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).

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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

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

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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.