Nursing Care Sample Essay Paper

Nursing Care Sample Essay Paper.

Nursing Care Sample Essay Paper

Category: Nursing



You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.


The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

  • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
  • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
  • Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
  • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.


By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Explain why the sources selected should provide the best evidence for the chosen diagnosis.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Describe the best places to complete research and what types of resources one would want to access to find pertinent information for a diagnosis within the context of a specific health care setting.
  • Competency 4: Plan care based on the best available evidence.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis, and ensure three out of five are specific to the diagnosis.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Requirements: 2 pages


Student Name

Institutional Affiliation

Dyspnea is characterized by shortness of breath with may result from a myriad of factors such as a sedentary lifestyle, asthma, or chronic obstructive pulmonary disease. A new nurse unfamiliar with Dyspnea should carefully research the best practices to identify the best methods of handling the patient. If Dyspnea is not effectively handled, the patient may end with several complications, worsening the underlying condition.  In the case scenario presented, the nurse is unfamiliar with how to handle the patient with Dyspnea. Effective communication, collaboration, and research can assist the nurse in applying best practices to a patient with a condition in which they are unfamiliar.

Communication Strategies to Encourage Diagnosis-Based Research

As a baccalaureate-prepared nurse in charge of supervising clinical staff, I can assist the nurse in navigating care for a patient with an unfamiliar diagnosis. One of the courses of action the nurse can take includes; communicating and collaborating with other nurses who have previously handled the patient or have experience in handling patients with the condition (Ebrahimi, Hassankhani, Negarandeh, Gillespie, & Azizi, 2016). Therefore, it is essential for the nurse to effectively communicate and collaborate with other nurses in inpatient care. While the websites provide insight into the condition, experienced nurses have various skills and techniques to teach the nurse to apply the best practices.  The nurse will therefore gain insight as to how to handle the patient. 

The Best Places to Complete the Research

Online resources and databases are also very helpful in researching different diagnoses.  The hospital has a reliable computer lab where the nurse can access various online databases to learn more about the best practices for a patient with Dyspnea.  However, to effectively identify the best journals for research, the nurse can use the CRAAP test (Shorey, Siew, & Ang, 2018). The CRAAP involves identifying whether the literature is current, Relevant, from an authoritative source, accurate, and the journal’s purpose. Using the test, the nurse will identify the most credible sources to draw information regarding Dyspnea.

Identification of Five Sources for Evidence of Clinical Diagnosis

Some of the databases the nurse can use in researching the best practices include; CINAHL, which is an index of nursing and allied health literature, PubMed which is a database for Biomedical and life sciences literature, Embase a collection of biomedical Literature,  The European Respiratory Journal, and  The Journal of Pain and Symptom Management. The above journals are credible sources from which the nurse can obtain relevant and updated information on Dyspnea. By researching the journals, the nurse can identify the best practices to apply to the patient.

Explanation of Why the Sources Provide the Best Evidence

 The identified sources are the best sources for accessing material regarding Dyspnea as they fulfill the CRAAP test. The journals in the mentioned databases are dated, and thus the nurse can identify the most recent literature (Fielding, 2019). The journals also vet the literature before publishing it on their sites, thus guaranteeing the credibility of the sources. The sources also provide a database in which the nurse can easily access authoritative material.  The use of the sources will thus provide the nurse with extensive material on the best practices in caring for a patient with Dyspnea. Consequently, ensuring the nurse identifies different approaches in how to handle patients requiring care.


There are several strategies the nurse can use to acquire information that will assist them in tackling unfamiliar situations. One of the easiest strategies is contacting a more experienced nurse who is likely to have handled a similar case in her career. The nurse can provide the nurse with information on how to approach the problem and thus enable the nurse to identify the best practices with ease. Communication and collaboration with other nurses will also assist the nurse in getting feedback on the progress they are making in identifying best practices (Abdrbo, 2017). In addition, the hospital has a well-equipped computer laboratory in which the nurse can access various credible sources of information. The sources of information include journals and databases with peer-reviewed literature on the various diagnoses.  Using the mentioned methods, the nurse can effectively provide care for the patient despite being unfamiliar with the diagnosis.


Abdrbo, A. (2017). Assessment of nursing students’ communication skills. Nursing Education Perspectives38(3), 149-151. doi:10.1097/01.nep.0000000000000126

Ebrahimi, H., Hassankhani, H., Negarandeh, R., Gillespie, M., & Azizi, A. (2016). Emotional support for new graduated nurses in clinical setting: A qualitative study. Journal of Caring Sciences5(1), 11-21. doi:10.15171/jcs.2016.002

Fielding, J. A. (2019). Rethinking CRAAP: Getting students thinking like fact-checkers in evaluating web sources. College & Research Libraries News80(11), 620. doi:10.5860/crln.80.11.620

Shorey, S., Siew, A. L., & Ang, E. (2018). Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study. Nurse Education Today61, 77-82. doi:10.1016/j.nedt.2017.11.012

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