Essential of Nursing Research
As we have seen throughout, evidence-based research in nursing is fundamental. Evidence-based practice is essentially an approach that provides excellent and standard nursing care based on personal clinical expertise and relevant and most recent research that is convenient and applicable to the topic (Melnyk & Fineout-Overholt, 2015). Combined with evidentialism, it ensures that clinical expertise is used with rigorous research to make decisions that result in positive healthcare outcomes. “direct experiential learning” refers to developing nursing knowledge and clinical expertise. Valid external evidence, clinical expertise, and patient preferences are critical components to implementing evidence-based decision-making to provide the best possible patient care (Melnyk & Fineout-Overholt, 2015). After considering the outcomes, the following paper will select one Evidence-Based Research Guideline from one of the databases provided in the text and conduct a rapid critical appraisal of the Guideline.
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There are also several objectives that the nurse must meet by the end of this module. First and foremost, the nurse must understand the role of research in developing nursing knowledge and evidence-based practice. The basic concepts, techniques, and methodologies underlying the research process and their application in the study of nursing problems should also be described. The nurse should also be able to identify researchable clinical nursing problems to improve patient outcomes and legal, ethical, and cultural considerations in human subjects research.
What is an Evidence-Based Practice Guideline?
Following the problem of substance abuse disorders among young adolescent high school students identified in Module 1, the nurse researched the databases provided in the test and discovered an Evidence-Based Practice Guideline. The Evidence-Based Practice Guideline is referenced below.
“NACDA Guidelines for Substance Abuse Research Involving Children and Adolescents,” National Institute of Drug Abuse, 2012.
Developers of Guidelines
The National Association of Collegiate Directors of Athletics created the policy (NACDA). The California Institute for Behavioral Health Solutions (CIBHS) and Blue Cross Blue Shield of California sponsored the Guideline (BCBS).
Were the guidelines’ authors representative of key stakeholders in this specialty (interdisciplinary)?
The National Association of Collegiate Directors of Athletics (NACDA), which developed the guidelines, represented critical stakeholders in this specialty. This is because the stakeholders were the organizations that sponsored the Guideline and used NACDA as the publisher and primary developer. NACDA is made up of university and college professionals who specialize in CIBHS and BCBS. As a result, this demonstrates the interdisciplinary relationship of the research areas regarding substance abuse disorders. One stakeholder is concerned with substance abuse disorders, while the other is concerned with intervention, treatment methods, and statistics on the subject. NACDA members are familiar with all these, so NACDA represents them all as the Guideline’s developer.
Who funded the development of the guidelines?
The California Institute for Behavioral Health Solutions (CIBHS) and Blue Cross Blue Shield of California sponsored and funded the Guideline (BCBS). CIBHS is a non-profit organization that works with funders, agencies, and health professionals to improve the lives of people who are dealing with substance abuse or mental health problems and disorders through research, technical assistance, evaluation, training, and policies. Conversely, BCBS is a profitable health insurance company in the United States that insures over 110 million people. NIDA, NIAAA, and CSAT are among the other funders. They have not, however, been included in the Guideline, but research confirms this information.
Were any of the Guideline Developers funded by the Reviewed Studies’ researchers?
Yes. According to the references provided in the Guideline, there are results from the California Institute for Behavioral Health Solutions (CIBHS) and Blue Cross Blue Shield (BCBS) databases, as well as NGC and the United States Preventive Services Task Force (USPSTF). Furthermore, the meta-analysis data from California State were derived entirely from the CIBHS. CIBHS researchers also contributed to the Guideline. Consider David Scott and Hillary McClure.
Was the Team’s Development Strategy sound?
To begin, in terms of evidence-based practice guidelines, a development strategy can be defined as the essential step in determining the goals and objectives of the research study and making the necessary adjustments to them if necessary. The developer, NACDA, comes up with three objectives in the preamble of the Guideline and then explains why this Guideline is essential. They included examining trends, summarizing current recommendations from previous guidelines, and ensuring that state guidelines are followed when developing adolescent substance abuse guidelines. NACDA then conducts a gap analysis across the United States and continues to monitor the progress of its procedures and policies to be followed (Zakiya, 2008). The Guideline made a lot of sense in this way, and the development strategy was very valid because it included the mission, vision, and objectives, among other key research features. The guidelines cover all of this.
To identify, select, and combine evidence, was an explicit (how decisions were made), sensible, and impartial process used?
To begin with, the developer admits in another report that professionals in NACDA chose all of the evidence in the Guideline and that all of the information in it was their opinion and view but did not reflect the position of the government or the guideline’s founders. This demonstrates the skill with which the evidence was identified, selected, and combined. The developer is attempting to avoid putting any of its funders in the hands of law enforcement or the government.
The developer in this Guideline is only one organization, NACDA, which means it made all the decisions independently. NACDA discloses in the previously mentioned report that all decisions in the Guideline were its own and not those of its funders or other research organizations. NACDA clearly states that all of its funders provided adequate support in monetary values, technical assistance, research materials, papers, data, slides, and any other service required to complete the Guideline. This demonstrates explicitness in the decision-making process. The fact that the meta-analysis data in the Guideline and other forms of data presentations took the true reflection of the funders also demonstrates how involved they were in the same. This questioned the developer’s impartiality in identifying, selecting, and combining evidence.
Are we all effective alternatives and outcomes considered?
Yes. This is because the areas covered in the Guideline cover all outcomes associated with adolescent substance abuse. These characteristics included, among others, evidence-based, legal issues, behavioral issues, social issues, economic issues, and various psychological issues. These include, among other things, the Federal Regulations for conducting research with children, participant informed consent/assent, parental permission, coercion, undue inducement, confidentiality, and community consultation.
Furthermore, the Guideline considered all the previously existing recommendations from the Nursing Institute of Drug Abuse. It emphasized criticizing them, explaining why it did so, and providing other ways to generate evidence-based research guidelines for substance abuse disorders. This was because it attempted to consider all the outcomes and options relevant to the selected topic problem of substance abuse disorders among young adolescent high school students.
Is each recommendation in the Guideline labeled with the level/strength of evidence on which it is based, and is it linked to the scientific evidence?
Each recommendation in the Guideline is typically tagged with the strength of evidence on which it is based and linked to the scientific proof via a URL address. This is evident in all the recommendations, including those in the Guideline’s section on patient informed consent (pp 5-7). Following the proposals, all key points are highlighted and represented in numerical or qualitative data format. An analysis is performed, and new offers are made based on the findings. They are also labeled with the level/strength of evidence on which they are founded and linked to scientific evidence. They are also numbered to help with the presentation format.
Are there any explicit recommendations in the Guidelines (reflecting value judgments about the outcomes)?
Looking at the Guideline, each recommendation is individually evaluated, and its outcome is also separately reflected. For example, the advice mentioned above states that substance abuse adolescents should be identified as soon as possible and addresses that after six months of follow-up and implementation of a specific guideline, substance use would have decreased by 67%. This is only one example. All other recommendations have been made explicit, and their outcomes have been judged and presented explicitly.
Has the Guideline undergone peer review and testing?
Yes. This Guideline has been classified as a peer-reviewed source by Wiley Home Library. This, first and foremost, proved the answer. Furthermore, in the disclosure and acknowledgments section of a report released by NACDA concerning this Guideline, the Guideline’s Editor-In-Chief (EIC) acknowledges and expresses special gratitude to all the peers who reviewed this Guideline before it was officially published and released into the public domain on March 8, 2012. There are links in the Guideline that take the reader to an external site where the Editor-In-Chief has completed appraisal reports on the same Guideline (EIC). This evidence indicates that the Guideline was subjected to peer review and testing.
Is the intended use specified (national, regional, or local)?
Yes, the intention has been stated. It is not mentioned in the Guideline, but a link takes the reader to an external site where appraisals for this Guideline have been completed. The reviews clearly state that the Guideline should be used nationally because it covers all 50 states.
Are the Suggestions Clinically Relevant?
There are three primary clinical treatments for substance abuse disorders. Behavioral approaches, family approaches, and addiction treatments are examples of these. All of these elements can be found in the recommendations, including the use of cognitive management skills and various types of therapies. It even proposes several preventive and treatment measures, arguing that they must all be approved by the National Nursing Research Center to ensure their originality and functionality. This then demonstrates that the recommendations in the guidelines are clinically relevant.
Will the suggestions help me care for my patients?
After reviewing the guidelines’ recommendations, behavioral approaches such as the twelve-step facilitation therapy, adolescent community reinforcement approach, motivational enhancement therapy, contingency management, and cognitive-behavioral therapy can contribute to changes in healthcare practice. It also includes multi-systemic therapy, multidimensional family therapy, functional family therapy, family behavior therapy, and brief strategic family therapy as family approach intervention techniques. There are also some legal options for dealing with the same issue.
All of this will assist my addicted patient in quitting using the substances—especially the therapies- which will benefit my patients. The Guideline is critical for developing appropriate measures to ensure patients receive proper care. Patients suffering from substance abuse disorders are referred to here.
Are the Suggestions Practical/Feasible? Is there a supply of resources (people and equipment)?
The suggestions are very feasible and practical. Forming criteria for stopping a study, the competence of study staff, follow-up, and referrals, incidental clinical findings measures formulation, and studies involving the administration of drugs of abuse to adolescents, as well as neuroimaging and genetic studies, are among them. This then demonstrates the viability of the recommendations. Furthermore, all of the links in the Guideline to peer review reports, which take the reader to an external site, argue that all of the recommendations in the Guideline are real, applicable, and practical.
Furthermore, the resources are available exactly as presented in the Guideline’s meta-analysis tables. To begin with, the Guideline would not have been funded by a large organization like CIBHS if the resources had not been available. Information has been referenced throughout the Guideline, and hyperlinks have been used to demonstrate its accessibility. They include databases such as the Guidelines Advisory Committee (GAC), CMA InfoBase, and the American College of Psychiatrists, to name a few.
Are the Recommendations Significantly Different from Current Practice? Can the Outcomes be quantified using Standard Care?
The recommendations do not appear to be a significant departure from current practice. Almost all proposals, particularly the three major intervention approaches, are being implemented. Almost all rehabilitation and drug-free promotion centers have therapy classes, indicating that the offers are already in place but need encouragement and push. The outcomes can also be measured using standard care, as illustrated in the Guideline’s section on outcome measurement.
Conclusion
Based on the above rapid critical appraisal of an evidence-based practice guideline, it is possible to conclude that it is very effective in nursing practice decision-making. It aids in combining various evidence and rigorous research to ensure timely decision success. According to the critical appraisal above, for a paper to be accepted, especially for research purposes, it must be reviewed and tested by the author’s peers before being approved by the Editor-In-Chief (EIC). This Guideline, however, has been subjected to peer review and testing.
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References
Melnyk, B. M. & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare:
A guide to best practice (3rd Ed.) Philadelphia, PA: Walters Kluwer Health.
The National Institute of Drug Abuse’s (March 8, 2012) “NACDA Guidelines for Substance Abuse Research Involving Children and Adolescents.” Review 3, no. 2. Retrieved on April 21, 2018, from; https://www.drugabuse.gov/funding/clinical-research/nacda- guidelines-substance-abuse-research-involving-children-adolescents
Zakiya, Q. B., (2008). Qualitative Research and its Uses in Health Care. U.S. National Institute Of Health. Journal; the Sultan Qaboos University of Medicine J. V. 8 (1); 208-243. Retrieved from, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3087733/
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Question 
One hallmark of professionalism is self-reflection. Reflecting on your learning will allow you to continue synthesizing new learning with current knowledge. Please review the course objectives in the Syllabus. Reflect upon your understanding of this course and describe how you have met each course objective.
Essential of Nursing Research
Your initial posting should be at least 400 words and utilize at least one scholarly source other than the textbook.
Course Learning Outcomes After this course, you will be able to: 1. Articulate the role of research in developing nursing knowledge and evidence-based practice. 2. Describe the basic concepts, techniques, and methodologies underlying the research process and their application in the study of nursing problems. 3. Identify researchable clinical nursing problems to improve patient outcomes. 4. Use information technology to retrieve hierarchical levels of evidence that address clinical questions. 5. Utilize effective critical thinking and written communication skills to critique research for applicability to nursing practice. 6. Integrate research findings into nursing practice to meet the changing needs of clients and professional nursing. 7. Describe current research priorities in nursing. 8. Identify legal, ethical, and cultural considerations in research that involves human subjects.