NRS 433 Assignment: PICOT Question and Literature Search
Sample Answer for NRS 433 Assignment: PICOT Question and Literature Search Included After Question
The first step of the evidence-based practice process is to evaluate a nursing practice environment to identify a nursing problem in the clinical area. When a nursing problem is discovered, the nurse researcher develops a clinical guiding question to address that nursing practice problem.
For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-revised research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments.
Use the “Literature Evaluation Table” to complete this assignment.
- Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue.
- Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study).
- The PICOT question will provide a framework for your capstone project.
- Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem.
Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles. Therefore, they should not be included in this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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.
You are not required to submit this assignment to LopesWrite.
A Sample Answer For the Assignment: NRS 433 Assignment: PICOT Question and Literature Search
Title: NRS 433 Assignment: PICOT Question and Literature Search
Summary of Clinical Issue: As part of their professional mandate, nurses should be identifying problems facing the populace and develop appropriate interventions. Like other professions, however, challenges are part of everyday practice. One of the widespread problems is a scenario where a proportion of the population is at risk of an illness. When a group is vulnerable, it implies that the entire public health is at risk, and such a group’s productivity declines. In such situations, nurses and other health care providers should be more committed to designing the most practical and safest interventions to ensure that the problem does not lead to severe outcomes such as death.
In this analysis, the clinical problem of interest is type 2 diabetes among older adults. According to Yakaryılmaz and Öztürk (2017), the prevalence of type 2 diabetes is expected to increase proportionately as the population’s age and life expectancy prolong. This point implies that older people will be at risk of the illness and its secondary complications such as depression and cognitive impairment. It predicts a situation where health care providers will be burdened if the right approaches are not used to help decrease the rate of type 2 diabetes in older adults. The intervention of interest is avoiding pharmacological management of the disease and opting for lifestyle changes.
PICOT Question: In older adults with type 2 diabetes (P), can lifestyle changes (I) compared to medical interventions (C) help to reduce the rate of infection (O) in six months (T)?
| Criteria | Article 1 | Article 2 | Article 3 |
| APA-Formatted Article Citation with Permalink | Jackson, S. L., Long, Q., Rhee, M. K., Olson, D. E., Tomolo, A. M., Cunningham, S. A., Ramakrishnan, U., Narayan, K. M., & Phillips, L. S. (2015). Weight loss and incidence of diabetes with the Veterans Health Administration MOVE! lifestyle change programme: an observational study. The lancet. Diabetes & endocrinology, 3(3), 173–180. https://doi.org/10.1016/S2213-8587(14)70267-0
|
Reeve, E., Low, L. F., & Hilmer, S. N. (2016). Beliefs and attitudes of older adults and carers about deprescribing of medications: a qualitative focus group study. Br J Gen Pract, 66(649), e552-e560.doi: https://doi.org/10.3399/bjgp16X685669
|
Fowler, S. P., Williams, K., & Hazuda, H. P. (2015). Diet soda intake is associated with long‐term increases in waist circumference in a biethnic cohort of older adults: the San Antonio Longitudinal Study of Aging. Journal of the American Geriatrics Society, 63(4), 708-715. https://doi.org/10.1111/jgs.13376 |
| How Does the Article Relate to the PICOT Question? | It is centered on the premise that participating in lifestyle change programs can reduce the incidence of type 2 diabetes in clinical settings and communities. | It follows the premise that medication procedures are not as effective as lifestyle programs in managing type 2 diabetes. | Examines how unhealthy lifestyle patterns put older adults at risk [weight gain] of type 2 diabetes. |
| Quantitative, Qualitative (How do you know?) | Qualitative- it is an observational study. | Quantitative- it is a focus group study. | Quantitative- it is a longitudinal study. |
| Purpose Statement | The study investigates how participation in MOVE is associated with reduced incidence of diabetes. | The study explores the beliefs and attitudes of older adults and carers on deprescribing. | This study examines the relationship between diet soda intake and long-term waist circumference change. |
| Research Question | Does participation in lifestyle change programs reduce diabetes in older adults? | Does doing away with pharmacological interventions do more harm than good in diabetes management among older adults? | Does diet soda intake increase weight in older adults putting them at risk of type 2 diabetes? |
| Outcome | Diabetes can be managed by positive lifestyle changes. | Non-pharmacological approaches are more impacting depending on the interventions used. | Type 2 diabetes can be managed by healthy dietary patterns. |
| Setting
(Where did the study take place?) |
An outpatient care setting for veterans | New South Wales, Australia | San Antonio, Texas, neighborhoods |
| Sample | 238540 individuals participated | 14 older adults and 14 carers | 749 adults- 65 years and above |
| Method | Jackson et al. (2015) did a retrospective observational analysis of obese patients with weight-related disorder. | Four focus groups of 14 older adults and 14 carers were conducted with additional conventional content analysis. | Prospective cohort study |
| Key Findings of the Study | Participation in MOVE program was associated with weight loss and reduced incidence of diabetes. | Older adults would consider an alternative process since they dislike taking medications but fear since they are unaware of the outcomes. | Weight circumference increases with diet soda intake (DSI) with the most affected group being daily users. |
| Recommendations of the Researcher | Older adults should actively participate in lifestyle change programs to keep them safe from type 2 diabetes. | Older adults should be advised on the various non-medical interventions available for diabetes management to keep them away from the risks of too much medication. | DSI should be regulated as a way of avoiding escalating abdominal obesity that causes diabetes. |
| Criteria | Article 4 | Article 5 | Article 6 |
| APA-Formatted Article Citation with Permalink | Carolan, M., Holman, J., & Ferrari, M. (2015). Experiences of diabetes self‐management: a focus group study among Australians with type 2 diabetes. Journal of clinical nursing, 24(7-8), 1011-1023. https://doi.org/10.1111/jocn.12724 | Harris, M. L., Oldmeadow, C., Hure, A., Luu, J., Loxton, D., & Attia, J. (2017). Stress increases the risk of type 2 diabetes onset in women: A 12-year longitudinal study using causal modelling. PloS one, 12(2), e0172126. https://doi.org/10.1371/journal.pone.0172126
|
Xu, G., Liu, B., Sun, Y., Du, Y., Snetselaar, L. G., Hu, F. B., & Bao, W. (2018). Prevalence of diagnosed type 1 and type 2 diabetes among US adults in 2016 and 2017: population based study. Bmj, 362, k1497. https://doi.org/10.1136/bmj.k1497 |
| How Does the Article Relate to the PICOT Question? | It looks at the connection between the approaches used after diagnosis and outcomes in diabetes management. | Examines some of the factors that put older people at risk of type-2 diabetes and how it can be avoided through lifestyle approaches. | Examines the prevalence of diabetes in the US general population and effective management approaches. |
| Quantitative, Qualitative (How do you know?) | Qualitative- it is an exploratory qualitative design. | Quantitative- it is a longitudinal study | Qualitative- it is a cross-sectional survey. |
| Purpose Statement | The study examines the experiences of individuals with type 2 diabetes in a low-economic social setting. | The study examines the relationship between perceived stress and type 2 diabetes onset. | The study examines the proportion of each among US adult diagnosed with diabetes. |
| Research Question | Are older adults from low socio-economic backgrounds at risk of type 2 diabetes mismanagement? | Does stress increase the chances of getting type 2 diabetes in older adults? | Do lifestyles play any role in increasing diabetes prevalence? |
| Outcome | Many patients in low socio- economic backgrounds need support on self-management efforts. | Stress and type 2 diabetes have a direct relationship. | Lifestyles and the prevalence of diabetes are directly connected. |
| Setting
(Where did the study take place?) |
Local health settings in Australia | Australia- Women were randomly sampled through the Medicare Australia database. | National Health Interview survey [2016-2017] |
| Sample | 22 individuals with type 2 diabetes | 12,844 women completed the study’s surveys. | 58186 adults |
| Method | Focus groups were used to collect data. | A longitudinal study on women’s health. | Cross sectional survey |
| Key Findings of the Study | Patient experiences on diabetic management vary according to the socio-economic setting. | Avoiding stress is one way of improving lifestyle and plays a critical role in avoiding or reducing the rates of type 2 diabetes. | Factors that shape lifestyles such as education and race affect the prevalence of type 2 diabetes. |
| Recommendations of the Researcher | Self-management approaches improve the management of type 2 diabetes and lifestyle approaches should be encouraged. | Perceived stress is a strong risk factor for type 2 diabetes, and should be avoided as part of improving diabetes self-management. | People should be educated on diabetes self-management practices since the prevalence is likely to increase as time advances.. |
References
Carolan, M., Holman, J., & Ferrari, M. (2015). Experiences of diabetes self‐management: a focus group study among Australians with type 2 diabetes. Journal of clinical nursing, 24(7-8), 1011-1023. https://doi.org/10.1111/jocn.12724
Fowler, S. P., Williams, K., & Hazuda, H. P. (2015). Diet soda intake is associated with long‐term increases in waist circumference in a biethnic cohort of older adults: the San Antonio Longitudinal Study of Aging. Journal of the American Geriatrics Society, 63(4), 708-715. https://doi.org/10.1111/jgs.13376
Harris, M. L., Oldmeadow, C., Hure, A., Luu, J., Loxton, D., & Attia, J. (2017). Stress increases the risk of type 2 diabetes onset in women: A 12-year longitudinal study using causal modelling. PloS one, 12(2), e0172126. https://doi.org/10.1371/journal.pone.0172126
Jackson, S. L., Long, Q., Rhee, M. K., Olson, D. E., Tomolo, A. M., Cunningham, S. A., Ramakrishnan, U., Narayan, K. M., & Phillips, L. S. (2015). Weight loss and incidence of diabetes with the Veterans Health Administration MOVE! lifestyle change programme: an observational study. The lancet. Diabetes & endocrinology, 3(3), 173–180. https://doi.org/10.1016/S2213-8587(14)70267-0
Reeve, E., Low, L. F., & Hilmer, S. N. (2016). Beliefs and attitudes of older adults and carers about deprescribing of medications: a qualitative focus group study. Br J Gen Pract, 66(649), e552-e560.doi: https://doi.org/10.3399/bjgp16X685669
Xu, G., Liu, B., Sun, Y., Du, Y., Snetselaar, L. G., Hu, F. B., & Bao, W. (2018). Prevalence of diagnosed type 1 and type 2 diabetes among US adults in 2016 and 2017: population based study. Bmj, 362, k1497. https://doi.org/10.1136/bmj.k1497
Yakaryılmaz, F. D., & Öztürk, Z. A. (2017). Treatment of type 2 diabetes mellitus in the elderly. World journal of diabetes, 8(6), 278–285. https://doi.org/10.4239/wjd.v8.i6.278
Description:
The first step of the evidence-based practice process is to evaluate a nursing practice environment to identify a nursing problem in the clinical area. When a nursing problem is discovered, the nurse researcher develops a clinical guiding question to address that nursing practice problem.
For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-revised research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments.
Use the “Literature Evaluation Table” to complete this assignment.
1. Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue.
2. Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study).
3. The PICOT question will provide a framework for your capstone project.
4. Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem.
Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles. Therefore, they should not be included in this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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.
You are not required to submit this assignment to LopesWrite.
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 433 Assignment: PICOT Question and Literature Search
PICOT Question
Among patients in inpatient settings (P), does patient education and empowerment (I) compared to normal safety measures (C), reduce and eliminate falls by 50% and related impacts (O) within three months (T)?
| Criteria | Article 1 | Article 2 | Article 3 |
| APA-formatted article citation with permalink | Dabkowski, E., Cooper, S. J., Duncan, J. R., & Missen, K. (2022). Exploring Hospital Inpatients’ Awareness of Their Falls Risk: A Qualitative Exploratory Study. International journal of environmental research and public health, 20(1), 454.
https:// doi.org/10.3390/ijerph20010454 |
Heng, H., Slade, S. C., Jazayeri, D., Jones, C., Hill, A. M., Kiegaldie, D., … & Morris, M. E. (2021). Patient perspectives on hospital falls prevention education. Frontiers in Public Health, 9, 592440. DOI: 10.3389/fpubh.2021.592440 | Heng, H., Kiegaldie, D., Slade, S. C., Jazayeri, D., Shaw, L., Knight, M., … & Morris, M. E. (2022). Healthcare professional perspectives on barriers and enablers to falls prevention education: A qualitative study. Plos one, 17(4), e0266797.
https://doi.org/10.1371/journal.pone.0266797 |
| How does the article relate to the PICOT question? | The article relates to the PICOT as it focuses on enhancing patient’s understanding of their risks to falls and thus the need for education and awareness to empower them to take control and reduce their vulnerability to falls. | The article relates to the PICOT question by demonstrating that the proposed intervention, patient education and empowerment, can help reduce the risk of falls in any setting, especially primary setting. | The article relates to the PICOT as it emphasizes the critical role of providers in understanding barriers and facilitators of patient education to prevent falls. The article emphasizes the need for education and ensuring that all providers help patients to get sufficient knowledge and awareness. |
| Is the article qualitative, quantitative, or mixed methods?
Justify your selection. |
Qualitative
The article is an exploratory qualitative study. Exploratory studies are by design qualitative because they seek experiences and perceptions of the participants to the phenomenon under investigation |
Qualitative
The article is qualitative based on the method that it employs, focus groups and its aim as it explores patient perspectives and preferences concerning falls prevention education |
Qualitative
The study used semi-structured focus groups comprising nurses and allied health professionals. |
| Purpose statement | The aim of the study was to explore perceptions and experiences among patients about their understanding of inherent risks to falls. | The purpose of the study was to comprehend the perspectives and preferences of inpatients about falls prevention education. | The purpose of the study was to get enhanced understanding of health professional views and experiences of falls education |
| Research question(s) | What are the impact of perceptions and experiences of patients on understanding of their risks for falls in public rural and regional hospitals in Australia? | While the study does not demonstrate research questions or question, a possible one would be;
What are patients’ perspectives and preferences on falls prevention education? |
The research question was:
What are the views and experiences of health professionals on nursing education? |
| Outcome(s) | Falls education is essential and should be consistent to empower patients to adjust to clinical changes and conditions; either temporarily or permanently. | The outcomes demonstrate that most patients were not aware of their risks of falling while in the inpatient facility or setting. Their experiences were not consistent and poor patient knowledge was a key barrier to having information on their risks of falling | The outcomes entails barriers and facilitators in providing patient falls education in hospitals, especially among inpatients. These barriers and facilitators formed the core part of findings and subsequent recommendations. |
| Setting
(Where did the study take place?) |
Public regional and rural hospitals in Victoria Australia. | The study occurred in inpatient facility of two hospitals belonging to the one private health network. | Three large hospitals in Australia that included one acute setting and two rehabilitation facilities |
| Sample | 18 participants aged 40 years and above | The sample consisted of 11 participants from a potential list of 33 individuals | The sample comprised 23 participants who were placed in focus groups. |
| Method | Qualitative exploratory design or method | Focus groups | The study used focus groups |
| Key findings of the study and implications for nursing practice | The key findings in this article is that giving patient education empowers them to understand their inherent risk to falls. Secondly, it ensures that they have sufficient strategies to prevent any risks and possible adverse events associated with falls.
The implications of the study for nursing practice entail having sufficient patient education and empowerment strategies to reduce and prevent the occurrence of falls |
The findings were categorized under themes based on the analysis of data. The researchers found that a majority of patients had limited knowledge and different experiences related to falls. Falls prevention education offered in inpatient settings increased their capability and knowledge for self-care.
The study has significant implications for nursing practice that include developing of patient-centered approaches to fall prevention among providers and healthcare facilities |
The authors found barriers and facilitators to patient falls prevention education. The barriers were ineffective communication among providers, perceived patient-associated barriers to falls education, and sub-optimal systems to offer enhanced education. The facilitators included implanting strategies to enhance patient engagement and empowerment, access to effective modes of patient education, and having inter-professional collaboration. |
| Recommendations of the researcher | The researcher recommends the need for continuous and consistent fall prevention education and awareness to help patients and their families manage them effectively. | The researchers recommend the provision of patient education as a critical component of reducing and preventing patient falls, especially a patient-centered multi-factorial model appeared as the most effective and appropriate. | The authors recommended that fostering collective responsibility among the professionals and overcoming related barriers to falls education is critical to improving perception and experiences of healthcare professionals to reduce falls. |
| Criteria | Article 4 | Article 5 | Article 6 |
| APA-formatted article citation with permalink | Duckworth, M., Adelman, J., Belategui, K., Feliciano, Z., Jackson, E., Khasnabish, S., … & Dykes, P. C. (2019). Assessing the effectiveness of engaging patients and their families in the three-step fall prevention process across modalities of an evidence-based fall prevention toolkit: an implementation science study. Journal of medical internet research, 21(1), e10008. DOI: 10.2196/10008 | Severo, I. M., Kuchenbecker, R. D. S., Vieira, D. F. V. B., Lucena, A. D. F., & Almeida, M. D. A. (2018). Risk factors for fall occurrence in hospitalized adult patients: a case-control study. Revista latino-americana de enfermagem, 26, e3016. DOI: 10.1590/1518-8345.2460.3016 | Montejano-Lozoya, R., Miguel-Montoya, I., Gea-Caballero, V., Mármol-López, M. I., Ruíz-Hontangas, A., & Ortí-Lucas, R. (2020). Impact of nurses’ intervention in the prevention of falls in hospitalized patients. International Journal of Environmental Research and Public Health, 17(17), 6048. DOI: 10.3390/ijerph17176048. |
| How does the article relate to the PICOT question? | The article relates to the PICOT by demonstrating the effectiveness of patient education and empowerment through the engagement | The article relates to the PICOT as it shows that offering interventions like patient education reduces possible risk factors for occurrence of falls among hospitalized patients | The article relates to the PICOT question as it shows that education intervention should also target healthcare providers, especially nurses to prevent the occurrence of patient falls. |
| Is the article qualitative, quantitative, or mixed methods?
Justify your selection. |
Quantitative
The article used quantitative approaches in collecting and analyzing data from the study. |
Quantitative
The article is quantitative as it deploys case-control design |
Quantitative
The article is a quasi-experimental trial and this makes it a quantitative approach. |
| Purpose statement | The primary purpose of this article was to evaluate the effectiveness of engaging patients as part of a three-step fall prevention strategy. | The purpose of the study was to identify risk factors for falls among adult inpatients in Brazilian hospitals. | The purpose of the study was to evaluate the effects of an educational intervention focused on hospital nurses in reducing the prevalence of falls. |
| Research question(s) | Does the use of Fall TIPS impact patient engagement based on a 3-steo fall prevention process? | What are the risk factors for falls among hospitalized patients? | What is the effects of an education intervention for nurses in reducing patient falls? |
| Outcome(s) | . The outcomes from the study demonstrate that engaging patients is critical to implementing effective tailored interventions for patient safety (TIPS) in reducing falls among inpatients. | The outcomes show that fall prevention risks are varied and patients require sufficient knowledge and awareness on their occurrence through effective education. The study asserts that understanding the risk factors helps providers to make better clinical decisions and influence patient safety. | The educational intervention reduced the overall incidence of falls based on the intervention group. The control group has increased probability of patient falls. |
| Setting
(Where did the study take place?) |
The setting for the study comprised health facilities in Boston and New York. | The setting consisted 12 clinical and surgical units in an 843-bed capacity health care facility. | The setting was a level three hospital in Spain. |
| Sample | Nurses were the sample at the selected sites for the study. | The sample comprised 358 clinical and surgical patients | The sample comprised 581 patients with average age of 68.3 years. |
| Method | Three modalities including laminated Fall TIPS poster, electronic fall TIPS poster and paperless patient safety sheets at the bed side. | The method used was observational case-control design | The researchers used a quasi-experimental method. |
| Key findings of the study and implications for nursing practice | The findings are categorical that Fall TIPS, including the engagement of patients through their education are essential to reduce the susceptibility of patients.
The article’s implications to nursing practice include increased engagement of patients to improve their perceptions and acceptance of fall prevention approaches |
The article identified a host of risk factors that include confusion and disorientation, frequent urination, walking difficulties and limitations, not having a caregiver, and the number of medications administered within three days before the occurrence of falls.
The implications of the article for nursing practice include tailoring education and awareness intervention to patient needs and status, ensuring effective understanding of possible personal limitations, and engaging patients to take significant role in fall prevention. |
The intervention, an education program, reduced the fall incidences. The findings also demonstrate that patients aged over 65 years were more susceptible to falls. Nurses should have sufficient knowledge about such facts so that they develop tailored interventions to reduce susceptibility to falls.
The article has significant implications for nursing practice and healthcare system in general. Firstly, it shows that nurses need knowledge to effectively empower and education patients about their risk for falls. Secondly, education is a core part of having sufficient information on patient falls, especially based on one’s setting. |
| Recommendations of the researcher | The researchers recommend more studies to evaluate the effectiveness of patient engagement and safety attributes to reduce falls in inpatient settings | The researchers recommend the need for nurses to have sufficient evidence to identify the risk of falling among patients and implement best preventive interventions, including patient education and empowerment so that they understand their inherent susceptibility to falls. | The researchers recommend preparing nurses to understand and carry out systematic risk evaluations based on their knowledge and expertise to empower patients and prevent their susceptibility to falls in all settings. |
Conclusion
Patient falls remain a critical patient safety issue that should be addressed by all stakeholders, especially nurses and physicians. The use of education and empowerment of patients will help patients manage their situations and reduce their susceptibility to falls as it will help in identifying inherent risks to falls. The intervention also requires effective participation of nurses through their own education sessions before they can develop relevant interventions for nurses to reduce and prevent falls.
References
Centers for Disease Control and Prevention (CDC) (2023). Older Adult Fall Prevention. https://www.cdc.gov/falls/index.html
Dykes, P. C., Curtin-Bowen, M., Lipsitz, S., Franz, C., Adelman, J., Adkison, L., … & Bates, D. W. (2023, January). Cost of inpatient
falls and cost-benefit analysis of implementation of an evidence-based fall prevention program. JAMA health forum, 4(1): e225125-e225125). DOI:10.1001/jamahealthforum.2022.5125
Vincenzo, J. L., Patton, S. K., Lefler, L. L., McElfish, P. A., Wei, J., & Curran, G. M. (2022). A qualitative study of older adults’
facilitators, barriers, and cues to action to engage in falls prevention using health belief model constructs. Archives of gerontology and geriatrics, 99, 104610. https://doi.org/10.1016/j.archger.2021.104610
Description
Objectives:
1. Examine the importance of nursing research in improving patient outcomes.
2. Identify critical elements of evidence-based practice.
3. Evaluate a clinical problem using the PICOT question.
Nursing Research: Understanding Methods for Best Practice
Description:
Read Chapter 1 in Nursing Research: Understanding Methods for Best Practice.
Exploring the Evidence. Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research
Description:
Read “Exploring the Evidence. Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research,” by Rutberg and Bouikidis, from Nephrology Nursing Journal(2018).
Searching Nursing Databases
Description:
Read the strategies and tips located on “Searching Nursing Databases” on the GCU Library website to assist you in searching the main nursing and health sciences databases. View the associated tutorials as needed.
Writing in APA
Description:
View the “Writing in APA” tutorial,” located in the Writing Center in the Student Success Center.
Library Walk Through Tutorial
Description:
View the “Library Walk Through Tutorial.”
EBP: Evidence Based Practice
Description:
Read “EBP: Evidence Based Practice,” located in the Student Success Center.
Description:
Read “Plagiarism,” located on the GCU Library website, for information on how to avoid plagiarism.
Adopting Evidence-Based Practice in Clinical Decision Making: Nurses’ Perceptions, Knowledge, and Barriers
Description:
Read “Adopting Evidence-Based Practice in Clinical Decision Making: Nurses’ Perceptions, Knowledge, and Barriers,” by Majid et al., from Journal of the Medical Library Association (2011).
Formulating a Researchable Question: A Criticle Step for Facilitating Good Clinical Research
Description:
Read “Formulating a Researchable Question: A Criticle Step for Facilitating Good Clinical Research,” by Aslam and Emmanuel, from Indian Journal of Sexually Transmitted Diseases and AIDS (2010).
To Make Your Case, Start with a PICOT Question
Description:
Read “To Make Your Case, Start with a PICOT Question,” by Echevarria and Walker, from Nursing 2014(2014).
Chapter 7: The Evidence for Evidence-Based Practice Implementation
Description:
Read “Chapter 7: The Evidence for Evidence-Based Practice Implementation,” by Titler, from the online eBook, Patient Safety and Quality: An Evidence-Based Handbook for Nurses (2008), located on the National Center for Biotechnology Information (NCBI) website.
APA Basics
Description:
Reference the “APA Basics” information, located on the GCU Library website, to assist with the APA format and documentation of sources required for the assignment.
GCU Library Research Guides: Citing Sources
Description:
Reference the “GCU Library Research Guides: Citing Sources” resource for information on how to cite sources properly.
Literature Evaluation Table
Description:
Use the “Literature Evaluation Table” resource to complete the PICOT Question and Literature Search assignment.
NRS 433 Assignment: PICOT Question and Literature Search Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |