for later PICOT development, evidence synthesis, and implementation planning in subsequent weeks.

Learning Outcomes

On successful completion, you will be able to:

• Formulate a concise, practice-relevant clinical inquiry that can guide an evidence-based project.

• Conduct structured database searches in multiple scholarly databases using appropriate keywords and Boolean operators.

• Identify and categorise quantitative, qualitative, and mixed-methods research designs.

• Explain strengths and limitations of different research methodologies.

• Document search strategies and appraisal decisions in a transparent evidence matrix.

Assignment Instructions (Student-Facing)

Complete both parts using the required headings and follow word limits closely.

Part 1: Introduction to Clinical Inquiry (350–500 words)

1. Identify your clinical issue of interest

   • Choose a focused nursing practice problem relevant to your setting.

   • State the issue clearly in one precise sentence.

2. Describe the clinical context

   • Specify population, setting, and significance for patient outcomes or safety.

   • Provide one concise explanatory paragraph.

3. Explain your search strategy

   • List keywords and Boolean operators used.

   • Identify at least four research databases searched.

4. List your selected research articles

   • Provide full APA citations for four peer-reviewed primary studies.

Part 2: Identifying and Comparing Research Methodologies

(400–500 words plus matrix)

Using the provided Evidence Matrix template:

1. Summarise each article

   • Include aim, sample, setting, design, and key findings.

2. Describe research aims and methods

   • Identify whether each study is quantitative, qualitative, or mixed-methods.

3. Compare strengths and limitations

   • Explain methodological strengths and threats to validity.

4. Address ethical considerations

   • Note how informed consent and confidentiality were managed.

5. Link back to your clinical issue

   • Identify which design best supports practice change.

Formatting and Academic Integrity Requirements

• Length: 750–1,000 words plus matrix

• Structure: Use clear APA headings

• Referencing: Minimum four primary research articles (2018–2026)

• Style: Formal academic English, APA 7th edition

• Originality: Follow institutional academic integrity standards

Analytic Scoring Rubric – Week 3 Assignment

Evidence-based practice requires nurses to integrate high-quality research evidence with clinical expertise and patient preferences to achieve optimal outcomes. Structured clinical inquiry frameworks support this process by ensuring that research questions are precise, searchable, and directly relevant to patient care challenges. Studies consistently show that when nurses are trained in systematic literature searching and appraisal techniques, they demonstrate improved confidence in translating research findings into clinical decision-making, which ultimately contributes to higher quality and safer patient care environments (Melnyk & Fineout-Overholt, 2019).

Clinical nurses frequently encounter recurrent heart failure readmissions that may be preventable through structured nurse-led education. A focused inquiry might examine whether structured self-management education reduces 30-day readmissions compared with standard discharge teaching. Database searches should include targeted keywords and Boolean combinations to identify recent primary research across diverse methodological designs. Quantitative trials provide measurable evidence of effectiveness, while qualitative studies reveal patient perspectives that influence adherence and long-term success.

 Scholarly References

Melnyk, B.M. and Fineout-Overholt, E., 2019. Evidence-based practice in nursing and healthcare: A guide to best practice. 4th ed. Philadelphia: Wolters Kluwer.

Li, Y., Cao, F., Cao, D. and Wang, Q., 2019. Effects of education on self-management in patients with chronic heart failure: A meta-analysis. Patient Education and Counseling, 102(11), pp.2013-2022.

Saunders, H., Gallagher-Ford, L., Kvist, T. and Vehviläinen-Julkunen, K., 2019. Practicing healthcare professionals’ evidence-based practice competencies. Worldviews on Evidence-Based Nursing, 16(3), pp.176-185.

Stokke, K., Olsen, N.R., Espehaug, B. and Nortvedt, M.W., 2019. Evidence-based practice beliefs and implementation among nurses. BMC Nursing, 18, 45.

van de Glind, I.M., van Dulmen, S. and Goossensen, A., 2018. Nurse-led interventions to improve medication adherence in heart failure. European Journal of Cardiovascular Nursing, 17(3), pp.223-234.

Dang, D., Dearholt, S.L., Bissett, K., Ascenzi, J. and Whalen, M., 2022. Johns Hopkins evidence-based practice model and guidelines. 4th ed. Indianapolis: Sigma Theta Tau International.