Evidence based practice. Health, Medicine, Nursing Research Paper

This is a 1000 word systematic research about evidence based practice. We are required to develop a question based on our practice placement. The question has to be around heath and social care for instance;Developing a critical question comparing the impact of domestic abuse on female that challenge the perpetrator and leave the relationship with therapy input and this female that couldn't exit the relationship. The question must be started with 'IF'.



For this assignment you are required to develop a structured, coherent, and consistent oral

presentation. In the presentation you will give the account of your systematic research

review that examines an observed social problem directly from practice and that might be

improved by using research/evidence knowledge.

You should start the assignment by presenting an overview of the observed social practice

identified during your placement and are addressing under a well-built answerable

question (1st of the 5 Steps to Evidence-Based Practice).

The 5 Steps to Evidence-Based Practice is a flexible tool that presupposes critical

thinking, openness to new ideas and mindfulness about new and strong evidence

Formulating an answerable question

You are expected to systematize and assess the various aspects of your chosen problem

and narrow it to an answerable question. Remember, problem formulation is a process

and you may need to revise the problem several times before establishing a “solvable”

question.

Things to consider when developing the question:

• Your question needs to be relevant to the client's outcome and include only

resources which are available.

• Your question needs to be clear and focused in order to get relevant results.

Consider how the terms you will be searching are labelled. They may be called

something different by non-professionals or by different disciplines. You will

want to include all of these various synonyms when searching.

• Your initial question may be incomplete but as you search you will likely be able

to refine your terms to make your question more complete.

• Keep it simple, be specific. Do not try to answer multiple things at once. Stick

with one question at a time.

Developing COPES* questions can be very helpful, as they intent to be specific enough

to guide your electronic Evidence Search. You can find examples of COPES questions

here:

http://www(dot)evidence(dot)brookscole(dot)com/moredetails.html

* COPES searching, Client-Oriented Practical Evidence Searching

Shlonsky, A., and Gibbs, L. (2004) ‘Will the real evidence-based practice please stand up? Teaching

the process of evidence-based practice to the helping professions’, Brief Treatment and Crisis

Intervention, 4, pp. 137–153. doi:10.1093/brief-treatment/mhh011

Based on your pre-defined well-built question, you are required to locate and review the

studies/evidence in the problem area, summarize what is known and not known and discuss

evidence gaps (2nd step of the 5 Steps to Evidence-Based Practice). Remember, when you

search databases you are talking to a machine, not a person. Use terms the machine will

understand, review Anna Lazarczyk’s support material.

To help you in this task, you will find a research diary template in the blackboard so you

can develop and keep a written record of your search process. For documenting your search

results, you will need to keep track of:

• Databases searched, including database provider/platform (e.g. ProQuest

PsycINFO, Cochrane, Campbell);

• How data search was conducted

Search strategy: subject headings and keywords used, including whether terms

were exploded, truncated, and how terms were combined;

• Years searched;

• Filters used;

• Number of results retrieved for each search;

• Total number of records.

In EBP, different types of evidence may be needed in different contexts, however there is

a primary focus in what works for which clients under what circumstances. You can

access to authorized guidelines, advanced sites such as the Cochrane and Campbell

libraries, and evidence-based clearinghouses (e.g. What Works Clearinghouse (WWC).

When developing your search, make sure to:

• Search one term or concept at a time;

• Consider all possible terms, including synonyms to describe the topic;

• Use OR to broaden your search;

• Use AND to narrow your search;

• Try different combinations of terms, particularly if limited retrieval;

• Review search results; critically appraise retrieved articles;

• Consider using limits for publication types such as age, human, and evidence based;

• Revise search as appropriate

Oral presentation will be evaluated based on four main axes:

• Quality of the presentation (time/ content / clarity in exposition/explanations);

• Planning / organization of the subjects;

• Resources used (quality/methodology / dynamic);

•Interactivity, communication, innovation

GUIDE

In particular, I will be paying particular attention to the following rubrics (each student):

• Selected appropriate and effective organizing methods for message (wellorganized,

sequential information, easy for class to follow).

• States ideas clearly (basic reasoning, logical conclusions, adequate and accurate

evidence).

• Demonstrates competence and comfort with information (well-prepared, knows

content, answers questions competently).

• Physical composure (maintains eye contact, appears comfortable, gestures

appropriately).

• Professionalism (uses technical terms correctly, no gums, etc).

• Audio/Visual/Other Support (Creative, reliable equipment, visuals are

appropriate, supports presentation)

• Speech mechanics (voice fluctuation, speaks loudly and clearly, incorporates

professional language, captures and maintains audience interest in message).

• Demonstrates credibility (adheres to time constraints, supports conclusions with

relevant and adequate evidence, convincing arguments and conclusions