We’ll start the process of finding what is known about the problem you would like to investigate. You may also be finding possible solutions to the practice problem in the same literature.  Life will get very confusing it you don’t develop a system to keep track of what databases you have searched and what articles you would like to review.  The “matrix method” works quite well.  You might also think of the matrix method as using a table to keep track of the information, and you will often hear these types of tables referred to as “evidence tables.” For those of you who may be used to highlighting stacks of articles, this method of extracting and categorizing information may come as a nice change of pace. Maybe not right at first, but the benefits will become clear as we go along. It will be like learning how to use the library databases and Refworks—-somewhat overwhelming at first because you are learning everything at the same time, but the time you spend now will pay off later. You will notice we ask you to contact the librarian to help set up your search strategy. Please do some preliminary work of searching on the databases prior to contacting the librarian—often as you read in your area of interest, you will refine your question or perhaps even completely changing it. If you have a well-defined question, a librarian can be much more helpful. Harvey Castellano and the team of Health Sciences Librarians at the UTEP Library will have their own DB in the course to be able to address your questions directly.

For those of you who haven’t taken the theories class yet and managed to escape any kind of theories and models in your undergraduate program, you can just use what is on p.4 of Melnyk&Fineout-Overholt (fig.1.1; this is a generic model that you could modify for your use). The point of the theories or concept models is to visualize how all that information might potentially work together. Don’t limit yourself to nursing models!

Based on the problem you have identified in Module 1, begin developing a succinct problem background. You will develop a question to investigate that evolves from the problem. You should keep the problem within your scope of practice. Key ideas to think about include the population you are interested in, and types of interventions you might be thinking about. Before you can begin formulating a researchable question, it’s very important that you can clearly explain what the problem is! Once you have a clear problem, begin focusing on the specific population, interventions, comparisons, and outcomes you are interested in. (Comparisons may often be to current practice, or “the way we do it now.”) Although you will be reading quite a bit about the “PICOT” format, try not to over-think the issue of getting your question into this format. It is a way to help focus your library search, and to focus what information you are taking from the articles you are reviewing. But because many questions don’t easily conform to the format, it can be frustrating to try and force the questions.

Once you have a fairly clear idea of your problem background, you can begin to define a search strategy to investigate your question. Post your questions for our librarians on the “Onsite Librarian” DB to assist you with developing a search strategy which includes controlled vocabulary. Define how you will keep track of the databases searched and number of references found. Start by searching for Clinical Practice Guidelines or Systematic Reviews available on your topic (strong level of evidence).

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