[ANSWER]DTH107 Determine Health Assessment 2: Research Report

TASK DESCRIPTION Research reports require evidence to be clearly structured and presented under specific headings Determine Health Assessment.

Task Instructions

This document must be used to complete Assessment 2. It is split up into five (5) sections; one for each step of your research report.

Step 1: Research and Evidence-Based Practice

Step 2: Plan the Information

Step 3: Gather the Information

Step 4: Analyse the Information

Step 5: Use Information in Practice

Research reports require evidence to be clearly structured and presented under specific headings Determine Health Assessment. For each step, there are a number of items that must be addressed. Responses to these should be made under the headings provided.

Step 1: Research and Evidence-Based Practice

When undertaking research, you need to clarify the methods you will be using. For this section of the report Determine Health Assessment, you must address the following points.

1.1 Rules of Evidence

Explain what the ‘rules of evidence’ are in relation to evidence-based practice (EPB) (50 words).

Respond here:

In EBP, rules of evidence are the guidelines or principles that guide the process of gathering evidence to inform practice. There are 5 basic rules of evidence in EBP (Melnyk et al., 2010):

1. Formulate an answerable question
2. Look for the best available evidence to answer the question
3. Subject the evidence to a critical appraisal to assess its validity and applicability to practice
4. Integrate the evidence into practice, taking into consideration the professional’s clinical expertise and the patient’s unique profile Determine Health Assessment
5. Evaluate the results of integrating evidence into practice   

1.2 Evidence-based Practice

Provide an APA-referenced definition of evidence-based practice (EBP) and state how it is used (50 words).

Respond here:

EBP is the process of integrating research evidence into practice (Majid et al., 2011). It is a process in which healthcare professionals emphasize data-driven decision making in every aspect of the care process Determine Health Assessment. Healthcare professionals achieve this by remaining up-to-date with research evidence in their field and using it as the basis for clinical decision making. 

1.3 Research and Continuous Improvement

Explain how EBP is different from ‘research’ and ‘continuous quality improvement’ and explain how they are used (50 words).

Respond here:

EBP, research and continuous quality improvement (CQI) have similar aspects, but they are different. While research is the systematic investigation of a given phenomenon Determine Health Assessment, EBP is the integration of the outcomes of the research into practice (Majid et al., 2011). CQI usually occurs on a smaller scale compared to research and EBP and denotes ongoing efforts to enhance healthcare processes and/or outcomes (Banerjee et al., 2012). Ideally, such efforts are guided by EBP.   

1.4 Research Methods

Provide a diagram of EBP, a typical research process and continuous quality improvement.

Respond here:

EBP Diagram

Research Process Diagram

CQI Diagram

1.5 Duty of Care Requirements

Explain the duty of care requirements associated with EPB (50 words).

Respond here:

Duty of care in EBP is the expectation that healthcare professionals will exercise reasonable discretion in their endeavour to integrate evidence into practice. This expectation emanates from the principle of duty of care Determine Health Assessment, which holds that healthcare professionals have a legal or moral obligation to ensure the safety of those under their care (Dowie, 2017). 

1.6 Research Reasons

Describe what each of these different reasons for undertaking research are (20 words each).

• Comparison: To evaluate similarities or differences between two or more groups of subjects or between two or more interventions.
• Hypothesis testing: To examine whether a certain formulated supposition is true or false based on collected data.
• Trend identification: To recognise patterns in a given data set for the purpose of describing a certain research phenomenon.  
• Own knowledge extension: The application of one’s own knowledge in investigating an identified research phenomenon.
• Strengthen quality of own practice: To improve one’s capability for practice.

Step 2: Plan the Information

The next step in a research report is to clarify why the topic should be researched and plan how you will gather the information. For this section, you should address the following points.

.2.1 Issue Statement

Clearly state the two issues being investigated (20 words each).

Respond here:

1. Supporting non-English speaking clients: Due to language barriers, non-English speaking Determine Health Assessment (NES) patients may have difficulties in accessing or utilising healthcare services in an English speaking (ES) context.
2. Personal protective equipment (PPE) during the COVID-19 pandemic: In the wake of the pandemic, PPE has become a priority when it comes to the safety of nurses and frontline healthcare workers as well as patients

2.2 Objectives and Trends of Issues

State why each research topic (150 words each) is being investigated, including:

• Two (2) objectives you aim to achieve for each (How will benefit nursing practice?)
• APA-referenced evidence of why each is an issue
• APA referenced example of where each can be seen in practice
• Two (2) ways each issue is currently managed or approached.

Respond here:

Supporting non-English speaking clients

In an ES context like Australia, it can often be difficult for NES patients to access healthcare services optimally due to language barriers. In the oncology setting, for instance, Lipson-Smith et al. (2016) highlight that language barriers make it hard for NES cancer patients to communicate with healthcare professionals and to recall the medical information provided to them Determine Health Assessment.

This is a problematic concern that can have far-reaching implications for health outcomes in NES patients, ultimately resulting in health disparities between ES and NES groups within a population (Alzubaidi et al., 2018). To address this problem, interventions such as translated information sheets, audio-recording of medical consultations, and use of interpreters have been recommended (Lipson-Smith et al., 2016; Lipson-Smith et al., 2017; Williams et al., 2018). Following this background, it is imperative to document whether supporting NES patients through interventions aimed at addressing language barriers:  

• Increases NES patients’ utilisation of healthcare services
• Improves NES patients’ relationships with healthcare professionals 

PPE during the COVID-19

pandemic The ongoing global COVID-19 pandemic has significantly shaken healthcare systems across the globe. Given the contagious nature of the coronavirus, the pandemic has resulted in an unprecedented demand for PPE. Use of PPE during the pandemic has been touted as critical to containing the spread of the virus, particularly by avoiding or reducing virus transmission between healthcare workers and patients (Lee et al., 2020; Thierry et al., 2020; Woolley et al., 2020). Generally, PPE in the clinical setting includes face masks Determine Health Assessment,

N95 respirators, goggles, gloves, and gowns (Livingston et al., 2020). In the wake of the pandemic, unconventional PPE innovations have emerged in an effort to bridge the supply gap created by the pandemic, such as use of the transparent plastic bag and repurposing of snorkelling masks (Lee et al., 2020). Against this backdrop, the objective here is to:

• Examine the effectiveness and safety of conventional PPE in protecting nurses against the coronavirus
• Examine the effectiveness and safety of unconventional PPE innovations in protecting nurses against the coronavirus   

2.3 Research Data Sources

List eight (8) credible sources of data you could use to conduct your research, and for each include:

• Resource name
• Resource type (journal, text book, professional body publication etc)
• Resource website or link.

Step 3: Gather the Information

In Step 2, you listed objectives for each topic of research. You should have at least four (4). For this step, you need to collect, evaluate and organise the evidence related to your topics, and discuss your research processes Determine Health Assessment.

3.1 Information-gathering Strategy

Summarise the strategy you used to gather information generally, noting the sources you explored, how you determined if the information was relevant and why you left certain resources out (150 words).

Respond here:

Information was searched only on the Torrens University library. The following search phrases were used for each selected issue: “supporting non-English speaking patients” for the first issue and “personal protective equipment during the COVID-19 pandemic” for the second issue. In each case, the search was narrowed down to peer-reviewed journal articles published in English in the last 5 years (2016-2020) Determine Health Assessment. This was informed by the need to obtain credible and the most recent articles for each issue.

For the first issue, the search returned 927 results after marking the needed filters, with the search for the second issue returning 266 results. As only 8 articles were intended to be used for this paper (4 for each issue), the potential articles were evaluated by considering their titles and abstracts. This enabled the selection of the most relevant articles to achieve the identified research objectives. The selected articles included both primary and secondary research articles.  

3.2 Systematic Information Summary

Using the table below, list three (3) information sources you found that relate to each objective. For each resource, you must provide:

• An APA reference
• A link directly to the information
• The research method you used to source the information
• The resource type.

Step 4: Analyse the Information

Once research has been conducted, it is important to analyse the information and determine its significance to the issues being investigated. For this step, you should compare, contrast and describe the information you found in relation to the research objectives.  

4.1 Information Validity

List three (3) ways you can evaluate the validity of the information sources you have gathered.

Respond here:

1. Checking the author’s credentials in terms of academic background, research experience, and/or institutional affiliation: This informs the reader whether the author has authority over the subject matter Determine Health Assessment.
2. References: A good source of information should have sufficient documentation of references both in text and at the end of the document.
3. Research methods: Evaluating the techniques used to collect and analyse data helps in determining fitness between the research methodology and the objective of the study.

4.2 Cultural and Ethical Considerations

List three (3) cultural and ethical considerations for research.

Respond here:

1. Participant privacy and confidentiality: If the research involves primary data from human subjects, participant anonymity should be guaranteed Determine Health Assessment.
2. Institutional approval: Research involving human subjects requires approval by a Human Research Ethics Committee to ensure conformity with the relevant ethical guidelines.
3. Cultural sensitivity: If the research involves participants or issues relating to culturally and linguistically diverse communities, sensitivity to the values and beliefs of the culture in question is important.    

4.3 Information Analysis Processes

Explain how to undertake each of the following information analysis processes (20 words each).

• Comparing:  Evaluating two or more values between two or more data points. For instance, one can compare the highest and lowest values in a data set.
• Contrasting: Analysing differences between two or more groups in a data set. For example, in a research to examine the rate of health service utilisation, a contrast can be made between ES and NES subjects Determine Health Assessment.
• Challenging: Considering research findings in light of other studies. For instance, one can consider whether their research findings are consistent or inconsistent with previous research on the topic in question.  
• Reflecting: Offering a subjective review of the research process and how it shaped one’s learning and worldview. For instance, one can reflect on the challenges they faced during research.   
• Distinguishing relevant from irrelevant: Determining what is important and not important in a given information set.
• Drawing interdisciplinary connections: Analysing the extent to which the findings of a research can be applicable across different disciplines or settings.  

4.4 Information Comparison

Using the table below, you must compare the different sources of information you gathered, and assess their currency, feasibility, risks and benefits. In the table, analyse at least two (3) sources of information per objective Determine Health Assessment.

Step 5: Use Information in Practice

Finally, after conducting research, you need to present your conclusions and discuss how your results can be used in practice Determine Health Assessment.

5.1 Use of Information in Practice

In 100 words for each issue, describe what the information you found suggests can be done in your work context to improve, manage or rectify the issue.

Respond here:

Supporting NES clients

Against the backdrop of factors such as immigration Determine Health Assessment, Australia is an increasingly multicultural society. This means that NES patients constitute a sizeable section of the patient population. Since Australia is an ES country, access to healthcare services can be difficult for NES patients due to language barriers. Literature on this topic reiterates the importance of addressing these barriers in healthcare settings through interventions such as interpreters and audio-recorded medical consultations (Alzubaidi et al., 2018; Lipson-Smith et al., 2016; Lipson-Smith et al., 2017; Williams et al., 2018). When NES patients are supported in communicating Determine Health Assessment easily with healthcare professionals, they are less likely to be reluctant to utilise healthcare services.

PPE during the COVID-19 Pandemic    

In the wake of the COVID-19 pandemic, keeping healthcare workers safe is a priority for healthcare organisations. Conventional PPE such as face masks, gloves, respirators and gowns have been widely recommended for use in protecting healthcare workers from contracting the coronavirus (Livingston et al., 2020; Woolley et al., 2020) Determine Health Assessment. Nevertheless, the overwhelming demand for PPE has created supply shortages, resulting in unconventional innovations such as transparent plastic bags and snorkeling masks (Lee et al., 2020; Thierry et al., 2020). While these innovations can be used in place of conventional PPE to overcome supply shortages, experts have warned that discretion should be exercised in their use Determine Health Assessment.   

5.2 Gaps in Information

For both issues, identify two (2) areas that require further research or evaluation, and reflect on potential interdisciplinary hurdles, such as places where referral or collaboration with other fields is required (100 words per issue).

Respond here:

Supporting NES clients

In efforts to support NES clients, one of the interventions that have been recommended is providing NES patients with audio-recorded medical consultations. While this intervention has been shown to be useful in addressing the language barriers faced by NES, there are a few grey areas that require further research. More specifically, there is need for more methodologically rigorous studies to confirm cause-and-effect relationships Determine Health Assessment.

There is also need for research to understand patient perceptions of this intervention Determine Health Assessment. In addition to further research, there is need for understanding of the interdisciplinary challenges that may be involved in implementing interventions to address language barriers for NES patients. Implementing Determine Health Assessment.

these interventions would ideally involve an organisation-wide effort, meaning multiple disciplines across the hospital would need to collaborate effectively.  

PPE during the COVID-19 Pandemic

As PPE innovations such as transparent plastic bags and snorkelling emerge during the COVID-19 pandemic, the need for more research on these unconventional innovations cannot be overemphasised. First, more research is needed to ascertain just how safe these innovations are. Such research could form the basis for their regulatory approval for use in medical settings. Research is also needed to understand how healthcare workers perceive such innovations.

To ensure healthcare workers remain safe during the pandemic, the use of PPE also requires multidisciplinary collaboration. In all departments of the hospital, appropriate use of PPE is necessary. Achieving this requires interdisciplinary teams to work together closely in the administration of the necessary training and monitoring Determine Health Assessment.

 5.3 Actions and Recommendations

For each issue, present three (3) specific actions or recommendations to address the outcomes you investigated (20 words per recommendation).

Respond here:

Supporting NES clients

• Hire interpreters to interpret medical information for NES patients
• Provide NES patients with memory aids to help them recall medical information Determine Health Assessment
• Equip hospital personnel with training on cultural competence

PPE during the COVID-19 Pandemic

• Ensure all hospital staffers are equipped with PPE
• All hospital staffers should be provided with training on how to use PPE appropriately   
• Unconventional PPE such as snorkelling masks should only be used when conventional PPE are not available and if they are to be used, caution should be exercised

References

Alzubaidi, H., Namara, K., & Versace, V. (2018). Predictors of effective therapeutic relationships between pharmacists and patients with type 2 diabetes: Comparison between Arabic-speaking and Caucasian English-speaking patients. Research in Social and Administrative Pharmacy, 14, 1064-1071. https://doi.org/10.1016/j.sapharm.2017.11.013

Banerjee, A., Stanton, E., Lemer, C., & Marshall, M. (2012). What can quality improvement learn from evidence-based medicine? Journal of the Royal Society of Medicine, 105(2), 55-59. doi:10.1258/jrsm.2011.110176

Dowie, I. (2017). Legal, ethical and professional aspects of duty of care for nurses. Nursing Standard, 32(16-19), 47-52. doi: 10.7748/ns.2017.e10959

Lee, E., Loh, W., Ang, I., & Tan, Y. (2020). Plastic bags as personal protective equipment during the COVID-19 pandemic: Between the devil and the deep blue sea. Journal of Emergency Medicine, 58(5), 821-823. https://doi.org/10.1016/j.jemermed.2020.04.016

Lipson-Smith, R., Hyatt, A., Butow, P., Hack, T., Jefford, M., Hale, S., Hocking, A., et al. (2016). Are audio recordings the answer? – a pilot study of a communication intervention for non-English speaking patients with cancer. Psycho-Oncology, 25, 1237-1240. doi:10.1002/pon.4193

Lipson-Smith, R., Hyatt, A., Murray, A., Butow, P., Hack, T., Jefford, M., Ozolins, U., Hale, S., & Schofield, P. (2017). Measuring recall of medical information in non-English-speaking people with cancer. Health Expectations, 21, 288-299. doi:10.1111/hex.12614

Livingston, E., Desai, A., & Berkwits, M. (2020). Sourcing personal protective equipment during the COVID-19 pandemic. Journal of the American Medical Association, 323(19), 1912-1914. doi:10.1001/jama.2020.5317 Determine Health Assessment

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y., Chang, Y., & Mokhtar, I. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229-236. doi:10.3163/1536-5050.99.3.010

Melnyk, B., Fineout-Overholt, E., Stillwell, S., & Williamson, K. (2010). The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51-53.

Thierry, B., Celerier, C., Simon, F., Lacroix, C., & Khonsari, R. (2020). How and why use the EasyBreath Decathlon surface snorkelling mask as a personal protective equipment during the COVID-19 pandemic? European Annals of Otorhinolaryngology, Head and Neck Diseases. https://doi.org/10.1016/j.anorl.2020.05.006

Williams, A., Oulton, K., Sell, D., & Wray, J. (2018). Healthcare professional and interpreter perspectives on working with and caring for non-English speaking families in a tertiary paediatric healthcare setting. Ethnicity & Health, 23(7), 767-780. https://doi.org/10.1080/13557858.2017.1294662

Woolley, K., Smith, R., & Arumugam, S. (2020). Personal protective equipment (PPE): Guidelines, adaptations and lessons during the COVID-19 pandemic. Ethics, Medicine and Public Health, 14, 100546. https://doi.org/10.1016/j.jemep.2020.100546

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