A nurse is teaching a newly licensed nurse about incident reports.
Which of the following information should the nurse include?

Choice A rationale:
Givingtheclientprintedinformationisaneducationalmethodthatinvolvesreadingandcomprehension,whicharekeycomponentsofthecognitivedomain.
Choice B rationale:
Teaching about expected reference ranges and target blood glucose levels is based on the cognitive domain of learning. This involves understanding and comprehending information, which is a key aspect of cognitive learning. It's important for a client with diabetes to know what their blood glucose levels should be and what values to aim for to manage their condition effectively.
Choice C rationale:
Asking the client how they feel about checking their blood glucose levels is related to the affective domain of learning. It focuses on the client's emotions and attitudes rather than cognitive understanding, which is not directly mentioned in the question.
Choice D rationale:
Asking the client to demonstrate checking their blood glucose level is based on the psychomotor domain of learning. This involves physical skills and actions, which are not explicitly mentioned in the question.
Choice E rationale:
Giving the client a fill-in-the-blank quiz is also based on the cognitive domain of learning. Quizzes and assessments are tools that help assess a client's understanding and retention of information, which aligns with cognitive learning.
Choice F rationale:
Asking the client to describe the manifestations of hypoglycemia and hyperglycemia is also based on the cognitive domain of learning. It requires the client to recall and explain information, which is a cognitive process.

Choice A rationale:

Systematic reviews are considered Level I evidence in the hierarchy of evidence in evidence-based practice (EBP). Systematic reviews involve the rigorous and comprehensive synthesis of multiple research studies on a specific topic. This approach minimizes bias and provides the highest level of evidence for making clinical decisions. Systematic reviews typically follow a structured methodology and offer a critical analysis of the existing literature, making them a strong foundation for EBP.

Choice B rationale:

Credible websites are not considered Level I evidence. While some websites may contain reliable information, they vary in quality, and the credibility of the source must be carefully assessed. Relying solely on websites is not the most robust approach in EBP, as it lacks the rigorous systematic review and critical appraisal process of Level I evidence.

Choice C rationale:

Expert opinions are not considered Level I evidence. While expert opinions can be valuable, they are often based on individual experiences and interpretations rather than systematic research. Expert opinions are generally considered lower in the hierarchy of evidence compared to systematic reviews and other forms of research evidence.

Choice D rationale:

Qualitative studies are not considered Level I evidence. Qualitative studies provide valuable insights into the experiences, perceptions, and meanings associated with a particular phenomenon. However, they are typically ranked lower in the hierarchy of evidence compared to systematic reviews and quantitative research studies. Qualitative studies are more appropriate for addressing research questions related to subjective experiences and understanding the "why" and "how" of a phenomenon.