, Chapter .01: .Using .Evidence .in .Practice
Perry .et .al.: .Clinical .Nursing .Skills .& .Techniques, .9th .Edition
MULTIPLE .CHOICE
1. Evidence-based .practice .is .a .problem-solving .approach .to .making .decisions .about
.patient .care .that .is .grounded .in:
a. the .latest .information .found .in .textbooks.
b. systematically .conducted .research .studies.
c. tradition .in .clinical .practice.
d. quality .improvement .and .risk-management .data.
ANS: . B
The .best .evidence .comes .from .well-designed, .systematically .conducted .research .studies
.described .in .scientific .journals. .Portions .of .a .textbook .often .become .outdated .by .the
.time .it .is .published. .Many .health .care .settings .do .not .have .a .process .to .help .staff .adopt
.new .evidence .in .practice, .and .nurses .in .practice .settings .lack .easy .access .to .risk-
management .data, .relying .instead .on .tradition .or .convenience. .Some .sources .of .evidence
.do .not .originate .from .research. .These .include .quality .improvement .and .risk-management
.data; .infection .control .data; .retrospective .or .concurrent .chart .reviews; .and .clinicians‘
.expertise. .Although .non–research-based .evidence .is .often .very .valuable, .it .is .important
.that .you .learn .to .rely .more .on .research-based .evidence.
DIF: Cognitive .Level: .Comprehension REF: Text .reference: .p. .2
.OBJ: Discuss .the .benefits .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: .Nursing .Process .Step: .Assessment
.MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management .of .care)
2. When .evidence-based .practice .is .used, .patient .care .will .be:
a. standardized .for .all.
b. unhampered .by .patient .culture.
c. variable .according .to .the .situation.
d. safe .from .the .hazards .of .critical .thinking.
ANS: . C
Using .your .clinical .expertise .and .considering .patients‘ .cultures, .values, .and .preferences
.ensures .that .you .will .apply .available .evidence .in .practice .ethically .and .appropriately.
.Even .when .you .use .the .best .evidence .available, .application .and .outcomes .will .differ; .as
.a .nurse, .you .will .develop .critical .thinking .skills .to .determine .whether .evidence .is
.relevant .and .appropriate.
DIF: Cognitive .Level: .Application REF: Text .reference: .p. .2
.OBJ: Discuss .the .benefits .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: .Nursing .Process .Step: .Assessment
.MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management .of .care)
3. When .a .PICOT .question .is .developed, .the .letter .that .corresponds .with .the .usual .standard
.of .care .is:
a. P.
https://www.coursehero.com/file/24377061/c1rtf/
, b. I.
c. C.
d. O.
ANS: . C
C .= .Comparison .of .interest. .What .standard .of .care .or .current .intervention .do .you
.usually .use .now .in .practice?
P .= .Patient .population .of .interest. .Identify .your .patient .by .age, .gender, .ethnicity, .disease, .or
.health .problem.
I .= .Intervention .of .interest. .What .intervention .(e.g., .treatment, .diagnostic .test, .and
.prognostic .factor) .do .you .think .is .worthwhile .to .use .in .practice?
O .= .Outcome. .What .result .(e.g., .change .in .patient‘s .behavior, .physical .finding, .and
.change .in .patient‘s .perception) .do .you .wish .to .achieve .or .observe .as .the .result .of .an
.intervention?
DIF: Cognitive .Level: .Knowledge REF: Text .reference: .p. .3
.OBJ: Develop .a .PICO .question. TOP: PICO
KEY: . Nursing .Process .Step: .Implementation
MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management .of .care)
4. A .well-developed .PICOT .question .helps .the .nurse:
a. search .for .evidence.
b. include .all .five .elements .of .the .sequence.
c. find .as .many .articles .as .possible .in .a .literature .search.
d. accept .standard .clinical .routines.
ANS: . A
The .more .focused .a .question .that .you .ask .is, .the .easier .it .is .to .search .for .evidence .in .the
.scientific .literature. .A .well-designed .PICOT .question .does .not .have .to .include .all .five
.elements, .nor .does .it .have .to .follow .the .PICOT .sequence. .Do .not .be .satisfied .with .clinical
.routines. .Always .question .and .use .critical .thinking .to .consider .better .ways .to .provide .patient
.care.
DIF: Cognitive .Level: .Analysis REF: Text .reference: .p. .3
.OBJ: Describe .the .six .steps .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: . Nursing .Process .Step:
.Implementation .MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management
.of .care)
5. The .nurse .is .not .sure .that .the .procedure .the .patient .requires .is .the .best .possible .for .the
.situation. .Utilizing .which .of .the .following .resources .would .be .the .quickest .way .to
.review .research .on .the .topic?
a. CINAHL
b. PubMed
c. MEDLINE
d. The .Cochrane .Database
.ANS: . D
, The .Cochrane .Community .Database .of .Systematic .Reviews .is .a .valuable .source .of
.synthesized .evidence .(i.e., .pre-appraised .evidence). .The .Cochrane .Database .includes .the
.full .text .of .regularly .updated .systematic .reviews .and .protocols .for .reviews .currently
.happening. .MEDLINE, .CINAHL, .and .PubMed .are .among .the .most .comprehensive
.databases .and .represent .the .scientific .knowledge .base .of .health .care.
DIF: Cognitive .Level: .Synthesis REF: Text .reference: .p. .4
.OBJ: Describe .the .six .steps .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: . Nursing .Process .Step:
.Implementation .MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management
.of .care)
6. The .nurse .is .getting .ready .to .develop .a .plan .of .care .for .a .patient .who .has .a .specific
.need. .The .best .source .for .developing .this .plan .of .care .would .probably .be:
a. The .Cochrane .Database.
b. MEDLINE.
c. NGC.
d. CINAHL.
ANS: . C
The .National .Guidelines .Clearinghouse .(NGC) .is .a .database .supported .by .the .Agency
.for .Healthcare .Research .and .Quality .(AHRQ). .It .contains .clinical .guidelines—
systematically .developed .statements .about .a .plan .of .care .for .a .specific .set .of .clinical
.circumstances .involving .a .specific .patient .population. .The .NGC .is .a .valuable .source
.when .you .want .to .develop .a .plan .of .care .for .a .patient. .The .Cochrane .Community
.Database .of .Systematic .Reviews, .MEDLINE, .and .CINAHL .are .all .valuable .sources .of
.synthesized .evidence .(i.e., .pre-appraised .evidence).
DIF: Cognitive .Level: .Synthesis REF: Text .reference: .p. .4
.OBJ: Describe .the .six .steps .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: . Nursing .Process .Step:
.Implementation .MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management
.of .care)
7. The .nurse .has .done .a .literature .search .and .found .25 .possible .articles .on .the .topic .that
.she .is .studying. .To .determine .which .of .those .25 .best .fit .her .inquiry, .the .nurse .first
.should .look .at:
a. the .abstracts.
b. the .literature .reviews.
c. the .―Methods‖ .sections.
d. the .narrative .sections.
ANS: . A
An .abstract .is .a .brief .summary .of .an .article .that .quickly .tells .you .whether .the .article .is
.research .based .or .clinically .based. .An .abstract .summarizes .the .purpose .of .the .study .or
.clinical .query, .the .major .themes .or .findings, .and .the .implications .for .nursing .practice.
.The .literature .review .usually .gives .you .a .good .idea .of .how .past .research .led .to .the
.researcher‘s .question. .The .―Methods‖ .or .―Design‖ .section .explains .how .a .research .study
.is .organized .and .conducted .to .answer .the .research .question .or .to .test .the .hypothesis.
.The .narrative .of .a .manuscript .differs .according .to .the .type .of .evidence-based .article—
clinical .or .research.
DIF: Cognitive .Level: .Application REF: Text .reference: .p. .7
.OBJ: Discuss .elements .to .review .when .critiquing .the .scientific
.literature.
Perry .et .al.: .Clinical .Nursing .Skills .& .Techniques, .9th .Edition
MULTIPLE .CHOICE
1. Evidence-based .practice .is .a .problem-solving .approach .to .making .decisions .about
.patient .care .that .is .grounded .in:
a. the .latest .information .found .in .textbooks.
b. systematically .conducted .research .studies.
c. tradition .in .clinical .practice.
d. quality .improvement .and .risk-management .data.
ANS: . B
The .best .evidence .comes .from .well-designed, .systematically .conducted .research .studies
.described .in .scientific .journals. .Portions .of .a .textbook .often .become .outdated .by .the
.time .it .is .published. .Many .health .care .settings .do .not .have .a .process .to .help .staff .adopt
.new .evidence .in .practice, .and .nurses .in .practice .settings .lack .easy .access .to .risk-
management .data, .relying .instead .on .tradition .or .convenience. .Some .sources .of .evidence
.do .not .originate .from .research. .These .include .quality .improvement .and .risk-management
.data; .infection .control .data; .retrospective .or .concurrent .chart .reviews; .and .clinicians‘
.expertise. .Although .non–research-based .evidence .is .often .very .valuable, .it .is .important
.that .you .learn .to .rely .more .on .research-based .evidence.
DIF: Cognitive .Level: .Comprehension REF: Text .reference: .p. .2
.OBJ: Discuss .the .benefits .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: .Nursing .Process .Step: .Assessment
.MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management .of .care)
2. When .evidence-based .practice .is .used, .patient .care .will .be:
a. standardized .for .all.
b. unhampered .by .patient .culture.
c. variable .according .to .the .situation.
d. safe .from .the .hazards .of .critical .thinking.
ANS: . C
Using .your .clinical .expertise .and .considering .patients‘ .cultures, .values, .and .preferences
.ensures .that .you .will .apply .available .evidence .in .practice .ethically .and .appropriately.
.Even .when .you .use .the .best .evidence .available, .application .and .outcomes .will .differ; .as
.a .nurse, .you .will .develop .critical .thinking .skills .to .determine .whether .evidence .is
.relevant .and .appropriate.
DIF: Cognitive .Level: .Application REF: Text .reference: .p. .2
.OBJ: Discuss .the .benefits .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: .Nursing .Process .Step: .Assessment
.MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management .of .care)
3. When .a .PICOT .question .is .developed, .the .letter .that .corresponds .with .the .usual .standard
.of .care .is:
a. P.
https://www.coursehero.com/file/24377061/c1rtf/
, b. I.
c. C.
d. O.
ANS: . C
C .= .Comparison .of .interest. .What .standard .of .care .or .current .intervention .do .you
.usually .use .now .in .practice?
P .= .Patient .population .of .interest. .Identify .your .patient .by .age, .gender, .ethnicity, .disease, .or
.health .problem.
I .= .Intervention .of .interest. .What .intervention .(e.g., .treatment, .diagnostic .test, .and
.prognostic .factor) .do .you .think .is .worthwhile .to .use .in .practice?
O .= .Outcome. .What .result .(e.g., .change .in .patient‘s .behavior, .physical .finding, .and
.change .in .patient‘s .perception) .do .you .wish .to .achieve .or .observe .as .the .result .of .an
.intervention?
DIF: Cognitive .Level: .Knowledge REF: Text .reference: .p. .3
.OBJ: Develop .a .PICO .question. TOP: PICO
KEY: . Nursing .Process .Step: .Implementation
MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management .of .care)
4. A .well-developed .PICOT .question .helps .the .nurse:
a. search .for .evidence.
b. include .all .five .elements .of .the .sequence.
c. find .as .many .articles .as .possible .in .a .literature .search.
d. accept .standard .clinical .routines.
ANS: . A
The .more .focused .a .question .that .you .ask .is, .the .easier .it .is .to .search .for .evidence .in .the
.scientific .literature. .A .well-designed .PICOT .question .does .not .have .to .include .all .five
.elements, .nor .does .it .have .to .follow .the .PICOT .sequence. .Do .not .be .satisfied .with .clinical
.routines. .Always .question .and .use .critical .thinking .to .consider .better .ways .to .provide .patient
.care.
DIF: Cognitive .Level: .Analysis REF: Text .reference: .p. .3
.OBJ: Describe .the .six .steps .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: . Nursing .Process .Step:
.Implementation .MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management
.of .care)
5. The .nurse .is .not .sure .that .the .procedure .the .patient .requires .is .the .best .possible .for .the
.situation. .Utilizing .which .of .the .following .resources .would .be .the .quickest .way .to
.review .research .on .the .topic?
a. CINAHL
b. PubMed
c. MEDLINE
d. The .Cochrane .Database
.ANS: . D
, The .Cochrane .Community .Database .of .Systematic .Reviews .is .a .valuable .source .of
.synthesized .evidence .(i.e., .pre-appraised .evidence). .The .Cochrane .Database .includes .the
.full .text .of .regularly .updated .systematic .reviews .and .protocols .for .reviews .currently
.happening. .MEDLINE, .CINAHL, .and .PubMed .are .among .the .most .comprehensive
.databases .and .represent .the .scientific .knowledge .base .of .health .care.
DIF: Cognitive .Level: .Synthesis REF: Text .reference: .p. .4
.OBJ: Describe .the .six .steps .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: . Nursing .Process .Step:
.Implementation .MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management
.of .care)
6. The .nurse .is .getting .ready .to .develop .a .plan .of .care .for .a .patient .who .has .a .specific
.need. .The .best .source .for .developing .this .plan .of .care .would .probably .be:
a. The .Cochrane .Database.
b. MEDLINE.
c. NGC.
d. CINAHL.
ANS: . C
The .National .Guidelines .Clearinghouse .(NGC) .is .a .database .supported .by .the .Agency
.for .Healthcare .Research .and .Quality .(AHRQ). .It .contains .clinical .guidelines—
systematically .developed .statements .about .a .plan .of .care .for .a .specific .set .of .clinical
.circumstances .involving .a .specific .patient .population. .The .NGC .is .a .valuable .source
.when .you .want .to .develop .a .plan .of .care .for .a .patient. .The .Cochrane .Community
.Database .of .Systematic .Reviews, .MEDLINE, .and .CINAHL .are .all .valuable .sources .of
.synthesized .evidence .(i.e., .pre-appraised .evidence).
DIF: Cognitive .Level: .Synthesis REF: Text .reference: .p. .4
.OBJ: Describe .the .six .steps .of .evidence-based .practice.
TOP: Evidence-Based .Practice KEY: . Nursing .Process .Step:
.Implementation .MSC: . NCLEX: .Safe .and .Effective .Care .Environment .(management
.of .care)
7. The .nurse .has .done .a .literature .search .and .found .25 .possible .articles .on .the .topic .that
.she .is .studying. .To .determine .which .of .those .25 .best .fit .her .inquiry, .the .nurse .first
.should .look .at:
a. the .abstracts.
b. the .literature .reviews.
c. the .―Methods‖ .sections.
d. the .narrative .sections.
ANS: . A
An .abstract .is .a .brief .summary .of .an .article .that .quickly .tells .you .whether .the .article .is
.research .based .or .clinically .based. .An .abstract .summarizes .the .purpose .of .the .study .or
.clinical .query, .the .major .themes .or .findings, .and .the .implications .for .nursing .practice.
.The .literature .review .usually .gives .you .a .good .idea .of .how .past .research .led .to .the
.researcher‘s .question. .The .―Methods‖ .or .―Design‖ .section .explains .how .a .research .study
.is .organized .and .conducted .to .answer .the .research .question .or .to .test .the .hypothesis.
.The .narrative .of .a .manuscript .differs .according .to .the .type .of .evidence-based .article—
clinical .or .research.
DIF: Cognitive .Level: .Application REF: Text .reference: .p. .7
.OBJ: Discuss .elements .to .review .when .critiquing .the .scientific
.literature.
