Literature Searches
An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.
For this Discussion, you will practice searching the literature to find evidence on a specific topic.
To prepare:

Choose a simple search term(s) relating to a topic of your PICOT question.

Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.

Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.

Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.

Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

Post on or before Day 3: 

(1)a summary of your search.

(2) Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy.

(3) Compare the types of information found in the articles from different levels and the value of the information from each level.

(4) Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

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 Mr. Cruz is a 34 year old Mexican man who went to the Emergency Department (ED) because of several days of upper respiratory track symptoms. A chest x-ray revealed a small lung nodule of unknown significance. He was felt to have a viral syndrome and was given an appointment to follow-up in the pulmonary clinic in 10 days for further evaluation of the nodule. After missing his initial and two rescheduled appointments, one of the nurses called him home to encourage him to keep his appointment scheduled for next week. As she speaks with him she is not confident that her message is understood. After completing the call the nurse discusses the patient with a HEALTH EDUCATOR expressing her frustration over communicating with patients who cannot speak English. She states: “These people never keep their appointments. I don’t know why we waste our time tracking them down.” 

QUESTIONS:

 1. If you were the “Health Education Strategist” listening to the nurse’s frustration; how would you have responded to the nurse?

 2. In your view what is exactly going on with both the Nurse as well as Mr. Cruz?

 3. How can you help the two bridge the gap?

 4. In your professional life if you ever encountered a similar case, how would you handle it-what strategies you would apply?

 5. Is there any lesson to learn from this story? 

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