Use Among Gender and Sexual Minorities DQ

Use Among Gender and Sexual Minorities DQ

Use Among Gender and Sexual Minorities DQ

Appendix C1: Evaluation Table Template CLINICAL QUESTION: Citation: Author, Date of Publication, & Title Purpose of Study Conceptual Framework Design/ Method Sample /Setting Major Variables Studied and Their Definitions Measurement of Major Variables Data Analysis Study Findings Worth to Practice: LOE Strengths/Weaknesses Feasibility Conclusion RECOMMENDATION Legend: Here is where list your abbreviations in alpha order. Example, LOE = level of evidence Caveats 1. This is one table for ALL studies, not one table per study. The prompts below are offered to help you populate your table with the proper information for each column. Do not repeat the prompts in your evaluation table—only provide the information from your articles. 2. Parsimony is key, so keep all info succinct and clear. No complete sentences in any column, except for the final one under NOTES. 3. Use abbreviations and create your own unique legend to help readers read your table. 4. Keep your desired outcome in mind and put only relevant info into your table. Extraneous, unrelated content can confuse and take away from your relevant content, discovery, and synthesis. Used with permission, © 2007 Fineout-Overholt; If you use this evaluation template or the synthesis information, please let Dr. EFO know how it worked for you by contacting her at *** First Author, Year, Title Why the study was conducted. Could include the research question, hypothesis, or specific aims of the study Theoretic al basis for study What research design was used and what was the study protocol (what was done)? Number, Characteri stics, Attrition rate, & why? Independent Variables (e.g., IV1 = NAME—use abbreviations IV2 = same) Dependent Variables (e.g., DV = NAME—use abbreviations ) What scales were used to measure the outcome variables (e.g., DV: variable abbreviatio n name of scale, author reliability info [e.g., Cronbach’s alphas])? What stats were used to answer the clinical question (i.e., all stats do not need to be put into the table)? LIST ONLY THE NAME OF THE STAT Statistical findings or qualitative findings (i.e., for every statistical test you have in the data analysis column, you should have the variable abbreviation & corresponding numerical finding; do not put increase or decrease etc. few to no words in this column) • Level of evidence (LOE) • Strengths and limitations of the study • Use Among Gender and Sexual Minorities DQ

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Risk or harm if study intervention or findings implemented • Feasibility of use in your practice • Conclusion from the study (YOURS not the researcher’s) • Recommendation for use of evidence in practice (BSN, MSN, DNP) • Recommendation for further research (PhD) • Notes regarding gems or caveats about the article • Remember: level of evidence + quality of evidence = strength of evidence & confidence to act Used with permission, © 2007 Fineout-Overholt; If you use this evaluation template or the synthesis information, please let Dr. EFO know how it worked for you by contacting her at Appendix C2: Synthesis Table Examples for Critical Appraisal Evidence Synthesis Tables (e.g., Comparisons of Variable of Interest: Outcome, Intervention, Measurement, Definition of Variable, Levels of Evidence [design] Across Studies) Example One: The table below is one example for how you could construct a synthesis table for interventions across studies. Studies A B X X C D E F X X Interventions 1 2 X X X 3 X X X Legend: A = study author & year; B = study author & year; C = study author & year; etc. X indicates presence of the intervention. Minimally synthesis tables should reflect level of evidence and intervention & outcome (see Unit 2 EBP Exemplar)— there could be many more types of tables. Choose your information carefully that you will include in your syntheses tables. Create your OWN synthesis table—remember the studies are telling the story about your issue! Your studies should indicate what is important to put in the synthesis table. Used with permission, © 2007 Fineout-Overholt;Use Among Gender and Sexual Minorities DQ

If you use this evaluation template or the synthesis information, please let Dr. EFO know how it worked for you by contacting her at Question Templates for Asking PICOT Questions INTERVENTION In ____________________(P), how does ____________________ (I) compared to ____________________(C) affect _____________________(O) within ___________(T)? ETIOLOGY Are____________________ (P), who have ____________________ (I) compared with those without ____________________(C) at ____________ risk for/of ____________________(O) over ________________(T)? DIAGNOSIS OR DIAGNOSTIC TEST In ___________________(P) are/is ____________________(I) compared with _______________________(C) more accurate in diagnosing _________________(O)? PROGNOSIS/PREDICTION In ______________ (P), how does ___________________ (I) compared to _____________(C) influence __________________ (O) over _______________ (T)? MEANING How do _______________________ (P) with _______________________ (I) perceive _______________________ (O) during ________________(T)? Short Definitions of Different Types of Questions: Intervention: Questions addressing the treatment of an illness or disability. Etiology: Questions addressing the causes or origin of disease, the factors which produce or predispose toward a certain disease or disorder. Diagnosis: Questions addressing the act or process of identifying or determining the nature and cause of a disease or injury through evaluation. Prognosis/Prediction: Questions addressing the prediction of the course of a disease. Meaning: Questions addressing how one experiences a phenomenon. © Ellen Fineout-Overholt, 2006 This form may be used for educational & research purposes without permission. Sample Questions: Intervention: In African-American female adolescents with hepatitis B (P), how does acetaminophen (I) compared to ibuprofen (C) affect liver function (O)? Etiology: Are 30- to 50-year-old women (P) who have high blood pressure (I) compared with those without high blood pressure (C) at increased risk for an acute myocardial infarction (O) during the first year after hysterectomy (T)? Diagnosis:Use Among Gender and Sexual Minorities DQ

In middle-aged males with suspected myocardial infarction (P), are serial 12-lead ECGs (I) compared to one initial 12-lead ECG (C) more accurate in diagnosing an acute myocardial infarction (O)? Prognosis/Prediction: 1) For patients 65 years and older (P), how does the use of an influenza vaccine (I) compared to not receiving the vaccine (C) influence the risk of developing pneumonia (O) during flu season (T)? 2) In patients who have experienced an acute myocardial infarction (P), how does being a smoker (I) compared to a non-smoker (C) influence death and infarction rates (O) during the first 5 years after the myocardial infarction (T)? Meaning: How do 20-something males (P) with a diagnosis of below the waist paralysis (I) perceive their interactions with their romantic significant others (O) during the first year after their diagnosis (T)? © Ellen Fineout-Overholt, 2006 This form may be used for educational & research purposes without permission. Guidelines and Rubric Group Evidence Summary and Synthesis 1. Apply PICOT question to guide search and use basic and advanced strategies to identify a minimum of 6 high quality research studies for your body of evidence. 2. Use the specific appendices in Course Point Template for Evidence Summary and Template for Evidence Synthesis to organize your analysis and synthesis. 3. Save your articles in pdf format. Include 4 articles with high quality evidence in submission. 4. Summarize the search process and evidence and make recommendations (minimum 3) for applying the evidence to practice. Include appraisal of the strength of evidence as part of your recommendations. 5. Use APA format. The length of summary/narrative paper should be about 5 pages, not counting title page or references. Upload the Evidence summary table and evidence synthesis table separately. Include pdf copies of 4 high quality articles. 6. Record your presentation (10-15 minutes) with all group members contributing and being “on camera.” You may use Studio, Zoom, PowerPoint Recording or other media. Upload to assignment. After due date you will be assigned 3 peer reviews. Complete those with comments to get full credit. Component Points Introduction: Introduce the topic of your evidence search and why it was important 5 to your group. Search Strategy: Describe the steps you took, narrowing of your topic, modifications 5 during the process, etc. Include databases used. Evidence Summary Table: Describe the study design and the other components 20 listed in table (Minimum 6 articles). Evidence Synthesis Table: List themes identified, primary findings for each. 15 (Minimum 3 themes). Summary/Narrative: Summarize the Evidence, including strength of evidence, and 30 your 3 recommendations. Written Presentation: Adheres to APA guidelines and represents scholarly work. 10 Attaches pdf of 4 high quality evidence articles. Group Recorded PowerPoint Presentation & Peer Reviews 15 Total: 100 Reference: Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing and Healthcare: A Guide to Best Practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Use Among Gender and Sexual Minorities DQ


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