PICOT and EBP Assignment: Finding the Research Evidence
PICOT and EBP Assignment: Finding the Research Evidence
Continuing on with step one of the Impact Model is the need to search for the studies to support your project. There are different classes of evidence that can guide changes in clinical practice.
To prepare for this Assignment, review the following:
Write a 2-page paper (exclusing title page and reference page) to address the following:
• For the evidence-based problem that you identified in Week 1 for your project, locate two different articles/sources representing two different types of evidence from the following categories: (a) systematic review, (b) national clinical guidelines and/or (c) peer-reviewed quantitative / qualitative studies. PICOT and EBP Assignment: Finding the Research Evidence.
ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER NOW
• For each article/source of evidence:
o Summarize the article/source in your own words without the use of direct quotes.
o Using the Peterson et al., (2014) article located in Week 2 Resources address the level of evidence (hierarchy). Then discuss the usefulness of the evidence from the article/source in addressing the identified practice problem. Be sure to site evidence in-text and in a final reference page.
o Describe where your two sources fit into the hierarchy of evidence and explain why PICOT and EBP Assignment: Finding the Research Evidence.
o Describe the value of these two sources in better understanding and addressing your evidence-based problem.
Evidence-Based Practice Paper Guide
Impact Model
(Source: Brown, S. (2014). Evidence-based nursing: The research practice connection. Burlington, MA: Jones and Bartlett Learning.) PICOT and EBP Assignment: Finding the Research Evidence.
Step 1 Ask and Search
ASK– identify evidence-based practice (EBP) question
Write in PICO format
P – patient population
I – intervention/issue
C – comparison intervention
O – outcome(s)
For example, in patients with acute myocardial infarction, does ambulation within the first 24 hours as compared to those who remain on bed rest for the first 48 hours result in increased participation in cardiac rehabilitation following discharge from the hospital?
Be sure to have your project approved by your Instructor before continuing with the steps.
Assignment Week 1: Submit the completed Evidence-Based Problem and Question Template to the Week 1 Assignment link. (Refer to the grading rubric in Course Information for assignment details.)
SEARCH
Identify search terms and search engines. Find a minimum of five EBP articles that have been published within the last 5 years. Be sure to look at the systematic reviews and the national clinical practice guidelines. PICOT and EBP Assignment: Finding the Research Evidence.
Assignment Week 2: Submit a 1- to 2-page paper describing two sources
of evidence you have found, where they fit in the hierarchy of evidence, and the value of these sources in better understanding your evidence-based practice problem. Summarize the findings in the literature that you retrieved. Submit to the Week 2 assignment link. (Refer to the grading rubric in Course Information for assignment details.)
Step 2 Appraise the literature
Critique each article using the appropriate Appraisal Guide provided in Week 4 Resources. In the final paper, a critique of at least five of the articles used for your project will need to be submitted.
PICOT and EBP Assignment: Finding the Research Evidence Assignment Week 4: Submit critiques of two of the articles using the appropriate Appraisal Guide provided to the Week 4 Resources. (Refer to the grading rubric in Course Information for assignment details.)
Step 3 Design the project
Describe each step of the project clearly and completely. Clearly explain the recommended evidence-based change including the setting, health care consumers affected, and the rationale for the change.
Assignment Week 5: Submit a 2- to 3-page paper discussing your EBP plan. Include the PICO clinical question, recommended change in practice, and the evidence to support the plan. (Refer to the grading rubric in Course Information for assignment details.)
Step 4 EBP
The final step is to discuss how the outcomes from the plan will be evaluated. Identify the criteria that will be used to measure the effectiveness of the change. For example, how many individuals following an acute myocardial infarction are participating in or have participated in the cardiac rehabilitation program? The final EBP plan needs to be developed into a power point for posting in the classroom. PICOT and EBP Assignment: Finding the Research Evidence.
Assignment Week 6: Develop a voice over PowerPoint presentation.
Post the presentation in the Week 6 Discussion board by Day 3. Use the week 6 submission link to submit the final copy of the PowerPoint to your Instructor for grading. (Refer to the grading rubric in Course Information for assignment details.)
Evidence_based_practice
T
he idea of sharing clinical experiences to improve patient care is not new to
nurses. Florence Nightingale published her observations on cleanliness, nutrition,
and fresh air in Notes on Nursing1 in 1860. Her work was the start of evidence-based
nursing practice. More than 150 years and thousands of research studies later, the
use of evidence to guide nursing practice is the expected standard of practice for both
individual nurses and health care organizations. Scope and Standards of Practice2 and Code of Ethics3
of the American Nurses Association both call for nurses to incorporate research evidence into
clinical practice. Schools of nursing have added content on evidence-based practice to their curricula.4 Despite these efforts, barriers inhibit implementation of changes based on published evidence
into bedside patient care. Overall, the barriers involve the characteristics of the nursing profession,
organizational dynamics, and the nature of the research.5,6 Studies7,8 have consistently indicated
that a nurse’s inability to both determine what evidence is ready for implementation into practice
and then successfully develop processes to sustain an evidence-based practice change is a barrier.
Choosing the Best PICOT and EBP Assignment: Finding the Research Evidence
Evidence to Guide Clinical
Practice: Application of
AACN Levels of Evidence
MARY H. PETERSON, RN, DNP, MSN, NEA-BC
SUSAN BARNASON, RN, PhD, APRN-CNS, CEN, CCRN
BILL DONNELLY, RN, PMBA, BS, CCRN
KATHLEEN HILL, RN, MSN, CCNS
HELEN MILEY, RN, PhD, AG-ACNP, CCRN
LISA RIGGS, RN, MSN, APRN, CCRN
KIMBERLY WHITEMAN, RN, DNP, CCRN
©2014 American Association of Critical-Care Nurses doi: http://dx.doi.org/10.4037/ccn2014411
Evidence-Based Practice
Evidence-based nursing care is informed by research findings, clinical expertise, and patients’ values, and its
use can improve patients’ outcomes. Use of research evidence in clinical practice is an expected standard of
practice for nurses and health care organizations, but numerous barriers exist that create a gap between new
knowledge and implementation of that knowledge to improve patient care. To help close that gap, the American Association of Critical-Care Nurses has developed many resources for clinicians, including practice alerts
and a hierarchal rating system for levels of evidence. Using the levels of evidence, nurses can determine the
strength of research studies, assess the findings, and evaluate the evidence for potential implementation into
best practice. Evidence-based nursing care is a lifelong approach to clinical decision making and excellence in
practice. (Critical Care Nurse. 2014;34[2]:58-68)
58 CriticalCareNurse Vol 34, No. 2, APRIL 2014 www.ccnonline.org
In this article, we provide a brief history of the involvement of the American Association of Critical-Care
Nurses (AACN) in evidence-based practice, explain the
recent clarifications added to the 2009 AACN levels of
evidence, and provide examples of how to change bedside practice in the clinical setting.
History of AACN Involvement in
Evidence-Based Practice
Currently, AACN is the largest specialty nursing
organization and a leader in the movement to improve
patient care by applying the best scientific evidence. In
1995, AACN began to publish Protocols for Practice, an
evidence-based resource for clinical nurses. Each protocol provides a guide for appropriate selection of patients,
use and application of management principles, initial
and ongoing monitoring, discontinuation of therapies
or interventions, and selected aspects of quality control.
The protocols have covered topics such as hemodynamic
monitoring and care for patients treated with mechanical
ventilation. Subsequently, a volunteer workgroup was
formed to connect clinicians with research to improve
care of critically ill patients. The original research workgroup, known since 2007 as the Evidence-Based Practice
Resources Workgroup (EBPRWG), focused on developing resources that synthesized current research. Resources
were made readily available and in an easy-to-use format
for use in care decisions at the bedside (eg, laminated
pocket-sized cards for clinicians). The work of this group
has continued for more than 2 decades. Current products available to AACN members include protocols for
practice; practice alerts with tool kits, PowerPoint presentations, and audit tools; pocket card references; and
defined levels of evidence for clinical nursing practice.
Evolution of AACN Levels of Evidence
The amount and availability of research supporting
evidence-based practice can be both useful and overwhelming for critical care clinicians. Therefore, clinicians
must critically evaluate research before attempting to put
the findings into practice. Evaluation of research generally occurs on 2 levels: rating or grading the evidence by
using a formal level-of-evidence system and individually
critiquing the
quality of the
study. Determining the
level of evidence is a key
component of
appraising the evidence.5,9,10 Levels or hierarchies of evidence are used to evaluate and grade evidence. The purpose of determining the level of evidence and then
critiquing the study is to ensure that the evidence is credible (eg, reliable and valid) and appropriate for inclusion
into practice.10 Critique questions and checklists are
available in most nursing research and evidence-based
practice texts to use as a starting point in evaluation.
The most common method used to classify or determine the level of evidence is to rate the evidence according to the methodological rigor or design of the research
study.10,11 The rigor of a study refers to the strict precision
or exactness of the design. In general, findings from
experimental research are considered stronger than findings from nonexperimental studies, and similar findings
from more than 1 study are considered stronger than
results of single studies. Systematic reviews of randomized controlled trials are considered the highest level of
evidence, despite the inability to provide answers to all
questions in clinical practice.11,12 For example, AACN
and other organizations have done extensive research
on healthy work environments. This topic would not be
examined in a randomized controlled trial because of
ethical and practical considerations. Randomly assigning nurses to work in various healthy or unhealthy work
Authors
Mary H. Peterson is an educator for Elsevier, Inc Live Review and
Testing, Houston, Texas and a cardiovascular clinical nurse specialist.
Susan Barnason is director of the DNP program at the University of
Nebraska Medical Center in Lincoln.
Bill Donnelly is a critical care staff nurse at Cooley Dickinson Hospital,
Northampton, Massachusetts.
Kathleen Hill is a clinical nurse specialist in the surgical intensive
care unit at Cleveland Clinic, Cleveland, Ohio.
Helen Miley is a specialty director adult-gero acute care nurse practitioner at Rutgers, The State University, Newark, New Jersey.
Lisa Riggs is director of cardiovascular quality at Saint Luke’s Hospital
of Kansas City, Kansas City, Missouri.
Kimberly Whiteman is codirector of the DNP program at Waynesburg
University, Waynesburg, Pennsylvania.
Corresponding author: Mary H. Peterson, 543 Westwood Road, Alexander City, AL
35010 (e-mail: [email protected]).
To purchase electronic or print reprints, contact the American Association of CriticalCare Nurses, 101 Columbia, Aliso Viejo, CA 92656. Phone, (800) 899-1712 or (949)
362-2050 (ext 532); fax, (949) 362-2049; e-mail, [email protected].
www.ccnonline.org CriticalCareNurse Vol 34, No. 2, APRIL 2014 59
The purpose of determining the level of
evidence and then critiquing the study is
to ensure that the evidence is credible
(eg, reliable and valid) and appropriate
for inclusion into practice.
environments could have an adverse effect on the quality
and safety of patients receiving care. Therefore, most of
the studies on healthy work environments have involved
descriptive or qualitative study designs. Although the less
rigorous design places descriptive and qualitative studies
at a lower level than that of randomized control trials on
the AACN rating system, the lower level is the highest
level of evidence that the information on healthy work
environments can ethically and practically provide.
AACN Evidence-Rating System
As interest in promoting evidence-based practice has
grown, many professional organizations have adopted
criteria to evaluate evidence and develop evidence-based
guidelines for their members.5,12 A task force formed by
AACN developed the organization’s original rating scale,
which used Roman numerals; lower numerals represented
lower levels
of evidence. In
1995, the
time of the
original AACN rating scale, only a few other organizations had published levels of evidence. Other professional
hierarchies used a reverse order, with lower Roman
numerals reflecting higher levels of evidence. This difference led to confusion among practitioners who were trying to use the original rating system in the clinical setting.13
In 2008, AACN challenged the EBPRWG to review the
rating system and make recommendations for improvement. The result was an alphabetical hierarchy in which
the highest form of evidence was ranked as A and included
meta-analyses and meta-syntheses of the results of controlled trials. Evidence from controlled trials was rated
B. Level C evidence included findings from studies with
a variety of research designs (Table 1). As in the previously published rating system, the 2008 system included
results of theory-based evidence, expert opinion, and
multiple case reports as level E evidence. Rapid
advances in technology resulted in many products being
used solely on the basis of the manufacturers’ recommendations. M was used to represent the body of practice recommendations provided by industry.14
When the 2008 hierarchy of evidence was published,
AACN welcomed feedback from its members about the
changes. Since then, members have asked for clarification on the hierarchy, particularly an explanation of the
rating of systematic reviews. Most rating systems rank
systematic reviews of well-designed randomized controlled trials as the highest level of evidence. Many members thought that systematic reviews were misplaced at
level C within the AACN levels of evidence. The request
for clarification was referred to the 2011 annual meeting
of the EBPRWG for review and discussion.
Changes to the AACN Levels of
Evidence in 2011
The 2011-2012 EBPRWG responded to the concerns of
AACN members by revising the 2008 levels of evidence.
In recognition that the strength of a systematic review
depends on the rigor of the studies included in the review,
the workgroup distinguished between the 2 types of systematic reviews: randomized control trials and reviews of
other studies. Systematic review of randomized controlled
Category
Experimental evidence
Recommendations
Level
A
B
C
D
E
M
Description
Meta-analysis or metasynthesis of multiple controlled studies with results that consistently support
a specific action, intervention, or treatment (systematic review of a randomized controlled trial)
Evidence from well-designed controlled studies, both randomized and nonrandomized, with results
that consistently support a specific action, intervention, or treatment
Evidence from qualitative, integrative reviews, or systematic reviews of qualitative, descriptive, or
correlational studies or randomized controlled trials with inconsistent results
Evidence from peer-reviewed professional organizational standards, with clinical studies to support
recommendations
Theory-based evidence from expert opinion or multiple case reports
Manufacturer’s recommendation only
Table 1 2012 American Association of Critical-Care Nurses levels of evidence with revisions to 2008 hierarchy
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Clinicians must determine the clinical relevance
of the research (ie, if the results are applicable
to and feasible in clinical practice).
trials was added to level A, the highest level of evidence.
This change makes the AACN system consistent with
other published hierarchies used to rate evidence (eg,
American Heart Association15). Systematic reviews of
qualitative, descriptive, or correlational studies remained
within level C, the highest level for nonexperimental
studies. Also, the distinction between experimental and
nonexperimental studies in the hierarchy was clarified.
A schematic was developed to illustrate that levels
A and B are for studies with an experimental design.
Levels A, B, and C are all based on research (either experimental or nonexperimental designs) and are considered
evidence. Levels D, E, and M are considered recommendations drawn from articles, theory, or manufacturers’ recommendations (see Figure). Table 2 gives an
overview of the different types of research study designs
and the definitions that were used by the workgroup
to guide placement of study designs within the levels of
evidence system.
Levels of Evidence and
AACN Practice Alerts
The level of evidence is used to rate the strength of
the study design, but it does not give clinicians information about relevance to practice. In addition to rating
the studies on the basis of the design used, clinicians
must also analyze and critique the individual studies for
strengths and weaknesses. For instance, the results of a
randomized controlled trial (level B) that did not follow
strict criteria for selecting participants or patients might
be biased. The findings of this type of study would not
be as strong as those of a randomized controlled trial in
which adherence to random selection was rigorous.
Before implementing research into practice, clinicians
Figure American Association of Critical-Care Nurses evidence-based care pyramid: levels of evidence 2012.
a Experimental: testing the effects of an intervention or treatment on selected outcomes.
b Nonexperimental: data are collected, but not to test the effects of an intervention or treatment on specific outcomes.
Based on data from Melnyk and Fineout-Overholt.10
A and B: Experimentala
C, D, E, and M:
Nonexperimentalb
A, B, and C: Evidence-based
recommendations
D, E, and M:
Expert opinion or
manufacturer’s
recommendations
A
B
C
D
E
M
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should examine individual studies to determine if the
results were obtained by using sound (reliable and valid)
scientific methods. Last, clinicians must determine the
clinical relevance of the research (ie, if the results are
applicable to and feasible in clinical practice). This evaluation or critique takes time to complete and is a learned
skill that is developed with guided practice.
The purpose of each AACN practice alert is to
address both nursing and multidisciplinary activities of
importance. The topic selected for each alert is important to the care of acutely and critically ill patients or
their environments. Practice alerts do the following:
• Close the gap between research and practice
• Provide guidance
• Standardize practice
• Identify and inform about new advances and
trends AACN practice alerts are defined as “succinct,
dynamic directives supported by authoritative evidence
to ensure excellence in practice and a safe and humane
work environment.”16 The alerts are short directives
designed for easy reference. Each one includes the
scope and impact of a problem or topic, expected practice and nursing actions, supporting evidence for
change, additional resources for implementation, and
references. Because practice is dynamic, the practice
alerts are reviewed and updated to reflect any researchbased changes.16
To help members use research findings and apply
them to practice, AACN began to develop practice alerts
that present an overview of the current research evidence
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Level of
evidence
A
A
C
B
C
C
C
C
C
Type of study
Meta-analysis
Systematic review
If quantitative study
If qualitative study
Randomized
controlled trial
Cohort study
Case-controlled
study
Integrative review
Metasynthesis
Qualitative research
Definitionsa
A technique for quantitatively integrating the results
of multiple similar studies addressing the same
research question
A rigorous synthesis of research findings on a
particular research question obtained by using
systematic sampling and data collection procedures and a formal protocol
A full experimental test of an intervention, involving
random assignment to treatment groups
A nonexperimental design in which a group of
people (a cohort) is followed over time to study
outcomes
A nonexperimental research design involving the
comparison of a case and a matched control5
Reviews of qualitative studies, often taking the form
of metasyntheses, which are rich sources for
evidence-based practice
Interpretive translations produced from the
integration or comparison of findings from
qualitative studies on a specific topic
Investigation of phenomena, typically in an
in-depth and holistic fashion, through the
collection of rich narrative materials by using a
flexible research design
Strengths
Statistical summary of articles of the same topic in research;
process of using quantitative methods to summarize the
results from multiple studies
Review by experts in the field of all the research on a
topic, who rigorously appraise the studies and offer the
conclusion to support an intervention or not
True experimental study in which the researchers are often
blinded to which patients or participants are receiving an
intervention; the strongest design for examining the
cause and effect of an intervention; reduces bias
Prospective longitudinal study that examines 2 groups of
patients or participants (the cohort)
Longitudinal study that retrospectively compares characteristics of an individual who has a certain type of condition that may not be very common; often used to
identify variables that may predict the etiology or the
course of a disease
Compilation of studies that are reviewed and summarized;
may incorporate research and nonresearch articles
Compilation of qualitative studies looking for the common
themes among similar research studies
Method to develop a greater understanding of a topic using
many different methods such as observation or interview
Table 2 Level of evidence, types of research studies, definitions, strengths, limitations, and examples
a Based on Polit and Beck.5 In an experimental design, the researcher controls the variable by randomly assigning patients or participants to different treatment conditions.
In nonexperimental studies, the researcher collects data without introducing an intervention (also called observational).
in a practical, easy-to-read guide for critical care nurses.
The first practice alerts were published in 2004.
A process was developed to ensure that the alerts
represent a translation of evidence and best practices.
Ideas for topics are generated from questions that AACN
members have asked the organization’s clinical practice
experts, AACN leaders, other members, and/or the
EBPRWG. A modification of the Delphi technique, a
widely used method for achieving unified opinion, is used
to rank the importance of clinical questions. Criteria for
ranking include incidence, prevalence, patient care implications, and timeliness.
After topics are generated, the EBPRWG and AACN
determine the names of experts in the clinical area of
interest and commission the writing of the practice alert.
Using standard guidelines prepared by AACN, the clinical experts write the practice alert and submit it to the
EBPRWG for review and feedback. EBPRWG members
seek feedback from their clinical peer network to assess
the congruency of the proposed practice alert with clinical practice and available research. Clinicians are also
asked to comment on the applicability of the practice
alert’s recommendations to patient care.
When the clinical review has been completed, revisions are completed if indicated. Then, communications
experts at AACN prepare the practice alert for distribution to AACN members via the AACN website. Sample
PowerPoint presentations to be used for education are
prepared and can be downloaded for immediate use
(eg, see the presentation for venous thromboembolism
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PICOT and EBP Assignment: Finding the Research Evidence Limitations
Usually lengthy; combines like research studies
Only as good as the search methods and
databases used
Time-consuming
May require more sophisticated statistical
analysis
Observational
No intervention performed
May include attrition
Retrospective
Not as rigorous as systematic reviews; review
limited to the literature
Interpreted by the researcher
Some believe it to be less rigorous
Examples
Cochrane Reviews
Coventry et al
Sex differences in symptoms presentation in acute myocardial infarction: a systematic review
and meta-analysis. Heart Lung. 2011;40(6):477-491.
Colnaghi et al
Nasal continuous positive airway pressure with heliox in preterm infants with respiratory
distress syndrome. Pediatrics. 2012;129(2):e333-e338.
Dickson
The relationship of work, self-care, and quality of life in a sample of older working adults
with cardiovascular disease. Heart Lung. 2012;41(1):5-14.
Cox
Predictors of pressure ulcers in adult critical care patients. Am J Crit Care. 2011;20(5):364-375.
Fisher
Opioid tapering in children: a review of the literature. AACN Adv Crit Care. 2010;21(2):139-145.
Palacious-Ceña et al
Patients, intimate partners and family experiences of implantable cardioverter defibrillators:
qualitative systematic review. J Adv Nurs. 2011;67(12):2537-2550.
Hall et al PICOT and EBP Assignment: Finding the Research Evidence
The experiences of patients with pulmonary artery hypertension receiving continuous intravenous infusion of epoprostenol (Flolan) and their support persons. Heart Lung.
2012;41(1):35-43.
prevention17). Audit tools to help monitor compliance
with a change in practice are provided and help clinicians determine if a change is being implemented as
planned. For example, the audit tool for venous thromboembolism prevention provides 3 questions to use
during a chart review to determine if best practices have
been implemented at the bedside.17
Understanding how the evidence in a practice alert is
evaluated and how the recommendations are made provides users the confidence to implement the Actions for
Practice section of the practice alert in individual care
settings. Case 1 is an example of a practice alert and how
information in the alert might be used in clinical practice.
Published practice alerts are reviewed and revised by
the EBPRWG on a cyclical basis (at least every 3 years)
to determine the relevance to practice, the need to
update the references, and to ensure that the recommendations reflect the current evidence. Each practice
alert is reviewed and evaluated by selected members of
the EBPRWG by using a standardized evaluation tool.
The findings are shared with the 10-member EBPRWG
for feedback. Recommendations are made to continue
publishing the practice alert with minimal changes or
to make major revisions based on new evidence. Either
the original expert author or a newly commissioned
expert completes major revisions, and the practice alert
goes through the approval process as if it were a new alert.
Future new and revised practice alerts will also
include information on the search strategy used for the
systematic review conducted by the author of the practice
Some staff members in the intensive care unit
(ICU) wanted to modify the visitation guidelines
for the unit and so approached the nurse manager with their concerns. Many families of ICU patients
desire unrestricted contact with their loved one, and
the hospital guidelines currently allowed 24/7 family
presence in the ICU. However, patients cannot always
communicate their desire for family presence. Some
nurses in the unit were concerned about patient privacy and interruption of therapies, whereas others welcomed the 24/7 family presence. The manager
reviewed the AACN practice alert on family presence in
the adult ICU18 and did the following:
1. Summarized the 4 expected practices in the alert
and compared them with the ICU’s policies.
• Facilitate unrestricted access to hospitalized
person for a chosen support person
• Ensure that hospital policy promotes the presence of a chosen support person
• Evaluate policies to be sure they are nondiscriminatory
• Establish policies to limit family presence when
safety is a concern or presence would be
detrimental to medical therapies
2. Shared the Supporting Evidence section from the
practice alert with the staff members who raised
concerns about the current policy. Discussed the
recommendations for nursing actions and tried to
help the staff gain perspective on the controversies and history behind the recommendations.
3. Asked staff/unit governance members (practice
council) to develop recommendations based on the
Actions for Nursing Practice in the practice alert.
• Are there practices that could be adopted
from the recommendations?
• Is there an opportunity to introduce this topic
during orientation?
• Are there other units who would want to collaborate on this issue?
• Is there a compliance problem with visitation/presence on the part of staff or on the
part of visitors?
After deliberation and discussion, the nurses who
originally brought up the concerns identified several
practice areas on which to focus. They convinced the
nurse educator and preceptors to add content from the
practice alert on family presence in the ICU to the orientation checklist. A multidisciplinary team, including the
medical director and a social worker, participated in
enhancing and clarifying the visitation policy. Staff members determined that the mandate for open access had
caused the original dissatisfaction. After review, they
found a way that fit their workflow to identify the family
spokesperson and communicate the current evidence.
CASE 1
Using a Practice Alert to Revise Current Practice
64 CriticalCareNurse Vol 34, No. 2, APRIL 2014 www.ccnonline.org
alert. This useful information allows the user to examine
the comprehensiveness of the review, databases searched,
publication years included in the search, and the specific
search terms that were used in deriving the evidence
reported in the recommendations of the alert.19-21
With practice alerts, critical care nurses have evidencebased guidelines and implementation strategies at their
fingertips and know the strength of the evidence on
which the recommendations were based. Case 2
describes using the AACN practice alert on delirium22 to
Patients are often hospitalized and admitted
to critical care units unexpectedly because of
life-threatening illnesses. After admission, the
patient’s environment, daily routines, and control of
activities of daily living are completely changed. The clock
and calendar on the wall are both reminders of time
and date, but the surroundings and
