NURS FPX 4030 Assessment 1 Locating Credible Databases and Research

NURS FPX 4030 Assessment 1 Attempt 1 Locating Credible Databases and Research

Locating Credible Databases and Research

Evidence-based practices enable medical practitioners to identify best practices for managing prevalent illnesses and disorders, decreasing treatment variance, and boosting recovery (Lehane et al., 2018).  Hypertension is a primary cause of cardiovascular disease (CVD) and affects roughly one in two persons in the United States. To lead efforts in preventing and managing hypertension and significantly reduce the risk of CVD, nurses must rely on recommendations backed by evidence from reliable sources. To convert these evidence-based recommendations into meaningful, practical strategies, nurses must take action in their organizations, communities, and healthcare settings (Kjeldsen et al., 2018).

Nurses have played a significant role in several successful hypertension efforts worldwide. Nurse-led initiatives play an important role in the decline of hypertension-related morbidity and death (Zhu et al., 2018). In many circumstances, nurses are the ones who offer the information that promotes lifestyle changes. But nurses must comprehend the significance of evidence-based treatment to successfully manage patients’ conditions and educate them (Zhu et al., 2018). 

In order to motivate newly recruited nurses to develop a habit of conducting quality research for their patients’ diagnoses, this paper will concentrate on communication and cooperation tactics that nurses might use. Additionally, a list of trustworthy sources chosen for research on hypertension will be emphasized, along with techniques for identifying credible sources.

NURS FPX 4030 Assessment 1 Locating Credible Databases and Research

Communication and Collaboration Strategies 

Patient safety has made evidence-based practice (EBP) in healthcare essential. EBP entails the deliberate use and use of many different knowledge sources, including the utilization of published research, clinical experience, and patient values and preferences. Teaching EBP requires the use of interactive techniques like interactive lectures, small group work, journal clubs, reading quizzes, clinical nurse presentations, workshops, and problem-based learning. Interaction among the nurses is part of an interactive strategy (Wu et al., 2018). A problem-based, transformational learning environment is created when learning is done using a constructivist method, in which the student is an active nurse who acquires experience and engages in reflection. By giving new personnel access to research materials and tools and conducting research activities, nurses can support the development of evidence-based practice (EBP) abilities. This will encourage new nurses to participate actively and to think critically and creatively (Wu et al., 2018).

According to research, multimodal treatments included in clinical practice positively affected evidence-based practice (EBP) knowledge, abilities, and attitudes. The most effective way to teach EBP to newly recruited nurses is through various interventions, including lectures, tutorials, seminars, conferences, journal clubs, and online sessions (Bianchi et al., 2018). The Sicily Statement defines EBP precisely and breaks down the minimal training and expertise required to practice evidence-based medicine. The following five steps are proposed in the Sicily Statement: A clinical inquiry is posed, the most pertinent evidence is gathered, the evidence is critically assessed, the evidence is combined with one’s clinical knowledge, patient preferences, and values, and the change or result is evaluated (Burns & Weston, 2022). New nurses will be able to assess the research and understand the risks or effectiveness of a diagnostic procedure or treatment by developing positive relationships with other nurses and teaching them about the advantages of EBP. Due to EBP, nurses can include patients in their care plans (Burns & Weston, 2022).

The Best Places to Complete Research within the Workplace Environment

There is information everywhere. But it can often be challenging to get reliable information. When encountering information, nurses may employ the CRAAP approach as an evaluation tool. CRAAP stands for Currency, Relevance, Authority, Accuracy, and Purpose (Liu, 2021). Taking the CRAAP test has advantages, such as learning and synthesizing data to extract relevant information and applying it to practice. The benefit of knowing relevant and irrelevant information is the main goal of the CRAAP test in source evaluation (Esparrago-Kalidas, 2021).

C: Currency: Currency denotes that the data is the most recently discovered one (Muis et al., 2022).

R: Relevance: The information’s relevancy can assist nurses in finding what they’re looking for (Muis et al., 2022).

A: Authority:  This is crucial because before the nurses can believe the material, they will check to determine who the publisher, author, or sponsor is (Muis et al., 2022).

A: Accuracy: The correctness of the material in the source must be traced back to the origin, underscoring the reliability of the sources. The information offered to the nurses must be supported by evidence (Muis et al., 2022).

P: Purpose: The purpose of the resources enables the researcher to determine if the data they seek is appropriate for their study (Muis et al., 2022).

NURS FPX 4030 Assessment 1 Locating Credible Databases and Research

Identify Five Sources of Online Information

With the help of CRAAP, five credible databases, and websites were found to help nurses effectively manage and treat hypertensive patients. These five credible websites and databases are as follows, 

  1. American Heart Association Journals: Research on cardiovascular diseases is covered in articles in the American Heart Association Journal. In an effort to lower the number of disabilities and fatalities brought on by cardiovascular disease and high blood pressure, it promotes adequate cardiac care and teaches nurses and the general public about healthy living (Heidenreich et al., 2022).
  2. European Journal of Preventive Cardiology: The European Journal of Preventive Cardiology is a peer-reviewed medical journal that includes research on the cardiovascular system (Piepoli et al., 2019). 
  3. Journals of the American College of Cardiology: The JACC Family of Journals covers the whole area of cardiovascular medicine and keeps researchers, clinicians, and specialists updated on the most recent discoveries that have the potential to transform clinical practice (Arnett et al., 2019).
  4. British Journals of Heart Diseases: British Journal of Heart Diseases is a fully accessible publication that informs researchers, doctors, professors, clinicians, surgeons, nurses, and the general public throughout the world on important scientific findings in cardiovascular medicine. It is a worldwide, peer-reviewed publication with a wide scope that covers all aspects of cardiology (Wang et al., 2018).
  5. CINAHL Database: Cumulative Index for Nursing and Allied Health Sciences can be used to obtain evidence-based care sheets and search various publications and book chapters on nursing and allied health sciences (Hopia & Heikkila, 2019).

These sources have been ranked based on their credibility and the quality of the articles.

Why These Resources Are the Credible Evidence-based Resources

The aforementioned journals are independent, scholarly, peer-reviewed publications focusing on original studies with a practical, clinical approach to cardiovascular disease diagnosis and treatment. In cardiology, they have the quickest approval to publication timelines (Kent et al., 2018). The articles cover the topics of systemic hypertension, methodology, medications, pacing, arrhythmia, preventive cardiology, congestive heart failure, valvular heart disease, congenital heart disease, and cardiomyopathy. Editorials, reader comments, and symposia are also featured. They are further updated a few months later with all the most recent research and data. The writers are nurses, anesthetists, or cardiologists (Kent et al., 2018). 


Nursing has embraced evidence-based practices. Behaviors based on research results are more likely to provide the intended patient outcomes across a range of contexts. These practices include information from fundamental science, clinical knowledge, and expert opinion. Evidence-based nursing care offers chances for more individualization, efficiency, streamlining, and flexibility, as well as for maximizing the impact of clinical judgment. Nursing care stays up with the most recent technology advancements. It uses new knowledge breakthroughs when evidence is utilized to determine best practices rather than to support current practices.

NURS FPX 4030 Assessment 1 Locating Credible Databases and Research


Arnett, D. K., Blumenthal, R. S., Albert, M. A., Buroker, A. B., Goldberger, Z. D., Hahn, E. J., Himmelfarb, C. D., Khera, A., Lloyd-Jones, D., McEvoy, J. W., Michos, E. D., Miedema, M. D., Muñoz, D., Smith, S. C., Virani, S. S., Williams, K. A., Yeboah, J., & Ziaeian, B. (2019). 2019 ACC/AHA Guideline on the Primary Prevention of Cardiovascular Disease: Executive Summary. Journal of the American College of Cardiology, 74(10), 1376–1414.

Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G., & Sasso, L. (2018). A review of the role of nurse leadership in promoting and sustaining evidence-based practice. Journal of Nursing Management, 26(8), 918–932.

Burns, P., & Weston, K. M. (2022). Evidence-Based Practice in Medical Education: mapping a Research and critical analysis program against the Sicily statement. Medical Science Educator, 32(4), 779–783.

Esparrago-Kalidas, A. J. (2021). The effectiveness of the CRAAP test in evaluating the credibility of sources. International Journal of TESOL & Education, 1(2), 1–14.

Hopia, H., & Heikkila, J. (2019). Nursing research priorities based on CINAHL database: A scoping review. Nursing Open, 7(2).

Heidenreich, P. A., Bozkurt, B., Aguilar, D., Allen, L. A., Byun, J. J., Colvin, M. M., Deswal, A., Drazner, M. H., Dunlay, S. M., Evers, L. R., Fang, J. C., Fedson, S. E., Fonarow, G. C., Hayek, S. S., Hernandez, A. F., Khazanie, P., Kittleson, M. M., Lee, C. S., Link, M. S., & Milano, C. A. (2022). 2022 AHA/ACC/HFSA Guideline for the Management of Heart Failure. Journal of the American College of Cardiology, 79(17).

Kent, D. M., Steyerberg, E., & Van Klaveren, D. (2018). Personalized evidence based medicine: predictive approaches to heterogeneous treatment effects. BMJ, k4245.

Kjeldsen, S. E., Narkiewicz, K., Burnier, M., & Oparil, S. (2018). 2018 Practice guidelines for the management of arterial hypertension of the European Society of Hypertension. Blood Pressure, 27(6), 313–313.

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine, 24(3), 103–108.

Liu, G. (2021). Moving up the ladder of source assessment: Expanding the CRAAP test with critical thinking and metacognition. College & Research Libraries News, 82(2), 75.

Muis, K. R., Denton, C., & Dubé, A. (2022). Identifying CRAAP on the Internet: A Source Evaluation Intervention. Advances in Social Sciences Research Journal, 9(7), 239–265.

Piepoli, M. F., Abreu, A., Albus, C., Ambrosetti, M., Brotons, C., Catapano, A. L., Corra, U., Cosyns, B., Deaton, C., Graham, I., Hoes, A., Lochen, M.-L., Matrone, B., Redon, J., Sattar, N., Smulders, Y., & Tiberi, M. (2019). Update on cardiovascular prevention in clinical practice: A position paper of the European Association of Preventive Cardiology of the European Society of Cardiology. European Journal of Preventive Cardiology, 27(2), 181–205.

Zhu, X., Wong, F. K. Y., & Wu, C. L. H. (2018). Development and evaluation of a nurse-led hypertension management model: A randomized controlled trial. International Journal of Nursing Studies, 77, 171–178.

Wang, S., Binder, P., Fang, Q., Wang, Z., Xiao, W., Liu, W., & Wang, X. (2018). Endoplasmic reticulum stress in the heart: insights into mechanisms and drug targets. British Journal of Pharmacology, 175(8), 1293–1304.

Wu, Y., Brettle, A., Zhou, C., Ou, J., Wang, Y., & Wang, S. (2018). Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review. Nurse Education Today, 70, 109–114.

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