Step 0: Cultivate a spirit of inquiry – choosing a topic

• What went well for our team: When choosing our topic, what went well was that it brought up really good conversations. Being a group of four, initially we all had very different ideas for the topic of research we wanted to pursue. So, we all listened and talked it through, which did take a long time, but it allowed for us to see each other’s perspectives and why they wanted to go down those paths. Coming to the topic decision together made for a positive start to the process. 

• What challenges our team faced and how we solved them:  The only challenge we faced in this step was that it was hard for all of us to agree on one thing for a while. We all had to get on the same page for whatever topic we chose, and so we had to convince the others why we thought we should do a certain topic. We all had good ideas, but what it really came down to was which idea had a good foundation of research.

Step 1: Ask the burning clinical question in PICOT format

• What went well for our team: Once we figured out the topic that we wanted, the PICOT question was our next step. When the topic was determined, it made for an easy transition to forming a PICOT question when one person figured out a basic PICOT question, and then as a group we tweaked so that it was more specific.

• What challenges our team faced and how we solved them: Some challenges we faced in this step was developing it without a bias. Basically, our format of our initial PICOT question was too narrow and made it seem as though we already knew how the research was going to result in. So, we had to work as group to understand what that feedback meant, and think of how to broaden it. 

 Step 2: Search for and collect the most relevant evidence – finding articles 

• What went well for our team: Searching for articles for this group project was easier than for the nurse theory project because we had already navigated the research websites. 

• What challenges our team faced and how we solved them: The challenge our group faced in this step included having a hard time finding articles that were in the correct time frame and were on diabetes mellitus type 2, not type 1. Due to much of our research being based off of type 1 diabetic treatments and trials, those popped up a lot during our searches. We solved this problem by narrowing our searches on the research bases. 

Step 3: Critically appraise the evidence – Part I  (rapid critical appraisal) 

• What went well for our team: Our group was able to distinguish the different types of articles we used to align with the correct worksheets very easily. This allowed our group to complete them correctly, and on time. 

• What challenges our team faced and how we solved them: Our team at first didn’t realize that for each article we needed to complete two critical appraisal worksheets. However, we realized it before the worksheets were due, and then were able to assist each other in completing them. 

Step 3: Critically appraise the evidence – Part II (evidence table & annotated bibliography) 

• What went well for our team: Our group did this on a shared google doc, and throughout the process of the evidence table and annotated bibliography we were very communicative and worked together well. This step of the project was the hardest, but we really helped each other and it was truly a group effort for each article. 

• What challenges our team faced and how we solved them: We had a hard time finding the strengths and limitations of each article. Specifically, some articles did not have any limitations, but I didn’t know that we could put “no limitations”, so we tried to figure out some based on the data. However, our professor pointed out that it is okay for a study to not have any limitations, and if it does, it will be noted in the conclusions. 

Step 3: Critically appraise the evidence – Part III (synthesis – writing the paper)

• What went well for our team: We developed a method for writing the final paper by assigning specific parts individually, and once those parts were done, we put it all together. This condensed the paper to make it less overwhelming. Then, we got on zoom and put it all together

• What challenges our team faced and how we solved them: It was hard for us to make the paper not sound like it was written by four different people. However, our professor suggested we meet with a writing specialist. We all met with her, and listened to her critiques, which overall helped our paper sound like one cohesive research paper. This showed that despite needing a lot of work from the rough draft to the final draft, we were very disciplined with our time and worked together.

Evidence-based practice has taught me the process that goes into what makes a practice the best. I used to think it only involved studies and experiments and trials, and while those are all important parts, there is so much more. Critical appraisals, evidence tables and just properly forming a question all lead to evidence based practice. This is important as I further my career in nursing because I always want to be applying the best possible care and practice to my future patients. Knowing the steps to get to evidence-based practice will aid in any research I do, whether it is in school or as a healthcare professional. 

https://files.uneportfolio.org/wp-content/uploads/sites/482/2020/05/finaldraft.pdf