[Jen]

1. Based on your research question from week 1, develop search terms for each section of PICO

2. Pick a database (subscription or Open Access). Complete a literature search using your search terms and Boolean AND, OR, & NOT.

3. Narrow Search for the last 5-years

4. Find two research articles on your topic (Prime articles).

 5. Fill out the research tool from last week for each article (two total) and submit it along with your search terms into the discussion 

[Marissa]

Population (P): frontline healthcare workers, nurses
Intervention (I): structured peer support, debriefing programs, peer-led support, reflective sessions
Comparison (C): no formal support, usual care, absence of intervention
Outcome (O): PTSD symptoms, burnout, emotional exhaustion, psychological distress

Search Terms Used:
(“frontline healthcare workers” OR “nurses” OR “emergency responders”) AND
(“peer support” OR “debriefing” OR “structured support”) AND
(“PTSD” OR “burnout” OR “emotional distress”) AND
(“no support” OR “usual care”)

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[Marissa]

Reflection tool 2

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[Marissa]

TCPS certificate

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[Jen]

Hello Marissa,

Thank you for your submission. Your search criteria is well defined. Did you find that you had to make changes to your search to find relevant literature?

In reading your data extraction from the systematic review, I reflected on my own leanings about the different types of literature reviews. There are so many and each review has its own method!

I see that practical nurses were included as a study population of interest. Out of curiosity – was this a Canadian study? Sometimes I see that the nursing characteristics are not representative of RPNs in Ontario due to differences in educational preparation, regulatory or jurisdictional differences.

Jen

[Ashley]

As a home and community care nurse working for a small company I was discouraged to see how tough it can be to access quality research without access to paid databases.

I spend my professional time visiting pediatric friends, mostly in their school environments to support their medical needs while attending school. Currently I spend 40+ hours a week with one such child and have no direct contact with outside nursing colleges, except for the occasional phone call from our agency’s office staff.

Children who require these supports often struggle to acquire staffing, wait-lists and high turnover. They are required to miss school when these supports are not in place for them leading to lower levels of attendance, more caregiver burden for parents, etc.

However it would be naive to assume that with staffing in place there is no impact on the experience as my little friend and I are asked questions all the time about why her care occurs (confidentiality/privacy issues), reality of differences between students who require traditional schooling vs those needing support and the interruptions to her day to support her feeding schedule also play a role.

I really hope this area of research sees some revival of interest and we see the needs of children come front and center with policy makers.

See attached for PICO and tools.

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[Jen]

Hi Ashley,

There is some great information included in your submission on accessing databases for scholarly articles. Fantastic that your advocacy has resulted into your organization exploring membership fees for databases such as CINAHL.

Excellent reflection for how international nursing literature may help inform nursing practice and inquiries.

Jen

[Megan]

Hello Everyone,
I tried to find out if I have access to the college online library at my college as an alumni, however I wasn’t able to get a response via phone or email regarding access. I will follow-up on this at a later time.
I did discover that my local library grants access to databases for research purposes. I found I had to modify the search terms several times to find articles that related to my research topic.

P-licensed nurses RNs or RPNs
I-Nurse-to-Resident ratios
C-legislated direct care hours in long-term care
O-resident safety and quality of life

Using EBSCOhost, I searched the following terms:

long-term care AND impact AND staffing ratios AND safety AND quality AND ratios.

I will attach the research tools
Thank you,
Megan S.

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[Ashley]

I hope they let you access it – my school access expires after the 1year mark unless I pay a fee as an alumni.

I really liked how the second article emphasized that needs change over time. So often we get set in our “one and done” mentality and it was a good reminder to keep those conversations going and consistently re-address the plan to see what changes are occurring. In my LTC experience this was often not a very high priority and first to get bumped when resources were running low. MED reviews, tx plans, they all have set dates to review but what makes this person unique and what is most important for their care preferences are often just assumed to stay the same, more time allocated to these conversations with patients and their loved ones would go far to increase moral and quality of care I think.

[Jen]

Hi Megan,

I hope you have luck with your college library. Excellent to learn that your local public library has an available database.

Interesting that the scoping review only found 2 Canadian studies – I wonder if we will see more research emerges due to recent legislative changes in a couple of provinces outside of Ontario.

Your reflection that more advocacy is needed at the system and government levels. How do you see RPNs supporting this work?

Thank you for your submissions.

Jen

[Megan]

Hi Everyone,
Here is the second attachment.
Thank you,
Megan S

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[Megan]

Hi Everyone,
My apologies, I just noticed an error in my search terms:

The following search was used:

long-term care AND impact AND staffing ratio AND safety AND quality AND residents

Thank you,
Megan S.

[Megan]

Certificate of completion,
Thank you,
Megan S

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[Brandon]

Hello everyone,

I accessed online research databases through both my University and College accounts. I chose to search primarily through CINAHL, as it provides coverage of nursing and allied health literature.

As part of the research grant project that Dr. Cruz and I are conducting, we are exploring an area where there appears to be a significant gap in the literature, the inclusion of structured research education within Ontario’s Practical Nursing (PN) programs. My initial searches have confirmed what we anticipated: there are currently no published articles directly addressing this topic, this is highlighting the importance of our study.

Below are the Boolean search terms and strategies I used, from my PICO framework:

PICO Framework

P (Population): Practical Nursing (PN) students and educators in Ontario
I (Intervention): Integration of formal nursing research education into PN curricula
C (Comparison): Limited or no structured research education within PN curricula
O (Outcome): Improved preparedness of Registered Practical Nurses (RPNs) to apply evidence-informed practice in clinical settings

Practical Nursing students OR Practical Nursing educators OR Registered Practical Nurses OR RPNs OR
Nursing education OR Ontario nursing programs

AND Nursing research education OR Evidence-based practice OR Integrating research into nursing curricula

AND nursing education OR No research course

Since there is no documented article on my PICO, I chose to take another direction and completed

Registered Practical Nurse AND Evidence Based Practiced to come up with my research tool findinings.

Please find attached two Research Tools, as well as my TCPS2.

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[Brandon]

Research Tool 2

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[Jen]

Hi Brandon,

Fantastic point regarding the insufficient literature regarding research education in PN programs. There continues to be under representation of Ontario RPNs in the literature, however we are beginning to see more engagement from RPNs, organizations and the broader research community to address this gap.

From your first study – did you explore if the framework is validated for a canadian context? PN educational programs from other countries can be very different from Canada, and from Ontario.

In reviewing your second study – the study findings suggest bachelor trained nurses were key to quality improvements and linking patient needs. Do you feel that this finding is generalizable to a Canadian context? How do Dutch vocational nursing education, regulations, and competencies compare to Ontario RPNs? Are there differences in the BScN education?

Jen

[Megan]

Hi Brandon,
The first article about vocational nurses and bachelor of science nurses, I found very interesting to read. When I was briefly in a bridging program, one of the first activities we did was to clarify the differences and similarities between RPNs and RNs. We were quick to learn that the scope of practice was nearly identical. When I was doing my final clinical hours as a student, I would often see situations where there was no clear distinction of which designation was best suited for complex patients. Like the article mentioned, there would be cases where a new graduate BSN nurse would need help from an experienced RPN. I was very happy that the floor I worked on was very team oriented. I saw RNs and RPNs working alongside each other, and complimenting one another with varying skill sets and experience.
I can see the benefits of clearly defining roles, as it could lead to increased organization, better patient care, and less confusion. However, it would appear that limiting the VN role, or RPN role is not the solution to providing role clarity.
I reviewed the entry-to-practice competencies from the CNO, and both RNs and RPNs have research competency components.
When I was in nursing school, research was an area we were expected to work on our own, or with the help of library staff.
Will you be designing the research curriculum as part of your research?
Megan S.

[Brandon]

TCPS2

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[April]

Please see TCPS 2 CORE Certificate attached.
April

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[Author]

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