NRS493 PICOT Question Sample Student Approach

NRS493 PICOT Question Sample Student Approach

Diabetes is a global health issue that negatively affects patient health outcomes. Nurses evaluate their environments to determine problems and plan effective evidence-based interventions. This paper develops a PICOT question for diabetes management and determines interaction with nursing practice, nursing intervention, healthcare agency, and patient care.

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The PICOT question is: In Hispanic diabetic women between ages 45-60, does diabetes education using diabetes education checklist (standardized terminology) compared to traditional diabetes education improve diabetic patient follow-up visits in six months?

Patient education is an effective evidence-based solution in improving patient outcomes. A structured patient education program will ensure all patients receive uniform, comprehensive education on self-management to increase their self-efficacy. According to Chatterjee et al. (2018), patients who received structured education reported better self-efficacy and better readings of glycemic control parameters such as fasting blood sugar and HbA1c tests and post-prandial glucose tests.

Hence, patient involvement in diabetes management through extensive education is the cornerstone of effective glycemic control and the stability of other diabetic tests. Patients take time to learn, implement and master proficiency in performing learned tasks (Lee et al., 2019). Allowing patients some time to form the habit of portraying the required behavior ensures the data collected adequately reflect on patient education’s effectiveness. Six months is enough period to ensure the impact of structured patient education is evident hence

Diabetes is a clinical problem that is significant to patient outcomes. Diabetes complicates the management of other conditions and increases the risk of infections, hypertension, and peripheral vascular diseases. Most inpatient and outpatient management interventions entail patient-directed interventions, hence the need for patient education. Patient education is an effective evidence-based intervention, as seen in many studies (Nassar et al., 2019; Chatterjee et al., 208; Seeman, 2019; Zheng et al., 2019).

According to Nassar et al. (2019), patient education enhances patients’ initiative and responsibility. Educated patients also adhere to medications and treatment regimens more than uneducated ones. According to Zheng et al. (2019), patient education improves patient adherence to prevention and management interventions such as diabetic foot examinations, eye examinations, and HbA1c tests. Educating the patients helps prevent the negative psychological symptoms such as depression and anxiety associated with newly diagnosed diabetes. Patient education is thus an ineffective nursing intervention in controlling diabetes.

The target population for the PICOT question is Hispanic diabetic women. Hispanic patients are more exposed to diabetes and diabetes complications because of genetic predisposition. Adults between the ages of 45-60 often have more educational needs. Many older adults lack formal education hence the need for comprehensive, structured, face-to-face patent education. The education delivered should not miss any detail, and traditional methods have no specific pattern increasing the possibility of missing out on vital details (Chatterjee et al., 2018).

Patient education for diabetes helps achieve the overall healthcare agency goals; improves patient outcomes. Patient education is an important nursing intervention in improving patient outcomes for many healthcare conditions. Increased knowledge translates into responsible care and collaborative interventions (Seeman, 2019). Patient education also enhances patient collaboration in care provision, promoting better healthcare outcomes.

Effective patient education depends on existing organizational policy guidelines. A structured patient education program will ensure uniform and effective patient education for effective diabetes management. Nurses should focus on delivering comprehensive and quality education to ensure better patient responsibility among the selected population and collaborative interventions hence better patient outcomes and improved nursing practice. In addition, face-to-face education is an effective intervention for this age-specific group.

CDC Data on Diabetes.

Retrieved https://www.cdc.gov/diabetes/data/statistics-report/index.html

NRS493 PICOT Question Sample Student Approach

References for NRS493 PICOT Question Sample Student Approach

Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programs: a narrative review and current innovations. The Lancet Diabetes & Endocrinology, 6(2), 130-142. https://doi.org/10.1016/S2213-8587(17)30239-5

Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International journal of environmental research and public health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323

Nassar, C. M., Montero, A., & Magee, M. F. (2019). Inpatient diabetes education in the real world: an overview of guidelines and delivery models. Current diabetes reports, 19(10), 1-8. https://doi.org/10.1007/s11892-019-1222-6

Seeman, K. (2019). The importance of quality perioperative patient education. Journal of Consumer Health on the Internet, 23(1), 94-101. https://doi.org/10.1080/15398285.2019.1574525

Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of diabetes research, 2019. https://doi.org/10.1155/2019/1073131

Picot Question Paper Instructions

Review your problem or issue and the study materials to formulate a PICOT (Patient, Intervention, Comparison, Outcome and Time) question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care.

The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.

The PICOT question will provide a framework for your capstone project change proposal.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Step 1: Create PICOT question; A PICOT question is presented and provides a clear framework for the capstone project change proposal. Your PICOT question should clearly outline all of these elements: patient, intervention, comparison, outcome and time.

Step 2: PICOT Problem: Identify the PICOT problem, what clinical problems or issues may arise from clinical care? The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is thoroughly described.

Step 3: Describe nursing intervention: A nursing intervention used to address the problem. Compare the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process.

Step 4: Summarize Clinical Problem and Patient Outcome: The clinical problem and how it can result in a positive patient outcome.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

NRS 493 Professional Capstone and Practicum Reflective Journal- Topic 3

Write a reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

Topic Focus: Health care delivery and clinical systems

While APA style is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

NRS 493 Week 4 Literature Evaluation Table

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student\’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.

The assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the \”Literature Evaluation Table,\” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Rubric Criteria

Collapse All Rubric CriteriaCollapse All

Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

2.5 points

Criteria Description

Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

  1. Target

2.5 points

Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

2.23 points

Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.

  1. Approaching

1.98 points

Author, journal (peer-reviewed), and permalink or working link to access article section is present.

  1. Insufficient

1.88 points

Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Author, journal (peer-reviewed), and permalink or working link to access article section is not included.

Article Title and Year Published

2.5 points

Criteria Description

Article Title and Year Published

  1. Target

2.5 points

Article title and year published section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

2.23 points

Article title and year published section is clearly provided and well developed.

  1. Approaching

1.98 points

Article title and year published section is present.

  1. Insufficient

1.88 points

Article title and year published section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Article title and year published section is not included.

Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

5 points

Criteria Description

Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

  1. Target

5 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

4.45 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.

  1. Approaching

3.95 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.

  1. Insufficient

3.75 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.

Design (Type of Quantitative, or Type of Qualitative)

2.5 points

Criteria Description

Design (Type of Quantitative, or Type of Qualitative)

  1. Target

2.5 points

Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

2.23 points

Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.

  1. Approaching

1.98 points

Design (type of quantitative, or type of qualitative) section is present.

  1. Insufficient

1.88 points

Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Design (type of quantitative, or type of qualitative) section is not included.

Setting or Sample

2.5 points

Criteria Description

Setting or Sample

  1. Target

2.5 points

Setting or sample section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

2.23 points

Setting or sample section is clearly provided and well developed.

  1. Approaching

1.98 points

Setting or sample section is present.

  1. Insufficient

1.88 points

Setting or sample section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Setting or sample section is not included.

Methods: Intervention or Instruments

2.5 points

Criteria Description

Methods: Intervention or Instruments

  1. Target

2.5 points

Methods: Intervention or Instruments section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

2.23 points

Methods: Intervention or Instruments section is clearly provided and well developed.

  1. Approaching

1.98 points

Methods: Intervention or Instruments section is present.

  1. Insufficient

1.88 points

Methods: Intervention or Instruments section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Methods: Intervention or Instruments section is not included.

Analysis

5 points

Criteria Description

Analysis

  1. Target

5 points

Analysis section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

4.45 points

Analysis section is clearly provided and well developed.

  1. Approaching

3.95 points

Analysis section is present.

  1. Insufficient

3.75 points

Analysis section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Analysis section is not included.

Key Findings

5 points

Criteria Description

Key Findings

  1. Target

5 points

Key findings section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

4.45 points

Key findings section is clearly provided and well developed.

  1. Approaching

3.95 points

Key findings section is present.

  1. Insufficient

3.75 points

Key findings section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Key findings section is not included.

Recommendations

5 points

Criteria Description

Recommendations

  1. Target

5 points

Recommendations section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

4.45 points

Recommendations section is clearly provided and well developed.

  1. Approaching

3.95 points

Recommendations section is present.

  1. Insufficient

3.75 points

Recommendations section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Recommendations section is not included.

Explanation of How the Article Supports EBP or Capstone

5 points

Criteria Description

Explanation of How the Article Supports EBP or Capstone

  1. Target

5 points

Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.

  1. Accpetable

4.45 points

Explanation of how the article supports EBP or capstone section is clearly provided and well developed.

  1. Approaching

3.95 points

Explanation of how the article supports EBP or capstone section is provided.

  1. Insufficient

3.75 points

Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.

  1. Unsatisfactory

0 points

Explanation of how the article supports EBP or capstone section is not included.

Presentation

5 points

Criteria Description

Presentation

  1. Target

5 points

The work is well presented and includes all required elements. The overall appearance is neat and professional.

  1. Accpetable

4.45 points

The overall appearance is generally neat, with a few minor flaws or missing elements.

  1. Approaching

3.95 points

The overall appearance is general, and major elements are missing.

  1. Insufficient

3.75 points

The work is not neat and includes minor flaws or omissions of required elements.

  1. Unsatisfactory

0 points

The piece is not neat or organized, and it does not include all required elements.

Mechanics of Writing 

5 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

  1. Target

5 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

  1. Accpetable

4.45 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

  1. Approaching

3.95 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

  1. Insufficient

3.75 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

  1. Unsatisfactory

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Format/Documentation

2.5 points

Criteria Description

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

  1. Target

2.5 points

No errors in formatting or documentation are present.

  1. Accpetable

2.23 points

Appropriate format and documentation are used with only minor errors.

  1. Approaching

1.98 points

Appropriate format and documentation are used, although there are some obvious errors.

  1. Insufficient

1.88 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

  1. Unsatisfactory

0 points

Appropriate format is not used. No documentation of sources is provided.

Total50 points

Literature Evaluation Table

Student Name: 

Change Topic (2-3 sentences):

Criteria Article 1 Article 2 Article 3 Article 4
Author, Journal (Peer-Reviewed), and 

Permalink or Working Link to Access Article

 

 

 

Article Title and Year Published

 

Research Questions (Qualitative)/Hypothesis (Quantitative) 

 

Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)

 

Setting/Sample

 

Methods: Intervention/Instruments

 

Analysis

 

Key Findings

 

Recommendations

 

Explanation of How the Article Supports EBP/Capstone Project

 

 

Criteria Article 5 Article 6 Article 7 Article 8
Author, Journal (Peer-Reviewed), and 

Permalink or Working Link to Access Article

 

 

 

Article Title and Year Published

 

Research Questions (Qualitative)/Hypothesis (Quantitative)

 

Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)

 

Setting/Sample

 

Methods: Intervention/Instruments

 

Analysis

 

Key Findings

 

Recommendations

 

Explanation of How the Article Supports EBP/Capstone

 

Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week\’s entry, students should reflect on the personal knowledge and skills gained.

Write a reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

Topic Focus: Ethical Considerations in Health Care

While APA style is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Example Journal

Project Capstone and Practicum Reflective Journal

This week has been a tough one yet fun. I had a lot of activities regarding my project. First, I had to appraise articles and then come up with objectives for my projects. Besides, I found some time to hold a discussion with my mentor about ethical considerations in healthcare. I used my good communication skills and critical thinking while holding the discussion.

Understanding ethics is a vital requirement that every healthcare must do. Because ethics define our daily interactions with patients and defines the reasoning behind every activity starting from diagnosis and extending to management and follow-up. Essentially without ethics healthcare organizations would be in a total mess.

To begin with, ethics defines the standard code of conduct and moral codes. Four main principles of ethics are considered in healthcare; autonomy, justice, beneficence, and non-maleficence (Rao, 2020). These principles are both applicable to patients with no superiority whatsoever. In autonomy, every patient has a right to make decisions regarding what should be done with their bodies. Healthcare providers can only offer guidance but can not alter a decision made regardless of its consequences.

While beneficence requires healthcare providers to offer quality care, non-maleficence requires doing no harm. In addition, justice requires fairness while making decisions (Rao, 2020). Maintaining and working according to ethics brings harmony even when dealing with a culturally diverse population. This is because different cultures have basic requirements that must be fulfilled and may affect the health and health-seeking behavior of some individuals.

Therefore, there is a need to equip all healthcare workers with knowledge of ethics.  In addition, all rights of patients must be acknowledged and respected. Because rights are universal and define our relationship with patients. Finally, failure to observe ethics and patients` rights is a weakness of most healthcare workers which could deteriorate relationships and negatively impact health.  

References

Rao, P. R. (2020). Ethical considerations for healthcare organizations. Seminars in Speech and Language, 41(3), 266–278. https://doi.org/10.1055/s-0040-1710323