NURS-FPX4030 Assessment #3 Instructions: PICO(T) Questions and an Evidence- Based Approach.<\/p>\n
Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question. PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation. NURS-FPX4030 Assessment #3 Instructions: PICO(T) Questions and an Evidence- Based Approach. It stands for:<\/p>\n
P \u2013 Patient\/population\/problem.
\nI \u2013 Intervention.
\nC \u2013 Comparison (of potential interventions, typically).
\nO \u2013 Outcome(s).
\nT \u2013 Time frame (if time frame is relevant).<\/p>\n
The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course. In the end, the nurse will be more likely to find relevant and useful evidence during their search if they clearly define the types of evidence in each area. Before you make the plan proposal, you should do the Vila Health PCI(T) Process activity. This activity gives you a chance to work through the steps of making a PICO(T) question in the context of a problem at a Vila Health facility. To do well on Assessment 3, you will need to use these skills. This is for your own use and self-Assessment, and it shows how interested you are in the course.<\/p>\n
DEMONSTRATION OF PROFICIENCY
\nBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:<\/p>\n
Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
\nExplain the findings from articles or other sources of evidence.
\nCompetency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
\nIdentify sources of evidence that could be potentially effective in answering a PICO(T) question.
\nExplain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
\nCompetency 3: Apply an evidence-based practice model to address a practice issue.
\nDefine a practice issue to be explored via a PICO(T) approach.
\nCompetency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
\nCommunicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. NURS-FPX4030 Assessment #3 Instructions: PICO(T) Questions and an Evidence- Based Approach.
\nReference
\nBoswell, C., & Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones & Bartlett Learning.<\/p>\n
PROFESSIONAL CONTEXT
\nAs a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question.<\/p>\n
SCENARIO
\nFor this assessment, please use an issue of interest from your current or past nursing practice. If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.<\/p>\n
INSTRUCTIONS
\nFor this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it. Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source\u2019s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question. If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the \u201cCreate PICO(T) Questions\u201d page in the Capella library\u2019s Evidence Based Practice guide) might be helpful. In your submission, make sure you address the following grading criteria:<\/p>\n
Define a practice issue to be explored via a PICO(T) approach.
\nIdentify sources of evidence that could be potentially effective in answering a PICO(T) question.
\nExplain the findings from articles or other sources of evidence.
\nExplain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
\nCommunicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
\nExample Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:<\/p>\n
Assessment 3 Example 1 [PDF].
\nADDITIONAL REQUIREMENTS
\nYour assessment should meet the following requirements:<\/p>\n
Length of submission: Create a 3\u20135-page submission focused on defining a research question and interpreting evidence relevant to answering it. A title page is not required but you must include a reference list.
\nNumber of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
\nAPA formatting: Format references and citations according to current APA style.
\nPortfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.<\/p>\n
SCORING GUIDE
\nUse the scoring guide to understand how your assessment will be evaluated.<\/p>\n
Creating a question using the PICOT elements will provide a framework for the research you need to conduct an evidence-based study or to make an evidence-based decision.<\/p>\n
PICOT Elements:<\/p>\n
(P) \u2013 Population, Patients or Problem: The sample of subjects used in a study, or the problem being addressed.<\/p>\n
(I) \u2013 Intervention: The treatment that will be provided to subjects enrolled in your study.<\/p>\n
(C) \u2013 Comparison or Control: Identifies an alternative intervention or treatment to compare. Many study designs refer to this as the control group. If an existing treatment is considered the \u2018gold standard\u2019, then it should be the comparison group. A control group is not required for every type of study.<\/p>\n
(O) \u2013 Outcome: The clinical outcome that measures the effectiveness of the intervention.<\/p>\n
(T) \u2013 Time: Duration of the data collection. Some versions don\u2019t include this element, and time may not be specified in cases where the question is focused on prediction or diagnoses. NURS-FPX4030 Assessment #3 Instructions: PICO(T) Questions and an Evidence- Based Approach.<\/p>\n
PICOT Question Formats:<\/p>\n
Intervention: In _______ (P), how does _______ (I) compared to _______ (C) affect _______ (O) within _______ (T)?
\nPrognosis\/Prediction: In _______ (P), how does _______ (I) compared to _______ (C) influence\/predict _______ (O) over _______ (T)?
\nDiagnosis or Diagnostic test: In _______ (P) are\/is _______ (I) compared to _______ (C) more accurate in diagnosing _______ (O)?
\nEtiology: Are _______ (P), who have _______ (I) compared to those without _______ (C) at _______ risk for\/of _______ (O) over _______ (T)?
\nMeaning: How do_______ (P) with _______ (I) perceive _______ (O) during _______ (T)?
\nExample PICOT Questions:<\/p>\n
In acute care hospitals (P), how does having a rapid response team (I) compared with not having a response team (C) affect the number of cardiac arrests (O) during a three-month period (T)?
\nIn women with gestational diabetes (P), how does a monitored diet and exercise program over the course of pregnancy (I &T), compared to the use of metformin only (C) reduce the incidence of high birth weight babies(O)?
\nIn patients admitted for acute myocardial infarction (P), how well does the hospital\u2019s new data model created from EMR data (I) compared to current practices (C) predict readmission rates (O) within 30 days after initial discharge (T)?
\nFor patients of a rural health clinic (P), does the use of text message reminders (I), compared with telephone calls (C) reduce the number of missed appointments (O) over a six month period (T)?
\nReferences:<\/p>\n
Melnyk, B.M., Fineout-Overholt, E., Stillwell, S. & Williamson, K. M. (2010). Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice. AJN, American Journal of Nursing, 110, 51-53.
\nPosing the research question: Not so simple
\nTo make your case, start with a PICOT question
\nWhat is your research question? An introduction to the PICOT format for clinicians.
\nMelnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice. (Not in library)<\/p>\n","protected":false},"excerpt":{"rendered":"
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