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Chapter 1
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Audio Transcript Auto-generated

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    Hello. I'm Hayley and I'm Amber.

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    And today we're gonna be talking about our module

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    eight think tank answers to the chapter 21 questions.

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    Introduction.

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    Susan and advanced practice registered nurse is working on a

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    congestive heart failure clinic within a hospital and has noticed

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    a recurrence of elderly patients having questions regarding their medications

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    even though they have received verbal or written instructions.

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    The purpose of this assignment is to showcase the cells within the evidence based

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    evidence based process Kristen took to address

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    this issue within the elderly population.

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    Along the way we'll be answering questions pertinent to the

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    assignment to help the reviewer better understand our thought process.

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    This presentation will include the evidence based process

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    development of PICO questions and the use of the I. P. A. R. A. H. S. Framework.

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    Okay so question one is this chapter's clinical story presented

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    the problem of elderly patients not understanding medication instructions.

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    What steps of the evidence based process

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    were used to address the identified problem.

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    So the first step would be to identify the problem

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    and that is difficulty using and understanding printed health information.

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    The second step will be asking specific questions.

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    So we'll have broad what are the best types of

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    printed medication information materials to use with elderly patients narrow?

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    What is the best way to format written medication information material that can

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    best be understood by elderly patients? And our PICO?

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    Where is the effectiveness of using easy

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    to read written medication information materials compared with

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    standard written medication informational information materials on

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    knowledge and understanding among elderly hospitalized patients.

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    And the third step would be to acquire evidence.

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    So the task force meets with the hospital librarian

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    to develop a plan to search for the evidence.

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    Using the hierarchy of evidence,

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    the task force begins searching for evidence

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    that is already pre appraised and synthesized

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    to locate guidelines.

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    The task force searches the websites of government groups

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    such as the Agency for Healthcare Research and Quality,

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    the C.

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    D. C. National

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    Organization and literacy

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    literacy organizations

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    Task Force. The task force finds and

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    Agency for Healthcare Research and Quality literacy.

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    Universal precautions toolkit within the toolkit,

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    the task force located a publication demonstrating how using

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    the toolkit might improve the quality of patient materials.

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    After reviewing the publications,

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    the committee decides to continue to search for additional sources.

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    The task force searches the JB. I.

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    Evidence synthesis along with its best practice information sheet.

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    They also searched the Cochrane database for synthesized evidence.

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    The Cochran

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    database has a systematic review that addresses

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    the impact of written information about medications.

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    However, the focus of this review does not fully address the task force's questions

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    and the task force was also not able to locate a systematic review in the JBl library.

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    The task force meets again with the library and to ask for help with MEDLINE and C. I.

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    N. A H. L. Search within both databases. She performs a refined search.

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    She gives a list of publication titles

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    and accompanying abstracts to the evidence based practices

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    committee task force.

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    After reviewing the abstracts the task force asked the

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    librarian to receive full text versions of several articles.

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    The task force identifies publications that relate to the

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    PICO question and decides to focus on the toolkit

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    along with a systematic review into primary research articles.

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    The next step is appraising evidence for its quality.

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    The task force appraises the toolkit by asking the following questions.

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    one, what population the Toolkit was focused on. two.

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    How did the toolkit authors developed a toolkit and three.

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    How much of an impact the toolkit had on the quality of health education material.

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    The task force recognizes the purpose of the toolkit was clear

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    stakeholders were involved and the toolkit was user friendly and the developers

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    pilot tested it with stakeholders who provided positive feedback.

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    The task force uses the critical appraisal skills pro program or

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    cast tool to evaluate the quality of the systematic review.

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    The task force decides to pair the recommendations found with the levels

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    of evidence corresponding with the JB evidence rating systems for studies of

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    effectiveness.