NR 505 Week 2: PICOT/PICo and Practice Questions
Sample Answer for NR 505 Week 2: PICOT/PICo and Practice Questions Included After Question
The focus for Week 2 is on questions: PICOT/PICo and practice questions.
Using the area of interest from Week 1, identify the
following.
o Will you be using a quantitative or qualitative
approach for your EBP project proposal?
o Explain why this approach is the best one to
provide information for your area of interest.
o Create a PICOT/PICo question using the
PICOT/PICo format for quantitative and PICo for
qualitative approaches.
o Identify your practice question, being sure to
include the following.
o For a quantitative approach
A questioning part such as "what is," "what are,"
"is there," or "are there"
Population being studied
Variables being studied
Suggestion of the relationship between variables
o For a qualitative approach
Phenomenon or concept of interest
Group or population of interest
Suggestion of which qualitative research design
is being used
A Sample Answer For the Assignment: NR 505 Week 2: PICOT/PICo and Practice Questions
Title: NR 505 Week 2: PICOT/PICo and Practice Questions
Linda Holt
May 7, 2018May 7 at 5:39pm
Manage Discussion Entry
Hello Dr. L and class
Quantitative Approach
Initially, I thought that the qualitative approach
would be a better approach for my evidence-
based project proposal. After further review, I
now am convinced that the quantitative approach
is a better approach for my evidence-based
Practice (EBP) project proposal. Evidence-based
practice is aimed at hardwiring current knowledge
into common care decisions to improve care
processes and patient outcomes (Stevens,
2013). Evidence-based practice also unifies
research evidence with clinical expertise and
encourages through individualization of care
through inclusion of patient preferences (Stevens,
2013).
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 505 Week 2: PICOT/PICo and Practice Questions
Why the Quantitative Approach is best for
rural populations’ unplanned healthcare (Area
of Interest)
Because of my clinical experience with my area of
interest in the rural population, this approach will
allow a collection of opinions, facts, attitudes, and
behaviors to be analyzed. The quantitative
approach will also allow results to be generalized
from a larger population such as the rural
population. With the use of the quantitative
approach, this population will have the
opportunity to reveal their needs and causes of
lack of healthcare. This research approach will
be beneficial in order to decrease the incidence of
unplanned healthcare, which is one of the biggest
healthcare challenges that this population
continues to face. With the use of the quantitative
research method, data can be collected from
various forms such as: online surveys, paper
surveys, telephone interviews, and face to face
interviews. The collection of this data will allow
comparison of opinions and further investigation
toward a resolution. As exploration of the
chosen population occurs with the combination of
clinical experiences, an advancement of the
proposed EBP will promote the intended outcome
of better healthcare strategies.
PICO Quantitative Question
In the rural population (P) does health education,
early diagnosis, and healthcare programs (I)
compared to deploying health resources
geographically (C) reduce the incidence of
unplanned healthcare (O).
Quantitative Practice Question
Is there a link between the lack of healthcare
education, early diagnosis, healthcare programs
and unplanned healthcare?
Reference
Stevens, K.R. (2013). The Impact of Evidence-
based Practice in Nursing and the Next big
Ideas. Online Journal Issues in Nursing, 18(2),
1. doi: 10.3912/OJIN18No02MAN04
o
![NR 505 Week 2 PICOT PICo and Practice Questions](https://nursingassignmentcrackers.com/wp-content/uploads/2023/03/NR-505-Week-2-PICOT-PICo-and-Practice-Questions-300x139.png)
Collapse SubdiscussionLinda Marcuccilli
Linda Marcuccilli
May 7, 2018May 7 at 7:57pm
Manage Discussion Entry
Right on, Linda!! You nailed it!! woohoo!
Dr.L
Linda Holt
Linda Holt
May 8, 2018May 8 at 5:19pm
Manage Discussion Entry
Thank you Dr. L. I am learning more as I
research.
Collapse SubdiscussionNicole Griffie
Nicole Griffie
May 8, 2018May 8 at 6:16pm
Manage Discussion Entry
Dr. L,
I believe both quantitative and qualitative
approaches could be beneficial for this specific
topic, but I plan to focus on the qualitative
approach. In qualitative research the focus is on
the collection and analysis of data. The
researcher has to remain fluid and flexible during
the research process. Their direction may need to
change slightly in order to get closer to their goal.
Qualitative research main purpose is to explore
and describe a participant’s experience. The
approach starts out with a broad question, but
process oriented and context bound (Malagon-
Maldonado, 2014). The focus for quantitative
research is usually narrow and product related.
My PICo question is: in a hospital setting where
nurses conduct bedside shift report opposed to
station-based report, is patient satisfaction
higher? I picked this question to help guide the
nurses to understand the value bedside shift
report has for the patients and their families as
well as the nurses. We have set this practice as a
standard in our hospital and many units do very
well. We see staff struggling on the units that
have larger number of patients. While using the
qualitative approach I will start broad in my
question but hope to identify some research
specific to the patient satisfaction in the
emergency department. As the nursing
operations manager of the emergency
department, we strive to improve our
communication with our patients concerning their
plan of care. This research will hopefully identify
some of the barriers and how successful
organizations supported their staff to overcome
those barriers (Taylor, 2015).
Malagon-Maldonado, G. (2014). Qualitative
Research in Health Design. Health
Environments Research & Design Journal
(HERD) (Vendome Group LLC), 7(4), 120-
134. Retrieved
from http://www.herdjournal.com.chamberl
ainuniversity.idm.oclc.org/ME2/Default.asp
Taylor, J. S. (2015). Improving patient safety and
satisfaction with standardized bedside
handoff and walking rounds. Clinical
Journal of Oncology Nursing, 19(4), 414-
416. Retrieved from https://cjon.ons.org
Grading Rubric Guidelines
Performance Category | 10 | 9 | 8 | 4 | 0 |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
|
|
|
|
|
Performance Category | 10 | 9 | 8 | 4 | 0 |
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
|
|
|
|
|
Performance Category | 5 | 4 | 3 | 2 | 0 |
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) |
|
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
|
|
|
Minus 1 Point | Minus 2 Point | Minus 3 Point | Minus 4 Point | Minus 5 Point | |
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
|
|
|
|
|
0 points lost | -5 points lost | ||||
Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |