Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

What he did not do:

He did not use 2 outside resources and 2 course specific resources. So you will have to modify a bit to use some citations from 4 articles.

One more article needs to be obtained from PubMed

There are also no examples. It specifically says to be specific and provide examples on each article. So I need that for each article please.

Needs reference page

And please check through the whole work to make sure this is adequate and enough to get the A paper. It just seems like not as professional as the way I would usually do it in my opinion. (I usually only get A when I do my own… )

**Course specific resources (need to use 2 out of these 5 articles)

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54) Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. /orders/doi.org/10.18438/B8WS5N

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e

Advanced Levels of Clinical Inquiry and Systematic Reviews Assignment: Part 3

INTRODUCTION

The clinical issue of interest in this study is the management of type 2 diabetes in patients living with this condition.

Type 2 diabetes mellitus is one of the growing pandemic that leads to morbidity and mortality.

Most of the research studies have found that normalizing glycemia helps in preventing diabetes mellitus-related complications.

Glycemic control can be achieved through patient-directed marketing, quality-of-care measures, quality improvement interventions and guidelines.

PICO(T) QUESTION

In patients with diabetes type 2, does the use of combined therapy result in better glycemic control when compared to the use of standard care alone in 8 months?

P- (Patient, population, or problem): All patients with diabetes type 2.

I- (Intervention): the use of combined therapy.

C- (Comparison): the use of combined therapy versus the use of standard care.

O- (Outcome): improved glycemic control.

T- (Time): 8 months.

Research Databases

Database search defines the essential aspects that are linked to the underlying issue and how the information is searched.

The crucial nursing journals are found in the databases located in the university library.

The leading searching terms used when searching for the four databases include: the use of combined therapy for glycemic control, and the use of standard care for glycemic control.

The four research databases utilized in this research include: PubMed, CHNAHL, Medline, and ScienceDirect.

Peer-reviewed Articles

The peer-reviewed articles used in this research study include those published in less than 5 years ago.

It is essential to improve on the accuracy of the findings because it emphasizes on the significant changes, which help in defining a strong focus on the research outcomes.

Thus, to improve the efficacy of the results, it is essential to focus on the latest publications because they provide current information on the research issue.

Articles

Cahn, A., & Cefalu, W. T. (2016). Clinical Considerations for Use of Initial Combination Therapy in Type 2 Diabetes. Diabetes Care, 39(Supplement 2), S137–S145. /orders/doi.org/10.2337/dcs15-3007

Cai, X., Gao, X., Yang, W., Han, X., & Ji, L. (2018). Efficacy and Safety of Initial Combination Therapy in Treatment-Naïve Type 2 Diabetes Patients: A Systematic Review and Meta-analysis. Diabetes Therapy, 9(5), 1995–2014. /orders/doi.org/10.1007/s13300-018-0493-2

Please add one more article using PubMed database.

Reach, G., Pechtner, V., Gentilella, R., Corcos, A., & Ceriello, A. (2017). Clinical inertia and its impact on treatment intensification in people with type 2 diabetes mellitus. Diabetes & Metabolism, 43(6), 501–511. /orders/doi.org/10.1016/j.diabet.2017.06.003

Levels of Evidence

The evidence of the Study by (Cahn & Cefalu, 2016) is level III because it provide evidence from the summaries developed from systematic reviews.

The evidence of the study by (Cai et al., 2018) is level I because the evidence is obtained from meta-analysis and systematic reviews.

The evidence of the study by (Lavernia et al., 2015) is level III because it provide evidence from the summaries developed from systematic reviews. Please do this for the new article.

The evidence of the study by (Reach et al., 2017) is level III because it provide evidence from the summaries developed from systematic reviews.

Strengths of using systematic reviews

A systematic review refer to the summary of medical literature in which researchers utilize explicit and reproducible approaches to search, appraise and synthesize all the available evidence on a specific issue.

Meta-analysis is a type of systematic review that utilizes various studies.

Systematic reviews are essential because:

Researchers use explicit methods to identify and select studies; thus, reducing biases and provide reliable and accurate conclusions.

Improve the consistency and generalizability of the results.

Summarizes findings from various studies hence reducing delay in time during the process of research discoveries to implementation.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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