Research project topic: “Patient Safety in the Hospitalized Setting during a Pandemic”
Everything you are going to need is the attachment and don’t forget to do as it asks.
P.S please follow the instructions in the instructions box images. This paper is very important. Use the scholarly articles that are less than 5 years published. Don’t forget to go over the rubric while you write the paper. I need 3-4 pages, not including the title and references page
Thank you
Running head: UNDERSTANDING COMPASSION FATUGUE 1
Unit 3: RUA Topic Search Strategy
Chamberlain College of Nursing
NR449 Evidence Based Practice
January 2020
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Running head: TOPIC SEARCH STRATEGY: IMPROVING HOSPITAL DISCHARGE 2
Clinical Question
The topic delegated to my team is improving hospital discharge through medication
reconciliation and education. This topic highlights the errors made by patient, caregivers and
family members because either of the lack of education during discharge or the lack of resources
to help them truly comprehend what is being explained during discharge processes and it also
highlights the important of medication reconciliation. In recent times , I cannot put a number on
the amount of articles I’ve read that detailed in deaths of patients due to self-dosage errors or
medication mixing when they’re supposed to be taken at separate times. The goal of my team is
to investigate ways to improve the hospital discharge process and also highlight how it
negatively impacts the medical field.
Clinical questions and answers will be developed by PICOT to assist in the conduct of
research on this issue. The population pertains to doctors and nurses that participate in discharge
processes. The intervention would be an execution of new policies and procedures during the
discharge process. The comparison would be between the current discharge process versus the
one that is implemented with patient safety in mind. The outcome or aim is to improve the
quality of treatment, the health of patients, and transparency in the discharge process. Length of
time could refer to the minutes to explain everything in full to patients and family member
during discharge .The PICOT question I formulated is: Does implementing new discharge
processes and teaching to nurses and doctors provide more education and medication
reconciliation to improve the quality of care patients receive after being discharged ? The
purpose of this RUA paper is to examine the research techniques used to classify two articles
pertaining to the proposed PICOT problem.
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IMPROVING HOSPITAL DISCHARGE 3
Levels of Evidence
In order to continue research on this project, it is important to find information that is
supported by evidence. I used the mixed method to carry out my research, which includes both
quantitative and qualitative designs. Quantitative research designs deal with measurements and
can check hypotheses to classify relationships or gauge the impact of interventions on outcomes.
Such designs may be cross-sectional, longitudinal, prospective or retrospective, depending on the
time factor (Houser, 2018). Qualitative designs are chosen to understand the meaning of
phenomena and may form the basis of theories (Houser, 2018). With both of these research
methods, we can find correlational data as well as using retrospective data about improving
patient discharge methods. I can also say that this would be an exploratory and experimental
study because based on the methods that we choose to address the phenomenon; we need data
and statistics to prove that those methods do indeed improve discharge methods. The question
being asked indicates if there are any ways to improve discharge processes and the article, I
found answer to the tune of educating nurses and doctors on better discharge methods.
Search Strategy
When conducting research on improving the discharge process in hospital settings the
terminology used that related to my PICOT question were “improving discharge process,”
“improving discharge teaching comprehension,” “improving hospital discharge through
education”, and “improving discharge through medication reconciliation and education”. I chose
to use the CINAHL and Google Scholars database. Both databases displayed articles, links, and
documents; however, the CINAHL only had 12 results, while Google Scholars had about
600,000 results. The range difference in the search results was terrific, so I tried altering the
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IMPROVING HOSPITAL DISCHARGE 4
results by currency. I limited the publication dates between 2010-and 2019. Both databases again
displayed results; however, the CINAHL now only had 10 effects, while Google Scholars had
about 18,500 results. The filter I used drastically reduced the Google Scholars website results,
which made me look closer at the results, and I realized that not all of them were scholarly. Some
were articles from for-profit companies, some from governmental organizations, some from non-
profit organizations, and other educational sites. Yet, they were all over the place and made it
hard to decipher the credible ones. The CINAHL database has filters in place to help you narrow
your search as well and links to access all the documents within the results. It also shows the
publishers, credentials, and authors of each article right underneath the result so you can
determine the originality. The two article I chose came from the CINAHL database. In the first
article I chose , Mallory et al. (2017) stated: ” discharge medications are a key component to safe
hospital discharge and challenges with medication access and caregiver understanding of
administration instructions can lead to medication errors, hospital readmissions, and poor
outcomes.” This statement piqued my interest and I later found the article supported my PICOT
question because it refers to the “teach-back” method and having caregivers to repeat back
instructions they were given to improve caregiver understanding and prevent administration
errors. The second article I found, Using “Teach-Back” to Promote a Safe Transition From
Hospital to Home: An Evidence-Based Approach to Improving the Discharge Process, is a study
that uses the “teach-back” method as an educational intervention on nurses’ teaching practices
and their perceptions of patient and family understanding of discharge instructions when
compared to the current method of discharge teaching (Komburger et al , 2013). This article is
relevant to my research because it highlights new methods to improve discharge methods and it
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IMPROVING HOSPITAL DISCHARGE 5
also relates the correlation of the new methods versus the old methods and how it pertains to
patient and family understanding during the discharge process.
Conclusion
To ensure that information we obtain is relevant to the research information and articles
for the group project, we can start with the development of PICOT questions. PICOT questions
will help us concentrate our work on the issue of implementing new discharge policies or
teaching new discharge methods. The use of both qualitative and quantitative approaches and the
evidence-based research papers will help us to find some suitable solutions for our problem.
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IMPROVING HOSPITAL DISCHARGE 6
References
Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Burlington,
MA: Jones & Bartlett Learning.
Kornburger, C., Gibson, C., Sadowski, S., Maletta, K., & Klingbeil, C. (2013). Using “Teach-
Back” to Promote a Safe Transition From Hospital to Home: An Evidence-Based Approach to
Improving the Discharge Process. Journal of Pediatric Nursing, 28(3), 282–291. https://doi-
org.chamberlainuniversity.idm.oclc.org/10.1016/j.pedn.2012.10.007
Mallory, L. A., Diminick, N. P., Bourque, J. P., Bryden, M. R., Miller, J. L., Nystrom, N. M., …
McElwain, L. L. (2017). Pediatric Patient-Centered Transitions From Hospital to Home:
Improving the Discharge Medication Process. Hospital Pediatrics, 7(12), 723-730.
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