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Create a 2-4 page resource that will describe databases that are relevant to EBP around one of the diagnoses found in the provided PDF supplement and could be used to help a new hire nurse better engage in EBP.


Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

Your Online e-Portfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.


You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.


To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.

Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.

You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.


The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

  • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
  • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
  • Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
  • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
  • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
  • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

Your assessment should meet the following requirements:

  • Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
  • APA formatting: References and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within the context of a specific health care setting.
    • Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for the diagnosis/health care issue.
  • Competency 4: Plan care based on the best available evidence.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three out of five should be specific to the diagnosis/health care issue.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as well as strategies to collaborate with the nurses to access resources.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.


Assessment 01 – Locating Credible Databases and Research

Create a 2-4 page resource that will describe databases that are relevant to EBP around one of
the diagnoses below and could be used to help a new hire nurse better engage in EBP.

Before you complete the instructions detailed in the courseroom, first select one of the
diagnoses below. You will use this diagnosis in Assessments #2 and #3.

• Chronic Obstructive Pulmonary Disease (COPD): A chronic inflammatory lung
disease that causes obstructed airflow from the lungs.

o Interventions: Bronchodilators, corticosteroids, pulmonary rehabilitation, oxygen
therapy, and smoking cessation.

o Keywords: Emphysema, chronic bronchitis, spirometry, respiratory failure,

• Acute Myocardial Infarction (AMI): Commonly known as a heart attack, it occurs when
blood flow to a part of the heart is blocked.

o Interventions: Oxygen therapy, nitroglycerin, aspirin, beta-blockers, angioplasty,
and patient education on lifestyle modifications.

o Keywords: Heart attack, coronary artery disease, EKG changes, troponin levels,
cardiac catheterization.

• Stroke: A condition where blood flow to a part of the brain is cut off, leading to brain cell

o Interventions: Thrombolytic therapy, anticoagulants, physical therapy, speech
therapy, and swallow evaluation.

o Keywords: Ischemic stroke, hemorrhagic stroke, transient ischemic attack,
aphasia, neurologic deficits.


Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.

Locating Credible Databases and Research

Learner’s Name

Capella University

NURS-FPX4030: Making Evidence-Based

Decisions Instructor Name

August, 2020


Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.

Locating Credible Databases and Research

Evidence-based practice (EBP) is the use of the best evidence available for problem-

solving and decision-making in patient care. Pain is considered to be one of the most adverse

outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and

acute neurohormonal changes. Pain management in postsurgical patients requires high-quality

care. Evidence suggests that a lack of encouragement or support of EBP research for

postoperative pain management lowers nurses’ confidence in functioning efficiently

(Mędrzycka-Dąbrowska et al., 2018).

In this assessment, the scenario considered is that of a newly trained nurse assigned to a

patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is

not confident about implementing evidence-based practice in the context of the patient’s

diagnosis. The focus of this assessment is to identify communication strategies that a head or

senior nurse can use to encourage newly trained nurses to effectively research their patients’

diagnoses. Recommendations on how to evaluate credible sources during the research process

and the criteria to be considered when selecting the best sources will be identified. Finally, a list

of recommended sources will be provided along with the rationale behind choosing them.

Communication Strategies to Encourage Diagnosis-Based Research

Learning while on the job through structured mentoring gives new nurses a clearer idea

of how to approach a problem. Competent mentors help new nurses build confidence and enable

an atmosphere that promotes communication within a practice. Mentors display personal

characteristics such as empathy, respectfulness, and patience. They practice active listening by

conducting unscheduled discussions frequently with new nurses to address queries. They


Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.

also provide constructive feedback to support the learning process (Mikkonen et al., 2020).

Online training or video-based modules have also added value to the learning process.

Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors

communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016).

The Best Places to Complete the Research

Credible sources can be identified using the CRAAP test, which stands for the five

criteria for evaluating an online source, namely currency, relevance, authority, accuracy, and

purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to

identify credible online sources. However, nurses must ensure that they look for resources in the

right places. Practicing nurses have had the best EBP-oriented research experiences in health

care settings and clinical trials (Galassi et al., 2014). Additionally, it is recommended that nurses

use the hospital or university library, hospital policy manuals, and hospital guidelines to

complete their research.

Identification of Five Sources for Evidence of Clinical Diagnosis

Based on the factors indicated in the CRAAP model, five credible online sources have

been identified. The sources are as follows: the Cumulative Index to Nursing and Allied Health

Literature database run by EBSCO publishing, the PubMed website

( published by the National Library of Medicine, the Journal

of Pain by the American Pain Society, the Journal of Pain and Relief, and the Columbian

Journal of Anesthesiology by Wolters Kluwer. These sources provide validated information for

research on postoperative pain management. Based on the CRAAP model, these five sources

have been ranked in the order of their usefulness.

Explanation of Why the Sources Provide the Best Evidence


Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.

These sources have been selected because they provide access to vetted, full-text articles

from the most sought-after medical journals and peer-reviewed articles by practicing nurses,

medical professionals, or research scholars in the field of medical science. These journals

and websites provide information on EBP-oriented research on postoperative pain management,

which is backed by scientifically collected data. These sources are regularly updated with the

latest findings. Credible articles in these journals are easy to find and most of them are available

free of cost.


Competent mentoring by using appropriate communication strategies can help nurses

adopt EBP-oriented research in their practice. Support from mentors helps new nurses research

effectively when they encounter new patient diagnoses. For effective research, nurses can

evaluate the credibility of the online sources using the CRAAP model.


Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.


Central Michigan University. (2020). Website research: CRAAP test.

Dadich, A., & Hosseinzadeh, H. (2016). Communication channels to promote evidence-based

practice: A survey of primary care clinicians to determine perceived effects. Health Research

Policy and Systems, 14.

Galassi, A. L., Grady, M. A., O’Mara, A. M., Ness, E. A., Parreco, L. K., Belcher, A. E., &

Hastings, C. E. (2014). Clinical research education: Perspectives of nurses, employers, and

educators. Journal of Nursing Education, 53(8), 466–472.


Mędrzycka-Dąbrowska, W., Dąbrowski, S., Gutysz-Wojnicka, A., Basiński, A., & Kwiecień-Jaguś,

K. (2018). Nurses’ knowledge and barriers regarding pain management. Journal of

PeriAnesthesia Nursing, 33(5), P715–726.

Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., Juskauskiene, E.,

Vizcaya-Moreno, F., Pérez-Cañaveras, R. M., De Raeve, P, & Kääriäinen, M. (2020).

Development and testing of an evidence-based model of mentoring nursing students in clinical

practice. Nurse Education Today, 85.

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