Evidence Based Class—Analyzing Published Research

Analyzing Published Research
The Analyzing Published Research paper is the second of three related assignments in this course. The purpose of this paper is to interpret the two articles identified as most important to the group topic. You will also need the Evidence Matrix Table
The topic of this paper is “Pharmacy Health Literacy Center” Focusing on the assessment and intervention for health literacy This paper is part two of this assignment. Part one (Which was a research and I have attached my part one paper

1. Information of this paper MUST BE from my sources from part one
2. You must include 3 in-text citation from my resources
3. The two main resources are in bold found in 1st part of my paper
4. The focus is from my main two sources
5. Must only use my sources
6. Please follow the rubric and the grading criteria
7. Please answer the Matrix Table questions and incorporate in the paper

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Matrix Table

The paper will include the following.
1. Clinical question
a. Description of problem 

b. Significance of problem 

c. Purpose of paper 

2. Description of findings 

a. Summarize basics in the Matrix Table as found in assignment above
(sample not a real article) Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications
I-Education Qualitative N- 18
Convenience sample-selected from local support group in Pittsburgh, PA Focus Groups Support and education improved compliance with dietary modifications.
b. Describe
i. Concepts 

ii. Methods used 

iii. Participants 

iv. Instruments including reliability and validity 

v. Answer to “Purpose” question vi. Identify next step for group 

3. Conclusion of paper 

4. Format
a. Correct grammar and spelling 

b. Use of headings for each section 

c. Use of APA format (sixth edition)
d. Page length: three pages

Directions and assignment criteria

Clinical question: 30 points 15%
1. Problem is described: What is the focus of your group’s work?

2. Significance of the problem is described: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of your paper: What will your paper do or describe? “The purpose of this paper is to . . .”
**Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your work from paper 1 for items 1 and 2 above, including any suggestions for improvement provided as feedback. Item 3 above should be specific to this paper
Description of findings: Summary- 60 points/ 30%
Summarize the basics of each article in a matrix table that appears in the appendix.

Description of findings: Description- 60 points/ 30%
Describe in the body of the paper the following.
3. What concepts have been studied? 

4. What methods have been used? 

5. Who are the participants or members of the samples? 

6. What instruments have been used? Did the authors describe the 
reliability and validity? 

7. How do you answer your original “purpose of this paper” question? 
Do the findings of the articles provide evidence for your answers? If so, how? If not, what is still needed to be able to answer your question? 

8. What is needed for the next step? Identify two questions that can help guide the group’s work. 

Description of findings: Conclusion- 20 points/10%
Conclusion: Review major findings in your paper in a summary paragraph.

Format: 40 points/ 10%
1. Correct grammar and spelling
2. Use headings for each section: Problem, Synthesis of the Literature
(Concepts, Methods, Participants, Instruments, Implications for Future
Work), Conclusion.
3. APA format (sixth ed.): Appendices follow references. 4. Paper length: Three pages

Grading Rubric

Clinical Question (30 points)
• Includes all elements in a manner that is clearly understood.
• Problem description provides focus of the group’s work.
• Significance of the problem is clearly stated and supported by current evidence. 

• Purpose of paper is clearly stated. 
28-30 points

Description of Findings: Summary
(60 points)
• Summary omits no more than one required item from the Evidence Matrix Table.
55-60 points

Description of findings: Description (60 points)
Description includes ALL elements.
• What concepts have been studied?
• What methods have been used?
• Who are the participants or members of the samples?
• What instruments have been used? Did the authors describe the reliability and validity? 

• How do you answer your original “the purpose of this paper” question? Do the findings of the articles provide evidence for your answers? If so, how? If not, what is still needed to be able to answer your question? 

• What is needed for the next step? Identify two questions that can help guide the group’s work. 
56–60 points
Description of findings: Conclusion (20 points)
Summary paragraph includes ALL major findings from article.
• Independently extracts complex data from a variety of quantitative sources, presents those data in summary form, makes appropriate
Summary paragraph includes ALL major findings from article.
• Independently extracts complex data from a variety of quantitative sources, presents those data in summary form, makes appropriate connections and inferences consistent with the data, and relates them to a larger context.
• Recognizes points of view and value assumptions in formulating interpretation of data collected and articulates the point of view in a given situation.
• Identifies misrepresentations in the presentation points of quantitative data and the logical and empirical fallacies in inferences drawn from data.
19-20 points

Grammar, Spelling, Mechanics, and APA Format
(30 points)
• Length is three full pages. 

• Used appropriate APA format and is free of errors. 

• Includes ALL headings and subheadings as instructed. 

• Grammar, spelling, and mechanics are free of 
28–30 points 

Total possible points= 200

Part one below

My first paper RUA (please use this information for the assignment)

Pharmacy Health Literacy Center
There are many instances where an individual has been prescribed medication but has not been given the proper education or better understanding about his or her prescription drugs. This occurs frequently in the middle age and elderly age group that often lives alone. Not having a caretaker at home may put the patient at great risk for medication compliance or drug interactions. This can lead to death or repeat hospital visits. Pharmacists are assuming that patients are aware of how to take their medications properly. It is true that during the pick-up process for medication, an individual may be asked by the pharmacy tech if they have any questions. For many people, the register counter is not where they want to be educated about the medication they are about to take. Doctors and nurses also share the responsibility of informing patients of what medicine they are being prescribed. Nevertheless, patients that are being discharged from hospitals or picking up their prescription at the pharmacy desk, should have a sound level of knowledge about their medication.
Upon research, a total of 30 studies in health literacy were done and one of the studies was on common health literacy communication techniques and the time constraint was the most reported HL perceived barriers, (Rajah, Ahmad Hassali, Jou, & Murugiah, 2018). Also “being discharged from the hospital can be dangerous. A classic study found that nearly 20% of patients experience adverse events within 3 weeks of discharge, nearly three-quarters of which could have been prevented or ameliorated” (Rajah, Ahmad Hassali, Jou, & Murugiah, 2018). Therefore, spending extra time with the patient to ensure that patients understand doctor’s instructions is essential. My picot question is: What is the main intervention or treatment you wish to consider? The Purpose of this paper is To shine light on pharmacists and nurses not educating patients enough on their medications upon discharge.

Levels of Evidence
Based on the PICOT questions, I will be asking prognosis or prediction questions because there’s a cause and effect and the results will predict an outcome. Having a forecast about pharmacy health literacy can map out the outcome. Therefore, the goal is to ensure that pharmacists and doctors will give proper education on medications and allocated time with the patients upon discharge. This will help decrease hospital readmission and medication toxicity. I plan to answer that question using qualitative study by incorporating patient feedback to identify how poorly patient health literacy can be when it comes to medication. According to Bonetti, Reis, Lombardi ,et al., a qualitative study was conducted and 75 percent of the participants had low health literacy of the average age of 67 years old, (2018). A qualitative study around this topic would definitely focus on a small group and take inconsideration factors like income level and demographics.
Search Strategy
I struggled a little bit with deciding on the PICOT question but when I came to a conclusion, I began my search. I started using the topic “Pharmacy Health Literacy Center”, but I realized that this topic was too broad. I then searched “Pharmacy Health literacy during discharge” I used Google scholar, Chamberlain library database Google scholar, and PubMed. Because my PICOT question is a prognosis or prediction, I wanted to find out why patients are not being compliant with their medication. I was searching for studies to identify reasons and outcomes
My mindset upon doing my research was about the significance of educating patients upon discharge; however, I realized that pharmacists have a greater impact on medication counseling. This led me to search for a different type of study on pharmacy literacy. I narrowed it down some more by selecting the United States. It brought my search down from 203,978 to 5,138. I also limited my search to middle age to elderly and the United States.
During my search, I came across a few good articles but I realized that the article “Pharmacist‐led discharge medication counseling” would be very helpful for my next RUA and group presentation. It will help my team get a better understanding of how medication discharge has improved and dive into the everyday routine of how pharmacists deal with the patients. The article highlights the detailed process of a pharmacist scope of work as far as counseling a patient on a national standpoint. In addition, the other relevant article that will be useful is “The perspective of healthcare providers and patients on health literacy: a systematic review of the quantitative and qualitative studies” because it identifies the gap between the provider and patient. It gives a better understanding of the doctor’s perspective on offering health literacy on medication.

Preferred language style US English

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