To complete this Assessment:  Identify a clinical issue of interest that can form the basis of a clinical inquiry. Develop a PICOT question to address this clinical issue of interest. Using the keywords from the PICOT question, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level. Create a 6- to 7-slide narrated PowerPoint presentation that addresses the following:  Identify and briefly describe your chosen clinical issue of interest. Describe how you developed your PICOT question focused on your chosen clinical issue of interest. Identify the four research databases that you used to conduct your search for the peer-reviewed articles that you selected. Provide APA citations for the four peer-reviewed articles that you selected. Describe the levels of evidence in each of the four peer-reviewed articles you selected. Be specific and provide examples. Explain the strengths of using systematic reviews for clinical research. 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6747325/

https://www.researchgate.net/publication/329577771_Interventions_to_improve_healthcare_workers’_hand_hygiene_compliance_A_systematic_review_of_systematic_reviews

https://www.journalofhospitalinfection.com/article/S0195-6701(19)30147-1/fulltext

https://academic.oup.com/cid/article/58/2/248/334081

©2019 Walden University 1

EB003: Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases: Analyze relevant,
peer-reviewed articles in support of PICOT questions.

Assessment Rubric

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations

Module 1: Advanced Clinical Inquiry and PICOT

Create a 6- to 7-slide narrated
PowerPoint presentation that
addresses the following:

 Identify and briefly describe
your chosen clinical issue of
interest.

Learning Objective 1.1 –
Describe clinical issues to
be addressed by research

The presentation describing
the clinical issue of interest is
missing.

The presentation vaguely or
inaccurately identifies and
describes the chosen clinical
issue of interest.

The presentation clearly and
accurately identifies and
describes in detail the chosen
clinical issue of interest.

 Describe how you
developed your PICOT
question focused on your
chosen clinical issue of
interest.

Learning Objective 1.2 –
Describe development of PICOT
questions to address clinical
issues for research

The presentation describing
the developed PICOT
question focused on the
clinical issue of interest is
missing.

The presentation vaguely or
inaccurately describes the
developed PICOT question
focused on the clinical issue
of interest.

The presentation clearly and
accurately describes in detail
the developed PICOT
question focused on the
clinical issue of interest.

Module 2: Conducting Databases Searches

 Identify the four research
databases that you used to

The presentation identifying
at least four research

The presentation vaguely or
inaccurately identifies at least

The presentation accurately
and clearly identifies in detail

©2019 Walden University 2

Rubric Criteria
0
Not Present
1
Needs Improvement
2
Meets Expectations

conduct your search for the

peer-reviewed articles that

you selected.

Learning Objective 2.1 –
Describe databases used in
conducting research for clinical
issues

databases used to conduct a
search for the peer-reviewed
articles selected is missing.

four research databases used
to conduct a search for the
peer-reviewed articles
selected.

four research databases used
to conduct a search for the
peer-reviewed articles
selected.

 Provide APA citations for
the four peer-reviewed
articles that you selected.

Learning Objective 2.2 – Apply
proper APA citation to cite peer-
reviewed research

The presentation APA
citations for at least four
peer-reviewed articles
selected or is missing.

The presentation vaguely or
inaccurately provides APA
citations for at least four
peer-reviewed articles
selected.

The presentation accurately
and completely provides APA
citations for four peer-
reviewed articles selected.

 Describe the levels of

evidence in each of the four

peer-reviewed articles that

you selected. Be specific

and provide examples.

Learning Objective 2.3 – Analyze
levels of evidence in peer-
reviewed research

The presentation description
of the levels of evidence in
each of the four-peer
reviewed articles selected is
missing.

The presentation vaguely or
inaccurately describes the
levels of evidence in each of
the four peer-reviewed
articles selected.

The response minimally
synthesizes and integrates
resources that may support
the responses provided.

The presentation accurately
and thoroughly describes in
detail the levels of evidence
in each of the four peer-
reviewed articles selected.

The response synthesizes
and integrates at least two
outside resources and
two competency-specific
resources that fully support
the responses provided.

©2019 Walden University 3

Rubric Criteria
0
Not Present
1
Needs Improvement
2
Meets Expectations

 Explain the strengths of

using systematic reviews for

clinical research.

Learning Objective 2.4 – Analyze
use of systematic reviews for
clinical research

The presentation explaining
the strengths of using
systematic reviews for clinical
research is missing.

The presentation vaguely or
inaccurately explains the
strengths of using systematic
reviews for clinical research.

The presentation accurately
and thoroughly explains in
detail the strengths of using
systematic reviews for clinical
research.

Mastery Rubric No Yes

Exceeds Expectations: Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases

Learning Objective – Analyze
relevant peer-reviewed articles in
support of PICOT questions

A comprehensive, detailed and in-depth
presentation is not provided and fails to
demonstrate the development of an accurate
PICOT question related to a clinical issue of
interest that was applied to yield sufficient peer-
reviewed research through in-depth analysis to
support clinical research.

A comprehensive, detailed and in-depth
presentation is provided that demonstrates the
development of an accurate PICOT question
related to a clinical issue of interest that was
applied to yield sufficient peer-reviewed research
through in-depth analysis to support clinical
research.

©2019 Walden University 4

Professional Skills
Building

0
Not Present

1
Needs Improvement

2
Meets Expectations

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective
PS 1.1:
Use proper grammar,
spelling, and mechanics.

Multiple major and minor
errors in grammar, spelling,
and/or mechanics are
highly distracting and
seriously impact
readability.

Multiple minor errors in grammar,
spelling, and/or mechanics are
distracting and negatively impact
readability.

Writing reflects competent use of
standard edited American English.

Errors in grammar, spelling, and/or
mechanics do not negatively impact
readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.

Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are missing
or inappropriate.

Writing is loosely organized. Limited use
of introductions, transitions, and
conclusions provides partial continuity.

Writing is generally well-organized.
Introductions, transitions, and
conclusions provide continuity and a
logical progression of ideas.

Learning Objective
PS 1.3:
Apply APA style to written
work.

APA conventions are not
applied.

APA conventions for attribution of
sources, structure, formatting, etc., are
applied inconsistently.

APA conventions for attribution of
sources, structure, formatting, etc., are
generally applied correctly in most
instances. Sources are generally cited
appropriately and accurately.

©2019 Walden University 5

Professional Skills
Building
0
Not Present
1
Needs Improvement
2
Meets Expectations

Learning Objective
PS 1.4:
Use appropriate
vocabulary and tone for
the audience and purpose.

Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.

Vocabulary and tone have limited
relevance to the audience.

Vocabulary and tone are generally
appropriate for the audience and
support communication of key
concepts.

PS002: Oral Communication: Use Effective Oral Presentation Skills

PS 2.1: Use clear
enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.

Speaker mumbles or
speaks in a monotone,
mispronounces words,
and/or struggles to find
appropriate pacing or
volume.

Speaker inconsistently uses clear
enunciation, correct pronunciation,
comfortable pacing, and appropriate
volume.

Speaker engages the audience through
mostly clear enunciation, correct
pronunciation, comfortable pacing, and
appropriate volume.

PS 2.2: Organize
information to be
presented.

Information is disorganized
to a degree that impedes
audience understanding.

Organization of information minimally
supports audience understanding.

Organization of information generally
enhances audience understanding of
concepts.

PS003: Technology: Use Technology tools effectively.

Learning Objective
PS 3.1:
Use images and layout of
presentations to
effectively communicate
content to a specific
audience.

Learning Objective
PS 3.1:
Use images and layout of
presentations to effectively
communicate content to a
specific audience.

Learning Objective
PS 3.1:
Use images and layout of presentations
to effectively communicate content to a
specific audience.

Learning Objective
PS 3.1:
Use images and layout of presentations
to effectively communicate content to a
specific audience.

©2019 Walden University 6

Professional Skills
Building
0
Not Present
1
Needs Improvement
2
Meets Expectations

Learning Objective
PS 3.2:
Use appropriate
vocabulary and tone for
the audience and purpose.

Learning Objective
PS 3.2:
Use appropriate vocabulary
and tone for the audience
and purpose.

Learning Objective
PS 3.2:
Use appropriate vocabulary and tone for
the audience and purpose.

Learning Objective
PS 3.2:
Use appropriate vocabulary and tone
for the audience and purpose.

PS005: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best
practice.

Learning Objective
PS 5.1:
Analyze assumptions and
fallacies.

Analysis of assumptions is
missing.

Response is weak in assessing the
reasonableness of assumptions in a
given argument.

Response does not adequately identify
and discuss the implications of fallacies
or logical weaknesses in a given
argument.

Response generally assesses the
reasonableness of assumptions in a
given argument.

Response identifies and discusses the
implications of fallacies and/or logical
weaknesses in a given argument.

Learning Objective
PS 5.2:
Generate reasonable and
appropriate assumptions.

Assumptions are missing. Response does not adequately present
and discuss key assumptions in an
original argument.

Response presents and discusses key
assumptions in an original argument.

Learning Objective
PS 5.3:
Assess multiple
perspectives and
alternatives.

Assessment of multiple
perspectives is missing.

Response does not identify nor
adequately consider multiple
perspectives or alternatives.

Response identifies and considers
multiple perspectives and alternatives.

Learning Objective
PS 5.4:
Use problem-solving skills.

Problems and solutions are
not identified.

Response presents solutions, but they
are ineffective in addressing the specific
problem.

Response presents solutions that are
practical and work in addressing the
specific problem.

©2019 Walden University 7

PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively
analyze issues and make decisions.

Learning Objective
PS 6.1:
Identify credible sources.

Credible sources are
missing.

Some sources are credible,
appropriate, and relevant to the
topic.

Most sources are credible, appropriate, and
relevant to the topic.

Learning Objective
PS 6.2:
Analyze findings from
relevant sources.

Analysis is missing. Analysis superficially reflects
relevance of findings to the
identified problem, issue, or
purpose.

Analysis clearly reflects relevance of findings
to the identified problem, issue, or purpose.