Claywell LPN To RN Transitions 3rd Edition
Claywell LPN To RN Transitions 3rd Edition
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Chapter 13: Practicing Evidence-Based Decision Making
Complete Chapter Questions With Answers
Sample Questions Are Posted Below
MULTIPLE CHOICE
| a. | Excellence in quality patient care and recruitment and retention of nurses |
| b. | Excellence in research, patient care, and retention of physicians |
| c. | Excellence in recruiting nurses, early discharge, and effective billing |
| d. | Excellence in recruitment and retention of ancillary caregivers |
ANS: A
Magnet recognition is one of the many responses to the call for quality of care of the ANCC’s Magnet Recognition Program. The significance of achieving Magnet status indicates a hospital that succeeded in creating an atmosphere that nurtures evidence-based practice in nursing practice. The nurses are free to exercise professional autonomy. The particular hospital becomes known for its excellence in quality effective and efficient nursing care. Physician retention, early patient discharge, effective billing, and ancillary caregivers are not criteria for Magnet status.
DIF: Cognitive Level: Analysis REF: Page 187
OBJ: Identify criteria hospitals must meet to achieve Magnet Recognition.
TOP: Magnet Recognition Program MSC: NCLEX: Safe, Effective Care Environment
| a. | offer a problem-solving approach to systematically research clinical evidence directed toward a specific patient problem. |
| b. | prepare the nurse to conduct specific research in patient care practices. |
| c. | prepare the nurse for employment in an evidence-based research center. |
| d. | research clinical evidence that covers the entire aspect of a specific problem. |
ANS: A
Evidence-based practice (EBP) is the integration of the best available evidence, combined with clinical expertise, which enables health practitioners of all varieties to address health care questions with an evaluative and qualitative approach. EBP preparing the nurse to conduct specific research in patient care practices reflects too narrow a scope for research. EBP preparing the nurse for employment in an evidence-based research center has no basis for requiring evidence-based research. EBP to research clinical evidence that covers the entire aspect of a specific problem is incorrect.
DIF: Cognitive Level: Analysis REF: Page 188
OBJ: Identify one of the definitions of evidence-based practice.
TOP: Evidence-Based Practice
MSC: NCLEX: Safe, Effective Care Environment: Management of Care
| a. | The type of question will determine which resources to access. |
| b. | A systematic approach determines which questions will be asked. |
| c. | The clinical question is formulated at the conclusion of the literature search. |
| d. | Background questions are identified at the conclusion of the literature search. |
ANS: A
The type of question helps determine the resources to access to answer the question. Developing the clinical question is the most important step in the evidence-based process. The RN must develop a clinical question that encompasses the key components to ensure that the question addresses an answerable concern that can be converted into relevant application. To find that research efficiently, the clinician must ask a well-designed clinical question with all the elements that will lead to finding relevant research literature. A systematic approach that determines which questions will be asked is incorrect. All evidence-based research is a systematic approach. Formulation of the he clinical question at the conclusion of the literature search and identification of the background questions at the conclusion of the literature search are stated in the wrong order of the research process.
DIF: Cognitive Level: Evaluation REF: Pages 190, 197
OBJ: Recognize principles of developing the clinical question in evidence-based practice.
TOP: Developing a Clinical Question
MSC: NCLEX: Safe, Effective Care Environment: Management of Care
| a. | Background questions |
| b. | Foreground questions |
| c. | General knowledge questions |
| d. | Both a and b |
ANS: B
Foreground questions have four key components: (1) patient- or problem-centered focus on knowledge about managing patients with a disease, (2) intervention, (3) comparative intervention (an optional step, used only if relevant), and (4) clinical outcome. Ask for specific information about managing patients with a disease. Background questions seek general knowledge about a disease or disease process.
DIF: Cognitive Level: Analysis REF: Page 190
OBJ: Differentiate the type of clinical questions in evidence-based practice.
TOP: Clinical Questions in Evidence-Based Practice
MSC: NCLEX: Safe, Effective Care Environment
| a. | PICO organizes the elements that guide the clinical question. |
| b. | PICO formulates an answer to the clinical question. |
| c. | PICO explains the hierarchy of evidence. |
| d. | PICO identifies the strength of the evidence. |
ANS: A
Using the PICO approach allows for a systematic method of identifying important concepts when formulating the clinical question. Although every component of the PICO model may not be used in every case, PICO is an acronym used to describe a format of the four elements required to formulate a good clinical question (P, patient or problem; I, intervention; C, comparison; O, outcomes). PICO questions do not formulate answers, nor do PICO questions have anything to do with evidence.
DIF: Cognitive Level: Analysis REF: Pages 190-191
OBJ: Identify the purpose of PICO format. TOP: PICO Format
MSC: NCLEX: Safe, Effective Care Environment
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