DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D?

DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D?

DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D?

Sometimes topic ideas for a PICOT-D/DPI Project are intriguing, but not completely feasible for one reason or another. Based on the instructor feedback you have received, explain why you have, or do not have, a feasible topic for your PICOT-D. What changes will you need to make in order to have a feasible topic for your PICOT-D? If it is not feasible, what other topics are you considering?

REPLY TO DISCUSSION

NM

 

Apr 13, 2022, 9:22 AM

Unread

 

I must be the odd one out here. I did not have a topic in mind when I started this program. I had no idea that I had to have an idea of what I wanted to work on or accomplish when I started this program and it was one of the things that delayed my starting the program in January among other things. Even when I applied, I still had no definite idea of what I wanted to do. So, based on my last stationed unit as a full-time case manager/discharge planner, I chose a topic that was dear to my heart to find a way to fix some of the issues that contributes to people having strokes especially recurrent strokes. Also, not having a practice site as well as a mentor was also another barrier to deciding on a topic and also not being in direct patient care anymore, I am not familiar with all the products and knowledge of all the things that are used in other areas of nursing except for the one in my unit and with discharge planning. Now that I have a mentor, I have to mention this topic to her and she will have to be comfortable with the topic as well or she may not be able to help guide me.

Based on Professor Etheridge’s feedback so far, it appears that my topic may or may not be feasible depending on the angle it takes. It will not be feasible as a nurse to teach preventive or monitoring strategies to other disciplinary professionals such as Physical or Occupational therapists or Nutritionists or even physicians unless I work in collaboration with them but for a nursing DPI project, I should be managing and directing the nurses involved. Also, since this is a quality improvement project, I have to be able to find enough articles that have dealt with this topic that will enable or effect a quality improvement (QI) change. Quality improvement is the framework used by healthcare professionals to improve the quality of health care provided to patients. Therefore, nurses are tasked with being part of the team to improve the quality of care given to patients since they are the primary care providers and very much concerned with the safety of patients (Adolfo, Albougami, Roque, & Almazan, 2021).

I will search more databases and review more articles to look for quality improvement interventions. I will also discuss some more with my mentor and professor to see what other ideas and feedback they will give me. Of which I will implement. If it is still not feasible, then I will have to pick another topic. Something in sepsis or hospital acquired infection.

Reference: DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D?

Adolfo, C., Albougami, A., Roque, M., & Almazan, J. (2021). Nurses’ attitudes toward quality improvement in hospitals: Implications for nursing management systems. Nursing Practice Today. https://doi.org/10.18502/npt.v8i3.5935

• AZ

Apr 13, 2022, 10:37 AM

Unread

 

You are not the odd one out. I had no clue about a topic, which is actually part of the reason why I did not start school until now! It looks like you have a good outline from which you can continue to develop your DPI!

Good luck!

AS

Apr 12, 2022, 11:22 PM

Unread

Having practiced in a COVID unit for the major part of the COVID-19pandemic, we witnessed several challenges in healthcare delivery ranging from an inadequate supply of PPEs (personal protective equipment) to congestion among others. However, the greatest challenge was that of a shortage of skilled nurses in home health to facilitate the continuity of care of COVID-19 patients discharged early for home based care (HBC). The organization noted that most patients who were discharged early for HBC got readmitted within 30 days, an indicator of poor quality of care and potential gaps in discharge and follow up. To address this issue, the author proposed telenursing/telehealth as the intervention of choice (Tabacof et al., 2021).  Researchers recommend telenursing/telehealth as an intervention to follow up chronically ill patients, particularly those with heart failure to reduce 30-day readmissions (Xu et al., 2022).  Since my population of interest (COVID-19 patients) is different from that of patients with Heart failure, it would not be appropriate to conclude that telehealth/telenursing is an intervention that homecare nurses can implement to follow up COVID-19 patients enrolled for home based care and prevent 30-day readmission. Therefore, I formulated the following PICOT-D question to determine the appropriateness of my clinical issue, intervention, and outcome:  Among COVID-19 patients enrolled for Home Based Care (HBC), does remote care through telenursing compared to direct patient home visits reduce the rates of readmission within 30 days.

Based on the instructor feedback, I have a feasible topic for my PICOT-D. Feasibility simply refers to whether a study can be conducted with consideration of the study, time, stakeholder cooperation, participant availability, and availability of resources, researcher’s interest, and expertise (Fandino, 2019).  The author purposes to demonstrate to the organization in which he will conduct the study the value of the study in regards to the resource expenditure versus outcome value, for potential funding. This also includes the need for special telenursing equipment, having in mind that the organization has already integrated technology in the delivery of healthcare services. In regards to participants’ availability, researcher interest, and expertise, I work in a COVID-19 unit and have undergone several COVID-19 trainings for inpatients and those on HBC, I am certain that I have the needed experience and expertise in this area of study. Besides, it will be easier to get an adequate number of voluntary participants for the study. Considering the time factor, six to twelve months maximum provides an adequate duration to complete this study.

 

References DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D?

Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls. Indian journal of anaesthesia, 63(8), 611. https://dx.doi.org/10.4103%2Fija.IJA_198_19

Xu, H., Granger, B. B., Drake, C. D., Peterson, E. D., & Dupre, M. E. (2022). Effectiveness of Telemedicine Visits in Reducing 30‐Day Readmissions Among Patients With Heart Failure During the COVID‐19 Pandemic. Journal of the American Heart Association, e023935.

Tabacof, L., Kellner, C., Breyman, E., Dewil, S., Braren, S., Nasr, L., … & Putrino, D. (2021). Remote patient monitoring for home management of coronavirus disease 2019 in New York: a cross-sectional observational study. Telemedicine and e-Health, 27(6), 641-648.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D?

DNP 801 Topic 8 DQ 2 What changes will you need to make in order to have a feasible topic for your PICOT-D? Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
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	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
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)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	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 Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	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	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	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.

Check Out Also: DNP 801 Topic 8 DQ 1 Discuss which aspects were most challenging and most rewarding