NRS 493 PICOT Question Paper IN

NRS 493 PICOT Question Paper IN

Sample Answer for NRS 493 PICOT Question Paper IN Included After Question

Assessment Description

Review your problem or issue and the study materials to formulate a PICOT 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.

Describe the problem in the PICOT question as it relates to the following:

  1. Evidence-based solution
  2. Nursing intervention
  3. Patient care
  4. Health care agency
  5. Nursing practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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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.

A Sample Answer For the Assignment: NRS 493 PICOT Question Paper IN

Title: NRS 493 PICOT Question Paper IN 

Searching for superior evidence in clinical research is always an intimidating task, yet it is a fundamental component of the evidence-based practice (EBP) process. One way nurses can use to streamline and enhance the research process is through the use of the PICOT search strategy. PICOT search strategy connotes a format for creating an effective clinical research question before beginning an evidence search (Granger, 2020). This paper seeks to develop a PICOT question to address the clinical issue of CAUTI prevention and management in medical-surgical units. Specifically, the paper will focus on the creation of a PICOT question, a description of the PICOT problem, a description of nursing intervention, and summarizing the clinical problem and patient outcome.

Creation of PICOT Question

PICOT question is essential in evidence search by helping in structuring the clinical question to ease search and obtaining evidence to solve the clinical problem at hand. It entails means of identifying the terms that should be utilized in searching for pertinent evidence to address the issue at hand (Granger, 2020). The proposed nursing solution in the current EBP project is the adoption of intentional leadership rounding to facilitate the management and prevention of CAUTIs in the medical-surgical units. Consequently, the proposed PICOT question is;

In patients admitted to medical-surgical wards (P), can intentional leadership rounding (I) compared to no intervention (C) manage and prevent CAUTIs (O) in six months (T)?

PICOT Problem

CAUTIs are among the primary healthcare concerns that plague health facilities nationwide affecting the safety and well-being of patients in medical-surgical units. They are associated with dire complications such as sepsis and endocarditis, increased healthcare costs, long hospital stay days, and even death (Mong et al., 2022). Moreover, CAUTIs are linked to a heavy economic burden attributed to the heavy financial load needed in the treatment of infections, which causes a fiscal burden on the healthcare industry.

Evidence-Based Solution

EBP plays a vital role in the healthcare system including promoting safety, quality, and cost-effectiveness of healthcare delivery, leading to positive patient outcomes. Appropriate evidence is crucial in providing directives for managing nursing practice problems. Similarly, obtaining relevant evidence is crucial in guiding nurses about the management of CAUTIs in the medical-surgical units. Proper utilization of evidence leads to positive patient outcomes.

Nursing Intervention

The proposed nursing intervention is the adoption of intentional leadership rounding. According to Auten (2021), intentional leadership rounding is crucial in providing information to caregivers and discussing with nurses particular process issues that may be encumbering progress in addressing CAUTIs in the medical-surgical units.

Patient Care

Patient care is instrumental in informing the decision to manage and prevent CAUTIs in medical-surgical units. CAUTIs prevention and management are essential in avoiding the negative implications of CAUTIs on patients. Also, proper patient care is essential in enhancing patient health outcomes and reducing CAUTIs within medical-surgical units.

Health care Agency

Healthcare agencies are tasked with the obligations of managing individual and population health by adopting various activities such as the development of diagnosis modalities, management of diseases, and treatment mechanisms. In the present project, healthcare agencies need to establish modern ways of managing and preventing CAUTIs in medical-surgical units.

Nursing Practice

The management of CAUTIs among medical-surgical patients is likely to create an important impact on nursing practice such as addressing the overwhelming workload attributed to hospital-acquired infections such as CAUTIs. Nurses have the obligation to champion the safety and quality of care for patients. As such, the management of CAUTIs among medical-surgical patients aligns with this nursing obligation (Shadle et al., 2021). Implementation of the proposed intervention will help nurses to understand different interventions that can be used to reduce vulnerability to patients who are at risk of contracting CAUTIs.

Describe nursing intervention

The proposed nursing intervention is the adoption of intentional leadership rounding in the management and prevention of CAUTIs in the medical-surgical unit. Hedenstrom et al., (2022) define leadership rounding as a process where leaders engage frontline nurses to deliberate on areas of excellence and prospect for improvements regarding CAUTIs management and prevention. Leadership rounding is crucial in providing information to caregivers and discussing with nurses particular process issues that may be encumbering progress in addressing CAUTIs in the medical-surgical units (Auten, 2021). Leadership rounding enhances participation in CAUTI management and prevention programs in the medical-surgical units. Rounds enhance safety culture by supporting the organization’s dedication to safety, identification of hindrances or challenges to be corrected, and enabling leaders to take the views of nurses and use them to inform solutions needed in addressing the problem of CAUTIs.

Summary of Clinical Problem and Patient Outcome

CAUTIs are associated with dire complications such as sepsis and endocarditis, increased healthcare costs, long hospital stay days, and even death. Moreover, CAUTIs are linked to a heavy economic burden attributed to the heavy financial load needed in the treatment of infections, which causes a fiscal burden on the healthcare industry. The adoption of intentional leadership rounding is essential in enhancing safety culture by supporting the organization’s dedication to safety, recognizing hindrances or challenges to be adjusted, and enabling leaders to take the views of nurses and use them to inform solutions needed in addressing the problem of CAUTIs. As a result, positive patient outcomes are realized.

 

References

Auten, K. (2021). Intentional Leadership Rounds: A Proactive Approach to CAUTI Reduction. American Journal of Infection Control, 49(6), S9. https://doi.org/10.1016/j.ajic.2021.04.035

Granger, B. B. (2020). Life after PICOT: taking the next step in a clinical inquiry project. AACN Advanced Critical Care, 31(1), 92-97. https://doi.org/10.4037/aacnacc2020986

Hedenstrom, M., Harrison, A., Heath, M., & Dyess, S. (2022). “What’s Old Is New Again”: Innovative Health Care Leader Rounding—A Strategy to Foster Connection. Nurse Leader, 20(4), 366-370. https://doi.org/10.1016/j.mnl.2022.05.005

Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of clinical nursing, 31(1-2), 209-219. https://doi.org/10.1111/jocn.15899

Shadle, H. N., Sabol, V., Smith, A., Stafford, H., Thompson, J. A., & Bowers, M. (2021). A bundle-based approach to prevent catheter-associated urinary tract infections in the intensive care unit. Critical Care Nurse, 41(2), 62-71. https://doi.org/10.4037/ccn2021934

PICOT Question Paper – Rubric

Rubric Criteria

Total 50 points

Criterion 1. Unsatisfactory 2. Less Than Satisfactory 3. Satisfactory 4. Good 5. Excellent
Nursing Intervention

Nursing Intervention

 0 points

The intervention and comparison are omitted

 7.5 points

The intervention used to address the problem is not based on a nursing practice intervention. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are omitted.

 7.9 points

A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are summarized. Some information is needed. There are minor inaccuracies.

 8.9 points

A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are discussed.

 10 points

A nursing intervention used to address the problem is clearly presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are thoroughly discussed.
PICOT Question

PICOT Question

 0 points

A PICOT question is not presented.

 7.5 points

An incomplete PICOT question is presented. The PICOT does not follow the correct format.

 7.9 points

A PICOT question is presented. The PICOT generally follows the correct format.

 8.9 points

A PICOT question is presented. Some detail is needed for clarity.

 10 points

A PICOT question is presented and provides a clear framework for the capstone project change proposal.
Clinical Problem and Patient Outcome

Clinical Problem and Patient Outcome

 0 points

The clinical problem and how it can result in a positive patient outcome are omitted.

 7.5 points

The clinical problem and how it can result in a positive patient outcome are incomplete.

 7.9 points

The clinical problem and how it can result in a positive patient outcome are summarized. More information and rationale are needed.

 8.9 points

The clinical problem and how it can result in a positive patient outcome are presented. Some minor detail is needed for clarity.

 10 points

The clinical problem and how it can result in a positive patient outcome are thoroughly discussed. Strong rationale is offered for support.
Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

 0 points

Sources are not documented.

 1.13 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

 1.19 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

 1.34 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

 1.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

 0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

 1.88 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

 1.98 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

 2.23 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

 2.5 points

Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

 0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

 0.75 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

 0.79 points

Template is used, and formatting is correct, although some minor errors may be present.

 0.89 points

Template is fully used; There are virtually no errors in formatting style.

 1 points

All format elements are correct.
Thesis Development and Purpose

Thesis Development and Purpose

 0 points

Paper lacks any discernible overall purpose or organizing claim.

 1.88 points

Thesis is insufficiently developed or vague. Purpose is not clear.

 1.98 points

Thesis is apparent and appropriate to purpose.

 2.23 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

 2.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
PICOT Problem

PICOT Problem

 0 points

The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is omitted.

 7.5 points

The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is incomplete.

 7.9 points

The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is summarized. More information and rationale are needed.

 8.9 points

The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.

 10 points

The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.
Argument Logic and Construction

Argument Logic and Construction

 0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

 1.88 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

 1.98 points

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

 2.23 points

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

 2.5 points

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

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NRS 493 PICOT Question Paper IN
NRS 493 PICOT Question Paper IN

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:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 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:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   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:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  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:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

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.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Also Check Out: NRS 493 Benchmark – Capstone Change Project Objectives