Evidence-Based Practice
Step 0: Cultivate a spirit of inquiry:
During this process, our team had come up with an idea that we thought was going to be well worth it, until we started looking for articles on the topic, and there wasn’t much we could do with the information. From there, we had to find a new topic to appraise and understand. As a team, we communicated our ideas across and ensured all members voices were heard in the brainstorming process. When faced with a difficulty, we regrouped and went further into finding something we all could relate with and understand easily.
Step 1: Ask the burning clinical question in PICOT format
Once we had an idea that was well thought out, we formed our PICOT question together. This process took us several attempts to get the most accurate and proper question that would be efficient to search for articles with. As a group, we went back and revised the question after revisions made by our professor and developed the question of : “What is the effect of exercise on cancer patients’ quality of life and psychological well-being while receiving treatment?”
Step 2: Search for and collect the most relevant evidence – finding articles
With the PICOT question formulated, we were then able to use databases to find articles that best matched out topic and population. We found that there were several studies done for our topic. Matching the most appropriate ones was most difficult as there were so many useful pieces, but some did not meet the criteria necessary for our paper. After consulting with our professor for advice on which types pf articles would best suit us, we worked together to agree and disagree on the necessary pieces. When an article was suggested by a group member, we would read through pieces of it together and determine if it met our standards. if it did not, it was communicated to the group members, and we kept searching. We came out of it with 4 useful articles.
Step 3: Critically appraise the evidence – Part I (rapid critical appraisal)
Each team member was given an article to appraise and gather information on. It was difficult to find out exactly which critical appraisals were to be used for each article, and that is something the group communicated. Once we knew which direction to go in, after careful understanding of each article, we then were able to share these sheets with our group members, and help critique one another before submitting. We a gathered all necessary information needed to develop the next steps of the project, as well as writing the paper. Overall, this step was communicated and performed well on.
Step 3: Critically appraise the evidence – Part II (evidence table & annotated bibliography)
Appraising the articles was an essential step to developing our paper. Each article was appraised by different group members and was shared with the other members to ensure full understanding of the material. Plugging this information into the table was then useful to see all of the data and information gathered from the different studies, to be able to compare and contrast. As group members, we struggled to understand and find exactly what the strengths and weaknesses were of the studies. With corrections and advice from our professor, the necessary revisions were made. We collaborated and found the appropriate material for the table and bibliography and were sure to revise each others sections as needed.
Step 3: Critically appraise the evidence – Part III (synthesis – writing the paper)
During the writing of the paper, struggles we faced were communication on who was doing exactly which part, and who was in charge of what information. Once we were able to clear the air and work efficiently, the paper came together nicely. After a consult with a writing support specialist in SASC, we also then collaborated as a team to make the necessary revisions. Throughout our writing process and several revisions, we would each read parts of the paper out loud through zoom, and make edits as needed. Communication was poor to begin, but as a group we worked through that and got everyone on board.
Final Reflection
This process was unlike any paper I have done before. I learned so many new techniques and knowledge to apply in the future as i continue m,y nursing career. having these tools and techniques under my belt, will allow for a proper and more advanced way of thinking as a nurse. Hopefully, I will be able to find problem areas and things that need to be improved on in my unit. Then, I will be able to gather the necessary information, and perform a well though out process for answering a question. When applying for jobs in the future, this will be an essential piece to show off to employers. They will see my skill set and experience,a s well as know I can be trusted to go off and perform the necessary tasks to answer their concerns. I would like for employers to know that my dedication and time commitment to quality-improvement will be useful to have on the unit. A fresh set of eyes and ears is essential, and all of the new and upcoming techniques will be something I can help educate other nurses on. I want to ensure my employers know I am committed to constant improvement on the unit and for our patients. It is our duties as nurses to advocate for our patients, and ensure their quality of life and care are above and beyond.
