Evidence-Based Practice Nurses Appraisal Application Research 2nd Edition By Schmidt Brown -Test Bank

Evidence-Based Practice Nurses Appraisal Application Research 2nd Edition By Schmidt Brown -Test Bank

CHAPTER 1WHAT IS EVIDENCE-BASED PRACTICE?Multiple ChoiceDefinition of research (p. 14)1. Which of the following is the best definition of research?a. Critically think about problems that occur in health care to determine possible solutions.b. Information that is based on personal experience or tradition.c. Planned and systematic activity that leads to new knowledge and/or the discovery of solutions to problems or questions.d. Trying a variety of approaches to a clinical problem and settling on the approach that is effective more often than not.Definition of research utilization (p. 4)2. Which of the following is the best definition of research utilization?a. Applying research findings from individual studies to practice.b. Analyzing multiple research studies to synthesize findings.c. Appreciating the importance of clinical decision-making.d. Using previous personal experience to build confidence.Definition of EBP (pp. 4-5)3. Which of the following is the best definition of evidence-based practice (EBP)?a. Application of research findings based on scientific theories in a clinical setting.b. Research studies that correspond to nationally established priorities for healthcare, conducted by experts in their fields.c. Use of theory-derived, research-based information in making decisions about health care delivery, with consideration of individual needs and preferences and the clinical expertise of the provider.d. Using the individual health care provider’s perception of truth without conscious attention or reasoning.Difference between research utilization and EBP (pp. 4-5)4. Which of the following best describes the difference between research utilization and EBP?a. Research utilization is a process of evaluating multiple studies for the most generalizable findings; EBP is use of the most recent study on a topic.b. Research utilization involves changing practice based on findings of a single research study; EBP is the syntheses of findings from multiple studies to incorporate with practitioner skills and client preference to determine best care.c. Research utilization is the application of research findings to health care practice; EBP is considered in selecting medication options.d. Research utilization is review of research publications; EBP is using the healthcare provider’s perception of what care would be best in individual situations.Evidence from other disciplines (p. 6)5. In what way can evidence from disciplines other than nursing be helpful?a. Theory based non-nursing evidence can provide a basis on which to build new evidence.b. Non-nursing evidence supports the use of nursing knowledge obtained by trial and error.c. Clinical decision making can be based on findings from single non-nursing research studies.d. All evidence is equally important to the practice of nursing.Identification of sources of evidence (p. 6)6. You are a new nurse working at XYZ hospital. Your preceptor tells you to dangle Ms. Jones’ legs on the side of the bed before you attempt to assist her to a chair. You ask your preceptor why this is done and she answers, “This is what we have always done, so go do it.” This is an example of which type of evidence?a. Trial and errorb. Intuitionc. Borrowed evidenced. TraditionIdentification of sources of evidence (p. 6)7. You are a new nurse working at XYZ hospital. Your preceptor tells you to dangle Ms. Jones’ legs on the side of the bed before you attempt to assist her to a chair. You ask your preceptor why this is done and she answers, “Because I said so.” This is an example of which type of evidence?a. Intuitionb. Traditionc. Authorityd. Borrowed evidenceIdentification of sources of evidence (p. 6)8. Trial and error is not a preferred approach for delivering nursing care becausea. it is not based on systematic scientific approaches.b. it is not a sanctioned method by the American Nurses Association.c. it is based only on intuition and therefore not scientifically based.d. patient outcomes are always based only on level 1 evidence.Identification of sources of evidence (p. 8)9. Many nurses in clinical settings base nursing interventions on information obtained froma. level 1 evidence.b. individual research studies.c. colleagues.d. the American Nurses Association.Barriers to adopting EBP (p. 8)10. Studies have shown that the reasons that nurses do not draw on research are related toa. communication problems.b. individual and organizational factors.c. personal disinterest.d. rapid organizational changes.

Test Bank for Evidence-Based Practice for Nurses: Appraisal and Application of Research, 2nd Edition by Nola A. Schmidt and Janet M. Brown

The “Test Bank for Evidence-Based Practice for Nurses: Appraisal and Application of Research, 2nd Edition” by Nola A. Schmidt and Janet M. Brown is an essential educational resource designed to support nursing educators and students in mastering the principles and applications of evidence-based practice (EBP). This comprehensive test bank complements the textbook by offering a diverse array of questions that assess and reinforce understanding of key EBP concepts and practical skills, making it an invaluable tool for both teaching and learning. Below is a detailed overview of the components and benefits of this test bank:

Overview of Test Bank Content

1. Chapter-by-Chapter Organization
   • The test bank is meticulously organized to align with each chapter of the textbook, ensuring comprehensive coverage of all critical topics. This structure facilitates easy integration into the curriculum and enables targeted assessments.
2. Types of Questions
   • Multiple-Choice Questions (MCQs): These questions cover a broad spectrum of knowledge, from basic recall to complex application and critical thinking. Each question includes well-crafted distractors to challenge students’ understanding.
   • True/False Questions: These questions evaluate students’ ability to distinguish between correct and incorrect statements, reinforcing factual knowledge and addressing common misconceptions.
   • Fill-in-the-Blank Questions: These questions focus on recalling specific details such as key terms, EBP processes, and important concepts, testing students’ memory and understanding.
   • Short Answer Questions: These questions require detailed yet concise responses, assessing students’ ability to explain EBP concepts clearly and accurately.
   • Essay Questions: These questions evaluate students’ ability to synthesize and articulate complex ideas, demonstrating a deep understanding of EBP principles and their applications.
   • Case Studies and Scenarios: Real-world scenarios and case studies help students apply theoretical knowledge to practical situations, enhancing their critical thinking and problem-solving skills.
3. Difficulty Levels
   • Questions are categorized by difficulty to provide a range of challenges and assess students’ proficiency at different levels, including:
     • Basic: Testing foundational knowledge and comprehension.
     • Intermediate: Requiring application of knowledge to practical EBP scenarios.
     • Advanced: Involving critical thinking, analysis, and synthesis of complex EBP information.
4. Core Focus Areas
   • Introduction to Evidence-Based Practice: Questions covering the basic principles and scope of evidence-based practice, including its significance in nursing and healthcare.
   • Formulating Clinical Questions: Detailed coverage of how to formulate clinical questions using the PICO(T) format (Patient/Problem, Intervention, Comparison, Outcome, Time).
   • Searching for Evidence: Assessing knowledge of strategies for searching and retrieving relevant evidence from databases and other sources.
   • Appraising Evidence: Focus on the critical appraisal of different types of evidence, including qualitative and quantitative research studies, systematic reviews, and clinical practice guidelines.
   • Applying Evidence to Practice: Examining the steps involved in applying evidence to clinical practice, including integrating clinical expertise, patient preferences, and evidence.
   • Implementing Evidence-Based Practice: Questions on strategies for implementing EBP in healthcare settings, including overcoming barriers and facilitating change.
   • Evaluating Outcomes: Coverage of methods for evaluating the outcomes of EBP interventions, including measuring patient outcomes and assessing the impact on practice.
   • Ethical and Legal Considerations: Assessing understanding of the ethical and legal issues related to EBP, including patient rights, informed consent, and confidentiality.
   • Interprofessional Collaboration: Focus on the role of interprofessional collaboration in EBP, including teamwork, communication, and shared decision-making.
   • EBP Models and Frameworks: Questions on various EBP models and frameworks, including the Iowa Model, the Stetler Model, and the PARiHS framework.
   • Quality Improvement and EBP: Examining the relationship between quality improvement initiatives and EBP, including using EBP to enhance patient care and outcomes.
   • Translating Research into Practice: Coverage of strategies for translating research findings into practical applications in clinical settings.
   • EBP in Special Populations: Assessing understanding of how to apply EBP to special populations, including pediatrics, geriatrics, and vulnerable populations.
   • Current Trends and Future Directions in EBP: Questions on emerging trends and future directions in EBP, including the use of technology and big data in healthcare research.
5. Alignment with Learning Objectives
   • Each question in the test bank is aligned with the learning objectives outlined in the textbook, ensuring that assessments are relevant and targeted towards achieving the intended educational outcomes. This alignment helps in accurately measuring students’ progress and comprehension.
6. Educational Support and Utility
   • For educators, the test bank provides a comprehensive resource for creating quizzes, exams, and other assessments. It simplifies the process of test creation and ensures consistency and alignment with the curriculum.
   • For students, the test bank serves as a valuable tool for self-assessment and study, helping them identify areas of strength and weakness and focus their efforts on areas needing improvement.

Benefits of Using the Test Bank

1. Enhanced Learning and Retention
   • The diverse range of question types and difficulty levels helps reinforce learning through varied and repeated exposure to key concepts, enhancing retention and understanding.
2. Preparation for Real-World Applications
   • By focusing on real-world scenarios and practical applications, the test bank prepares students for the practical aspects of EBP, ensuring they are ready to apply their knowledge in clinical settings.
3. Comprehensive Assessment
   • The test bank allows for thorough and multi-faceted evaluation of students’ knowledge and skills, from basic understanding to advanced application, ensuring a well-rounded educational experience.
4. Efficient Teaching Resource
   • For educators, the test bank simplifies the process of creating assessments, providing a consistent and reliable tool for evaluating students’ progress and readiness for advanced studies in EBP.

Conclusion

The “Test Bank for Evidence-Based Practice for Nurses: Appraisal and Application of Research, 2nd Edition” by Nola A. Schmidt and Janet M. Brown is an essential resource for nursing education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in evidence-based practice. By aligning closely with the textbook and emphasizing real-world application, the test bank supports the development of competent, confident professionals ready to excel in their understanding and application of EBP principles in various healthcare settings.