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Legislative Worksheet (SBAR Format) – How a Bill Becomes a Law

As you have discovered through this course, nurses are influential members of the community and the political system. Therefore, for the purposes of this assignment you will identify a problem or concern in your community, organization, etc. that has the capacity to be legislated. You will conduct research and state a proposal. Through the legislative process, your proposal for the problem or concern may influence an idea for change into a law.

First, refer to the “How a Bill Becomes a Law” media.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs440v_how-a-bill-becomes-a-law-v2.1.php/.

Then, view the “Bill to Law Process” to watch the scenario.

After viewing the scenario, refer to the “Legislative Assignment.” You will need to save the document first to use it.

Legislative Worksheet (SBAR Format) – How a Bill Becomes a Law

SITUATION: IS THIS SOMETHING THAN CAN BE LEGISLATED?

· Identify the problem/concern:

· State your proposal/idea.

BACKGROUND: DO YOUR RESEARCH

· Include studies, reports, personal experience, or anecdotal stories related to your proposal.

· Has there been similar legislation introduced and/or passed in other states? If so, include it.

ASSESSMENT: FINANCES AND STAKEHOLDERS

· Identify financial impact if any (e.g., added costs, cost savings, increased revenue):

· Identify stakeholder groups that would support this bill:

· 
Identify people/groups that would oppose this bill:

RECOMMENDATION Optional, students do not have to answer (no points here)

· Make an appointment with your legislator to discuss your proposal.

Legislative Worksheet (SBAR Format) – How a Bill Becomes a Law

What can the American and British education systems learn from classrooms in the developing world

Read the following article, “What can the American and British education systems learn from classrooms in the developing world?” from
http://blog.ted.com/2014/08/14/what-can-the-american-and-british-education-systems-learn-from-classrooms-in-the-developing-world/

Research ways in how U.S. can improve the educational system and trends we are seeing in relation to the disparities faced in school-age children. Provide specific examples to the disparities as well as the solution to such rationales with APA references from scholarly resources.

The paper should be a minimum of 350 words. 

What can the American and British education systems learn from classrooms in the developing world

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

Summarize

Research today on nursing turnover rates are focused on the causes and prevention, but not many studies are geared towards hospitals dealing with the results of nursing turnover rates and shortages. (Havens
et al.
, 2013, 928) Researchers Havens
et al
argue that increasing work engagement (vigor, dedication, and absorption) can help improve the quality of patient care which can be greatly impacted by nursing shortages. In addition, nurses in the workforce today can be categorized by generation which can help administrations design strategy for enhancement of work engagement. (Havens
et al.
, 2013, 928-929)

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            Researchers Havens
et al
.
conducted a descriptive, correlational quantitative study
. Non-experimental, cross-sectional surveys were distributed to 747 nurses from 5 rural hospitals in Pennsylvania. Each participant was grouped according to their generational cohort (e.g. Veterans, Baby Boomers, Generation X, and Generation Y). (Havens
et al.
, 2013, 929-930) The results showed that work engagement differed throughout cohorts with Veterans as the most engaged and Generation X as the least engaged. (Havens
et al.
, 2013, 935-936). NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

 

Assess

Little research is done on nurse work engagement and how it may vary across generations, and this study adds knowledge to the existing literature on turnover rates and how to manage with it. In addition, more knowledge on dealing with work engagement in different generations provides a strategy to improve the practice environments at an administrative level. (Havens
et al.
, 2013, 928) The tools that were used in this study included Utrecht Work Engagement Scale (UWES-9), Decisional Involvement Scale (DIS), Relational Coordination Scale (RCS), and Practice Environment Scale of the Nursing Work Index were used, and the Cronbach’s alpha showed they were valid; these tools were also used in previous studies by other researchers. (Havens
et al.
, 2013, 930-931) The researchers all had PhDs which meant they knew how to conduct research. In addition, it included the common elements of a research article such as an introduction, methods, design, results, discussion and conclusion.

Unfortunately, research was conducted on only one state, which makes generalizing the evidence difficult; this is a limitation of the study. And, the level of education of the participants were not tested as well, which can be considered an extraneous variable. (Havens
et al.
, 2013, 936) Overall, the researchers described and compared work engagement at a generational level, provided predictors of work engagement (e.g. tenure, practice environment, relational coordination), and advised on approaches to improve practice environment which is the main predictor across all generations.

The research article on work-to-family conflict by Chen
et al.
is very different from this article written by Havens
et al
. The previous article addressed the cause of turnover intention (job satisfaction, conflict at home), while the latter study focused on the solution (increase work engagement) in the presence of such an issue as high turnover rates. Nonetheless, both studies were conducted by respectable individuals, and their efforts provide more understanding on turnover rates that can be used in clinical practice. NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography.

Reflect

More perspective was gained by reading this article. Turnover rates seemed like an impossible issue, but with more engaged nurses the issue doesn’t seem as grave and this study helped me to understand that. Also, I was planning on discussing the different causes of turnover rates, but with more evidence I will be able to share the effect and possible interventions to high turnover rates; my project will be altogether more well-rounded. Overall, the direction of my project is slightly changed but nonetheless the same.

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

Reference

Chen, I.-H., Brown, R., Bowers, B. J., & Chang, W.-Y. (2015). Work-to-family conflict as a mediator of the relationship between jaob satisfaction and turnover intention.
Journal of Advanced Nursing
, 2350-2361.

Sullivan Havens, D., Warshawsky, N. E., & Vasey, J. (2013). RN work engagement in generational cohorts: the view from rural US hospitals.
Journal of Nursing Management
, 927-939.

 

 

 

 

Department of Nursing

NURS 389 Nursing Research and Evidence-based Practice

 

Annotated Bibliography Grading Criteria

 

Student’s Name: ___________________________________  Date ______________

 

Professor: ____________________________________________________________

 

Grading Criteria

Possible Points

Student’s Score

I.                 
Format

10

 

A.    Title page that includes name, topic, course title, date, instructor.

 

1

.8

B.     Structure

1. Neatly typewritten

2. Spelling and grammar

3. Logical topic development

 

5

5

C.     Length (1 – 2 page[s] not counting title page)

 

2

2

D.    APA general formatting rules and citations throughout paper

 

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

 

2

2

II.              
Content

 

 

A. Summarize
:

 

1. What are the main arguments?

2. What type of research & design?

3. What is the point of this article? What topics are covered?

·         If someone asked what this article is about, what would you say?

 

30

30

B.    
Assess
:

1.      How is this a useful source?

2.      How does it compare with other sources in your bibliography?

3.      Is the information reliable?  p. 323 – 324

2.What are possible extraneous variables and limitations? p. 37-38, 154

3.What is the goal (objective statement) of this source? How do the findings describe meeting (or not meeting) this goal?

 

25

25

C.   
Reflect
:

 

1.  How it fits into your research.

2.  How this source is helpful to your RU project.

§  Specific contributions in helping shape your argument.

2.       Ways this article has changed how you think about your topic.

NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

25

25

III.            
References

10

10

1.APA style

2. Article criteria:
< 5 years, nurse authored, peer 3.Reviewed, USA published   Only obligatory: an empirical research reference is the article itself – reference at top of bibliography per example on OWL website. Please use headings as reflected in A, B, & C.         Total Points 100 99.8   APA format reference that you may use for free: https://owl.english.purdue.edu/owl/resource/560/01/   It is recommended that you upload your paper into Turnitin on D2L to check for plagiarism prior to submission to your professor.  Also, to check for correct grammar, use the Grammar Tutor on D2L.   Professor’s comments: ________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ NURS 389 Nursing Research and Evidence-based Practice Annotated Bibliography

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

Answer the following questions. APA format. Include citation from Kouzes and Posner for question 4.

For question 2, my myers briggs personality is INJT and for color personality is Gold, I attached what the meaning of Gold is.

Assignment instructions

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Make a list of four or five experiences from the past that have been  “turning points” for you- experiences that have truly influenced the  direction you have taken in your life. These experiences can be from  twenty years ago, or from the present.  The importance is that they made  a real difference in your life. Describe each experience in a few  words.

Now review the experiences in your list. Do you see a pattern?  Is  there a common theme?  What is the pattern?  What are the themes?  What  do they tell you about what creates meaning for you?  How does this  relate to your Myers Briggs and Colorful Personality inventories?

Imagine that you are attending a dinner given by your colleagues to  honor you as “Leader of the Year”. One after another, your colleagues  and your family talk about the contributions you have made to the  organization and the community.  What do you hope they will say about  you?

Are you clear about your organization’s vision? If not, where do you  need clarity, and how are you going to find it?  What if there is a  conflict?  How will you deal with that? What does Kouzes and Posner say  about vision?

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

COLORFUL PERSONALITIES

Create an understanding of who you really are

Put words to feelings and stresses

Celebrates uniqueness and talents

Gives a general idea of what your personality style is all about

Understand other’s differences to achieve effective communication

 

GOLDS

Believe in following through on commitments; dependable, prepared, punctual

Loyal; understand what is right and wrong in life

Value home, family, traditions

Faithful and caring friend; loves helping others and fulfilling sense of belonging

Plan things out carefully and orderly in concrete steps to see things through to completion

Sense of duty and responsibility; taken very seriously

Go the extra mile

Work on one project, fully complete it well then move to next one

Good team players

Organized; make lists

Strict rule followers-follow policies

Not risk takers, conservative

Practical, detail-oriented

Get stressed by mess and clutter

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

 

BLUES

Idealist, intuitive

Seek harmony; easily connects with others

Love team work; everything revolves around relationships

Always looks for good in others

Excellent caregivers, mediators, peacemakers

Often get taken advantage of; deeply affected by criticism, harsh words, cruelty

Heart on their sleeve; spiritual

Follow their heart

Sacrifice own wishes to accommodate others

Good listeners

Positive and optimistic

Work on touching peoples lives and having a positive impact

Cannot be phony or insincere

Strong need to feel included

Needs to express when feelings are hurt

Forgive but never forget

Frequently say “I’m  sorry” even if not their fault

The Peacemakers

 

ORANGES

Enjoy being noticed and recognized

Have to have latest & greatest & coolest stuff

Trendsetters

Love back and forth interactions

May make lots of money but spend it quickly

Act on impulse

Love physical activity; competitive

Challenge boundaries and the status quo

Love speed and action, adventure, excitement

Multi-takers; keep moving to keep from getting bored

Plan at last minute; may give others ulcers but doesn’t give self one

Wing it; play it by ear; see what happens

Creative; artistic; no fear

Anything is possible

Like challenges

Not usually on time but stays late

Don’t like to sit for long periods of time

Name droppers

“Just do it”  “Go for it”  “Get over it”

 

GREENS

Leaders, not followers

Always want to learn and grow

Love learning

Trend setters

Think things through, look at consequences, possibilities, implications

Above average intellectually

Information is power

Like to teach and train others what they have learned

Like to be well prepared; research a topic and analyze it

Logical thought process, options research and defendable

Always thinking

Content watching from sidelines; participating drains energy level

Wants to understand how their piece fits in the big picture

Communication via Email-gives them time to think things through and reply on their own schedule

Everything spelled correctly, good grammar

Research big purchases; own the latest gadgets

Don’t like to repeat things

Nursing- Leadership Assignment – COLORFUL PERSONALITIES

Heritage Assessment Tool Assignment

The learning activity and corresponding assignment in this topic   requires students to perform a heritage assessment with families   selected by students from their local communities.

Click on 
http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf
   in order to access the “Heritage Assessment Tool.”

Interview three families from different cultures. One family should   be from your own culture. Compare the differences in health traditions   between these cultures. Heritage Assessment Tool Assignment.

Assess the three families using the “Heritage Assessment   Tool.” In 1,000-1,500 words, discuss the usefulness of applying a   heritage assessment to evaluate the needs of families and develop   plans for health maintenance, health protection, and health   restoration. Include the following:

Perform a heritage assessment on three families. One of these     families should be from your own culture.

Complete the     “Heritage Assessment Tool” for each of the three families     interviewed and submit the three assessments to:     RNBSNclientcare@gcu.edu. You are not required to include the tool in     your LoudCloud submission.

Identify common health     traditions based on cultural heritage. Evaluate and discuss how the     families subscribe to these traditions and practices. Address health     maintenance, health protection, and health restoration as they     relate to your assessment. Heritage Assessment Tool Assignment.

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

This assignment uses a rubric. Please review the rubric prior to   beginning the assignment to become familiar with the expectations for   successful completion. Heritage Assessment Tool Assignment

Introduction to Evidence-Based Practice in Nursing

Introduction to EBP and the Role of Research

What is Nursing Research?

According to your text, “Nursing research is a systematic process of inquiry that uses rigorous guidelines to produce unbiased, trustworthy answers to questions about nursing practice” (Houser, 2018, p. 5). Nursing research strives to understand phenomena that impact health, seeks solutions to problems, tests approaches to improving nursing care, and generates new knowledge to further our profession.

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Evolution of Nursing Research

Nursing research has a long history beginning with Florence Nightingale, a British nurse who championed the use of scientific inquiry to guide nursing practice during the Crimean War. Nightingale employed statistical methods to show that better food, hygiene, and sanitation could reduce morbidity and mortality among the soldiers. Nightingale is recognized as one of the first nurses to utilize evidence as a base for her practice. In addition, she popularized the use of the polar area diagram, a form of pie chart, to depict her statistics; as a result, Nightingale was inducted into the Statistical Society of London.

Several decades passed before nursing would create a significant body of research. Today, the National Institute of Nursing Research (NINR) promotes the health of all Americans through nursing research funding and training. The NINR is a leader in promoting high priority areas of science.

Nurses may assume a variety of roles related to nursing research. Some nurses are consumers of research findings and utilize them to improve nursing practice where they work. Others share research knowledge with colleagues and participate in research-related activities or research projects, and yet another group act as principle investigators to produce research and publish the findings.

Many colleges and universities employ faculty who are engaged in nursing research. Regional, national, and international nursing organizations offer membership to nurses who wish to share their interest in research, including Sigma Theta Tau International, the Western Institute of Nursing, and the Eastern, Southern, and Midwest Nursing Research Societies. Introduction to Evidence-Based Practice in Nursing.

Evidence-Based Practice

Research yields evidence upon which nurses may base their practice (i.e., evidence-based practice). Evidence-based practice is “The use of the best scientific evidence, integrated with clinical experience and incorporating patient values and preferences in the practice of professional nursing care” (Houser, 2018, p. 12). The movement to base practice on evidence began in the early 1990s and has become a worldwide standard not only for nursing but also for many other health disciplines. Introduction to Evidence-Based Practice in Nursing.

Levels of Evidence

Level of Rating

Type of Study

Level I

Multiple randomized controlled trials (RCTs) reported as meta-analysis, systematic review, or metasynthesis, with results that consistently support a specific intervention or treatment

Randomized trials with large sample sizes and large effect sizes

Level II

Evidence from well-designed controlled studies, either randomized or nonrandomized, with results that consistently support a specific intervention or treatment

Level III

Evidence from studies of intact groups

Ex-post-facto and causal-comparative studies

Case-control or cohort studies

Evidence obtained from time series with and without an intervention

Single experimental or quasi-experimental studies with dramatic effect sizes

Level IV

Evidence from integrative reviews

Systematic reviews of qualitative or descriptive studies

Theory-based evidence and expert opinion

Peer-reviewed professional organization standards with supporting clinical studies

Review and rating of the evidence should result in recommendations for practice, with the strength of these recommendations being commensurate with the level of evidence and the quality of the study. Introduction to Evidence-Based Practice in Nursing.

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Sources of Evidence

Decision making does not always rely on research or scientific investigation. The evidence pyramid reveals the sources of evidence that nurses use to make decisions and to solve problems.

Routine, day-to-day decisions involved in traditional problem solving rely on experience, expert advice, and standards of care, but what about those situations where the answer to your question is not obvious or well-understood? Maybe you and your colleagues have little experience with the situation, or you recognize that current practice is not working. Now, you are faced with a significant problem where trial and error or untested ideas prove unreliable. Instead, you turn to research-based evidence for guidance.Introduction to Evidence-Based Practice in Nursing.

Exercise: Levels of Evidence

Determine the definition of each of the levels of evidence.

Level I

Multiple randomized controlled trials (RCTs) reported as meta-analysis, systematic review, or metasynthesis, with results that consistently support a specific intervention or treatment

Randomized trials with large sample sizes and large effect sizes

Level II

Evidence from well-designed controlled studies, either randomized or nonrandomized, with results that consistently support a specific intervention or treatment

Level III

Evidence from studies of intact groups

Ex-post-facto and causal-comparative studies

Case-control or cohort studies

Evidence obtained from time series with and without an intervention

Single experimental or quasi-experimental studies with dramatic effect sizes

Level IV

Evidence from integrative reviews

Systematic reviews of qualitative or descriptive studies

Theory-based evidence and expert opinion

Peer-reviewed professional organization standards with supporting clinical studies

Finding Research-Based Evidence—Writing Searchable Questions

As you engage in nursing practice, you may find yourself reflecting on a situation where evidence is needed to practice safe, effective, and efficient nursing. Evidence can form the basis of best practices for:

the nursing care process, including assessment, diagnosis, planning, implementation, and evaluation;

policies and procedures that are tested and found to be effective;

patient-care management tools, such as care maps and critical pathways;  and

the care of the individual patient.

As you consider the who, what, where, when, why, and how of the situation, you begin to formulate a clinical question that addresses these queries. Introduction to Evidence-Based Practice in Nursing.

The PICO(T) format is a way to develop a clinical question that lends itself to searching for evidence. PICO(T) is an acronym for

P
 = population of interest

I
 = intervention of interest

C
 = comparison of interest

O
 = outcome of interest

T
 = time

All of the PICO(T) elements may not be present in every clinical question. For example, the T (time) may not be relevant or there may be no C (comparison of interest). Introduction to Evidence-Based Practice in Nursing.

In quantitative research that has an experimental design, you will find interventions (I), and perhaps comparisons, (C) that are independent variables. The outcomes (O) are dependent variables. Variables will be discussed in more detail later in the course.

Once you have formulated your clinical question and determined the PICO(T) elements, the next step is to identify key terms that reflect the elements. The key terms are the actual words or phrases that you will use to search the indices, databases, and search engines. The goal is to select key terms that will likely match those terms that the authors assigned to relevant research reports. Introduction to Evidence-Based Practice in Nursing.

The following diagram illustrates how the search for evidence mirrors the research process. Notice that the place where both processes connect is at the key terms.

 

Summary

This lesson introduced you to evidence-based practice and the basic concepts associated with EBP. The lesson defined nursing research and its evolution, followed by a description of evidence-based practice and its relationship to nursing research. The lesson concluded with a review of how to find sources of evidence by shaping searchable clinical questions using the PICO(T) format.

Introduction to Evidence-Based Practice in Nursing. Houser, J. (2018). 
Nursing research: Reading, using, and creating evidence
 (4th ed.). Sudbury, MA: Jones and Bartlett.

PICO(T) Question Examples – NR439 EBP Essay Assignment Papers

Read each case study and construct a PICO(T) formatted question. After you are finished, next is the answer which is our expert’s clinical question. There may be more than one right answer, so do not be discouraged. However, this is a great guide on how to formulate  PICO(T) questions.

Case 1, part 1

A nurse who works in a nursing home has noticed that many of the elderly male residents who develop heart failure also have a history of myocardial infarction (heart attack). The nurse is aware that all of these men are on Medicaid. The nurse wonders if there is any relationship between these factors. Type a clinical question that pertains to this case.

Answer:

The expert’s question is: Are elderly male residents on Medicaid with a history of myocardial infarction more likely to experience heart failure? Was your answer similar to the expert’s? Remember, there may be more than one right answer.

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2. Case 1, part 2

Review the expert’s clinical question. Are elderly male residents on Medicaid with a history of myocardial infarction more likely to experience heart failure? Identify the PICO(T) elements that are in the clinical question.

Answer:

The expert answers are below:

P = elderly male residents on Medicaid

I = history of myocardial infarction

C = no history of myocardial infarction

O = occurrence of heart failure

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

 

Case 1, part 3 

Review the expert’s PICO elements.

P = elderly male residents on Medicaid

I = history of myocardial infarction

C = no history of myocardial infarction

O = occurrence of heart failure T = no time element in this question

What search terms would you consider that are likely to match terms in the database?

Answer:

The expert’s key terms for each element are below: P = male residents on Medicaid = Medicaid; limits or options could be set for the male gender and an older age group I = history of myocardial infarction = myocardial infarction C = no history of myocardial infarction = The term “myocardial infarction” has already been entered. Adding the word “no” would not add anything meaningful to the search; therefore, you should leave this blank. O = occurrence of heart failure = heart failure T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.

Conduct a search using these terms in EBSCO/CINAHL and PubMed/Medline to find research-based evidence. Did you find research reports that could guide your decision making? If not, how could you adjust the search terms to obtain relevant results.

 

Case 2, part 1 

An occupational health nurse is developing a program to help employees stop smoking. The nurse would like to offer options proven effective by research-based evidence and wonders if alternative approaches, such acupuncture or hypnosis, should be included. Type a clinical question that pertains to this case.

Answer:

Are alternative approaches, such as hypnotic sessions or acupuncture treatments, effective in helping adults stop smoking cigarettes? Was your clinical question similar to the expert’s? Remember, there may be more than one right answer.

 

Case 2, part 2

Review the expert’s clinical question, and identify the PICO(T) elements: Are alternative approaches, such as hypnotic sessions or acupuncture treatments, effective in helping adults stop smoking cigarettes?

Answer:

The expert answers are below:

P = adults who smoke cigarettes

I = hypnosis sessions or acupuncture treatments

C = no treatments

O = stop smoking

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.

 

Case 2, part 3

Review the expert’s PICO(T) elements.

P = adults who smoke cigarettes

I = hypnosis sessions or acupuncture treatments

C = no treatments

O = stop smoking

T = no time element in this question

What terms would you consider using when searching that are likely to match the database?

Answer:

The expert’s key terms for each element are below:

P = adults who smoke cigarettes = limits or options could be set for the age group adults; smoking is already in the Outcome and does not need to be repeated as a key term here.

I = hypnosis sessions = hypnosis; acupuncture treatments = acupuncture

C = no treatments = cold turkey

O = stop smoking = smoking cessation

T = no time element in this question How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

Conduct a search using these terms in EBSCO/CINAHL and PubMed/Medline to find research-based evidence. Did you find research reports that could guide your decision making? If not, how could you adjust the search terms to obtain relevant results.

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Case 3, part 1

The nurse manager of a unit with surgical patients receives a retrospective chart audit that indicates a rising incidence of falls. The nurse manager just read an article in a nursing magazine about nursing rounds and wonders whether nursing rounds would be a useful approach to reduce patient falls. Type a clinical question that pertains to this case.

Answer:

The expert’s clinical question is: Do nursing rounds reduce the number of falls in hospitalized surgical patients? Was your clinical question similar to the expert’s? Remember, there may be more than one right answer. PICO(T) Question Examples – NR439 EBP Essay Assignment Papers.

 

Case 3, part 2

Review the expert’s clinical question, and identify the PICO(T) elements: Do nursing rounds reduce the number of falls in hospitalized surgical patients?

Answer:

The expert answers are below:

P = hospitalized surgical patients

I = nursing rounds

C = Silent or absent. It is assumed that all nurses make rounds, but they are not the type under investigation; therefore, the answer “no nursing rounds” is inappropriate. Leave the Comparison element “silent” or “absent.”

O = reduced number of falls

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

 

Case 3, part 3:

Review the expert’s PICO elements.

P = hospitalized surgical patients

I = nursing rounds

C = Silent or absent. It is assumed that all nurses make rounds, but they are not the type under investigation; therefore, the answer “no nursing rounds” is inappropriate. Leave the Comparison element “silent” or “absent.”

O = reduced number of falls

T = no time element in this question

What search terms would you consider that are likely to match terms in the database?

Answer:

The expert’s key terms for each element are below:

P = hospitalized surgical patients = The P is the last element searched. If you find you have too many returns by searching on just the I and the O, consider entering “hospital” as a key term. Avoid “patient,” as it is generic and would not lead to more relevant returns.

I = nursing rounds = nursing rounds

C = silent = no key term

O = reduced number of falls = falls; accidental falls

T = no time element in this question

How do your answers compare to the expert’s? Remember, there may be more than one correct answer.

Conduct a search using these terms in CINAHL and Medline to find research-based evidence. Did you find research reports that could guide your decision making? PICO(T) Question Examples – NR439 EBP Essay Assignment Papers

NR439: Evidence-Based Practice Quiz with Answers

Week 1

1. Magnet status is being pursued by hospitals across the United States. Which of the following is an important criterion in achieving and maintaining magnet status?

A) Staff nurses must understand the research process and use evidence as a basis for practice.

B) Staff nurses must be actively involved in generating new nursing knowledge.

C) Staff nurses must be included on interdisciplinary research teams studying clinical issues.

D) Staff nurses must pass yearly competencies showing knowledge of the research process.

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2. Which of the following is not an essential component of developing an evidence-based practice guideline?

A) Performing an exhaustive review of the literature.

B) Using clinical expert opinions.

C) Evaluating patient preferences.

D) Considering hospital policies.

NR439: Evidence-Based Practice Quiz with Answers

3. The peer review process is an important component of conducting nursing research. Which of the following statements most accurately describes this process?

A) It assures that the research has significant statistical power.

B) It assures that the research is unbiased.

C) It assures that the research is replicable.

D) It assures that the research has measurable outcomes.

4. Which of the following is considered a primary source of evidence?

A) A research study.

B) A systematic review.

C) An integrative review.

D) A meta-analysis.

NR439: Evidence-Based Practice Quiz with Answers

5. A nurse manager is conducting a quality improvement project on her unit. How is quality improvement different from the research process?

A) Risks are greater for subjects in quality improvement projects.

B) Quality improvement projects are expected to stand up to replication.

C) Quality improvement projects are beneficial to specific organizations.

D) These terms can be used interchangeably.

6. Which of the following statements is true about evidence-based practice?

A) Evidence-based practice is synonymous with clinical decision making.

B) Evidence-based practice is supported only through findings from randomized clinical trials.

C) Evidence-based practice is synonymous with theory.

D) Evidence-based practice is important to streamline nursing care.

Answers

1:A, 2:D, 3:B, 4:A, 5:C, 6:D,

NR439: Evidence-Based Practice Quiz with Answers

Week 2

1. Nursing research is a disciplined and systematic process. Which of the following is usually the first step in the research process?

A) Determine an appropriate theoretic framework for the study.

B) Identify a gap in knowledge related to nursing practice.

C) Select a design that is appropriate for the study.

D) Complete a systematic review of the literature.

NR439: Evidence-Based Practice Quiz with Answers

2. The philosophical assumptions and belief system that underlies a research study is referred to as a (n):

A) Paradigm or framework.

B) Methodology.

C) Discovery.

D) Argument.

NR439: Evidence-Based Practice Quiz with Answers

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3. Which of the following statements most accurately reflects the purpose of qualitative nursing research?

A) Inferences are used to generalize findings to a defined population.

B) Findings are used to gain understanding of patients’ experiences.

C) Findings are used to determine cause and effect of a phenomenon.

D) Inferences are used to establish evidence-based guidelines.

4. How are quantitative and qualitative research approaches different?

A) Reality is viewed objectively in qualitative research and constructed by the individual in quantitative research.

B) Design is highly controlled in quantitative research and adaptable in qualitative research.

C) Sampling is population-based in qualitative research and restricted to individuals in quantitative research.

D) Analysis in deductive in qualitative research and inductive in quantitative research.

5. A nurse researcher designs a study to measure pain ratings of subjects using a relaxation exercise and also interview them about their experiences. What type of research is being conducted?

A) Quantitative research.

B) Qualitative research.

C) Mixed methods.

D) Nested methods.

NR439: Evidence-Based Practice Quiz with Answers

6. Which of the following is most important to the researcher in selecting a research design?

A) The type of subjects being studied.

B) The type of data being collected.

C) The nature of the research problem.

D) The expertise of the researchers.

Answers

1:B, 2:A, 3:B, 4:B, 5:C, 6:C,

NR439: Evidence-Based Practice Quiz with Answers

Week 3

1. Research that is reproduced to validate findings and increase generalizability is referred to as

A) a randomized clinical trial.

B) a replication/confirmatory study.

C) a systematic review.

D) a validation study.

2. Research problem statements

A) are declarations of disparity.

B) are declarations of intent.

C) declare what is being studied.

D) declare who is being studied.

3. Which of the following is an example of empirical literature?

A) An article describing a grand theory in nursing

B) An article describing a middle-range theory in nursing

C) An article describing the results of a descriptive study

D) An article describing a concept analysis

NR439: Evidence-Based Practice Quiz with Answers

4. A clinical practice guideline is an example of a(n)

A) seminal work.

B) secondary source.

C) empirical work.

D) primary source.

5. Careful consideration of the _____ serves as the basis for the research design.

A) type of theory used in the study

B) purpose to be achieved by the study

C) type of statistics to be used in the study

D) number of subjects needed in the study

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6. Experimental studies measure cause and effect. The variable that is synonymous with the cause is referred to as the

A) dependent variable.

B) independent variable.

C) extraneous variable.

D) control variable.

NR439: Evidence-Based Practice Quiz with Answers

7. Factors that exert an effect on the outcome but that are not part of the planned experiment and may confuse the interpretation of the results are referred to as

A) extraneous variables.

B) situational factors.

C) dependent variables.

D) confounding factors.

8. Which of the following research designs is used to answer questions that seek to investigate causality?

A) Survey design

B) Correlational design

C) Experimental design

D) Cross-sectional design

9. All of the following research designs describe relationships between variables, except

A) correlational.

B) grounded theory.

C) phenomenology.

D) tests of model fit.

Answers

1:B, 2:A, 3:C, 4:B, 5:B, 6:B, 7:A, 8:C, 9:C,

NR439: Evidence-Based Practice Quiz with Answers

Week 4

1. Vulnerable populations in research include those groups with

A) limited capacity to make decisions.

B) a vested interest in the study outcomes.

C) less than a high school education.

D) limited knowledge of the research process.

2. Researchers may not use underprivileged persons to benefit those who are privileged. This constitutes a major tenant of the principle of

A) beneficence.

B) justice.

C) respect for persons.

D) equal opportunity.

3. Deception or incomplete disclosure is allowed in research under all of the following conditions, except when

A) it is necessary for the goals of the research.

B) the undisclosed risks are minimal.

C) there is a plan to debrief the subjects.

D) subjects are unable to give informed consent.

NR439: Evidence-Based Practice Quiz with Answers

4. A researcher fails to follow the research protocol, which compromises subjects’ safety. The researcher may be accused of

A) negligence.

B) breach of duty.

C) battery.

D) discrimination.

5. A researcher enrolls only white males in a study because of the greater ease in recruiting this population. The researcher may be accused of

A) negligence.

B) breach of duty.

C) battery.

D) discrimination.

6. Which of the following is a type of research misconduct where data or results are made up?

A) Fabrication

B) Falsification

C) Plagiarism

D) Infringement

NR439: Evidence-Based Practice Quiz with Answers

7. When subjects elect not to participate in a study and/or drop out of a study, this can lead to

A) sampling error.

B) sampling bias.

C) selection bias.

D) selection error.

8. The only way to be sure that a sample represents a population is if it incorporates the following two essential criteria

A) random selection and independence.

B) random selection and dependence.

C) purposive selection and independence.

D) purposive selection and dependence.

9. The measurement of the magnitude of the impact of an intervention is referred to as the

A) power analysis.

B) test of fit.

C) effect size.

D) factor analysis.

Answers

1:A, 2:B, 3:D, 4:A, 5:D, 6:A, 7:C, 8:A, 9:C,

NR439: Evidence-Based Practice Quiz with Answers

Week 5

1. A nurse researcher is conducting a retrospective study and using a chart review to collect data. What type of data will be collected?

A) External data

B) Secondary data

C) Internal data

D) Primary data

2. Which of the following are considered categorical data?

A) Nominal and ordinal

B) Nominal and interval

C) Ordinal and interval

D) Ordinal and ratio

NR439: Evidence-Based Practice Quiz with Answers

3. A nurse researcher is measuring blood pressures of women who are diagnosed with pre-eclampsia. The sphygmomanometer has not been calibrated correctly, which results in inaccurate readings. What type of error is this?

A) Sampling error

B) Random error

C) Systematic error

D) Nonsystematic error

4. A researcher is interested in determining whether an instrument has stability between the raters who use it. What is this called?

A) Internal reliability

B) Inter-rater reliability

C) Face validity

D) Content validity

NR439: Evidence-Based Practice Quiz with Answers

5. Pain is defined as the score obtained on the McGill Pain Questionnaire. This is an example of a(n)

A) conceptual definition.

B) operational definition.

C) simple hypothesis.

D) directional hypothesis.

6. An example of a psychometric data collection instrument is the

A) Likert scale.

B) sphygmomanometer.

C) interview.

D) focus group.

Answers

1:B, 2:A, 3:C, 4:B, 5:B, 6:A,

NR439: Evidence-Based Practice Quiz with Answers

Week 7

 1. Which of the following statements is accurate in relation to critically appraising research evidence?

A) Studies published in respected journals can be accepted on face value.

B) The goal is to judge whether the research evidence is credible.

C) More rigor is needed to appraise evidence presented at conferences versus published evidence.

D) The goal is to determine whether the researchers used ethical standards.

2. The interpretation of a result in a research study is called a

A) summary.

B) bias.

C) finding.

D) discussion.

3. Descriptive research seeks to

A) manipulate variables to produce an outcome.

B) determine why there are relationships among variables.

C) generalize results from a study to a population.

D) observe what is happening.

NR439: Evidence-Based Practice Quiz with Answers

4. The strongest level of evidence produced by research is

A) quantitative.

B) qualitative.

C) descriptive.

D) predictive.

5. Understanding how a patient may perceive the implementation of a plan of care can be enhanced by reading

A) quantitative research findings.

B) qualitative research findings.

C) descriptive research findings.

D) predictive research findings.

NR439: Evidence-Based Practice Quiz with Answers

6. When a qualitative research finding is said to have confirmability, this means that

A) data can be transferred from one setting to another.

B) an instrument measured data in the same way each time it was used.

C) one rater collected data in a similar manner to another rater.

D) multiple researchers reached the same decision when analyzing the same data.

Answers

1:B, 2:C, 3:D, 4:A, 5:B, 6:D,

NR439: Evidence-Based Practice Quiz with Answers

Reading Research Literature -The Research Process

The Research Process

The purpose of this course is not to teach you to become a researcher but to become a consumer of research. Understanding the research process improves your ability to locate relevant research reports and to utilize research findings while engaged in evidence-based practice. All of us use research to buy phones, to purchase cars, and to decide where to live.

The research process is similar to other problem-solving processes in that it follows a series of steps; each step must be successfully completed to advance to the next one and reach a goal. The steps of the research process are

defining and describing the problem;

developing a plan to gather information to address the problem;

implementing the study;

analyzing and interpreting the results; and

disseminating the findings.

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The International Council for Nursing (ICN) created a Research Network in 1999 to raise awareness among nurses and to advance knowledge. The ICN Research Network has published a poster, Nursing Research: A Tool for Action (ICN, 2009).

The Research Process

Nursing research involves a systematic and rigorous scientific process, with the purpose of generating new knowledge, answering questions or solving problems. The following diagram is an overview of the process and should assist you in understanding the steps in a research project.

Step 1 – Specific Aims

Identify the specific aims of the proposed research and how it relates to clinical practice, e.g., to develop a productive description of those patients who fall during their hospitalization.

Step 2- Background and Related Literature

Review related literature and background information to demonstrate the

significance of the topic and to outline previous work in the same area, e.g., the literature on falls among hospitalized patients can be organized into studies profiling fall-prone patients and studies and literature evaluating prevention programs. Reading Research Literature -The Research Process.

Step 3 – Theoretical Framework or Hypothesis

Develop a theoretical framework that describes the problem, the factors contributing to the problem and the possible solutions.

Step 4 – Research Design

Establish the methodology of a specific research design for your study, e.g., a six month prospective study of patients who fall in the hospital will be matched with a comparison group who did not fall, so as to assess what characteristics best describe the group with falls.

Step 5 – Setting and Sample Size

Describe the characteristics of the setting where the proposed research project will take place. The size and nature of the research sample and how the sample was selected should also be described, e.g., the setting will be the Medical Centre and the sample size will be all patients who fall in the hospital during a six month period. Reading Research Literature -The Research Process.

Step 6 – Measurement Tools and coding Strategy

Specify the instruments or tools to be used to measure the study variables and define a coding strategy appropriate for analysis, e.g., chart audits and patient and nurse interviews will be used as measurement tools. Subjects will be assigned a code number prior to collecting data.

Step 7- Final Steps

Analyze data

Interpret results

Describe clinical significance

Present for peer review

Incorporate review results

Disseminate research findings

Reference

International Council of Nurses (ICN Research Network). (2010). Nursing research: A tool for action. Author.

Communicating Research Findings: The Research Report

The last step of the research process is to disseminate findings. In previous courses, you learned how to format your scholarly papers using the style described in the Publication Manual of the American Psychological Association (2010). The main purpose of the manual is to set standards for scientific communication. This lesson gives a brief overview of how research may be published. If you are interested in learning more about publishing research, please refer to the manual.

The research report is one way to communicate to nurses and other healthcare professionals about discoveries made during the research process. Gaining insight into how to read various sections of the research report helps you determine whether the research is relevant to your practice and provides evidence upon which to base your decisions. Reading Research Literature -The Research Process.

Research reports must accurately and succinctly express what occurred during the research process. The major sections of the research report include the following.

Title

Authors

Abstract

Introduction

Methods and Procedures

Results

Discussion, Conclusion

References

There is no universal standard for writing a research report; therefore, the labels and location of the information will vary. Commonly found parts are described below.

Title

The title can reveal a great deal about the research report in just a few words. For example, it may indicate the population, intervention, or research design. The title tells you, at a glance, if the research report may be relevant to your issue and worth reading.

Authors

The author(s) who participated in the research are listed. The first author indicates who conceived the idea for the research and contributed the most and thus receives the most credit. The names of additional authors appear in order of importance. The credentials of authors may reflect their educational preparation, licensure, credentials, and/or certification. The affiliation or employer for the author may be provided. The affiliation may have a reputation for research, which adds further credibility to the study.

Abstract

The abstract is a concise summary of the highlights of the research and conveys the most important elements. It may be the only open access, public information available at no cost to readers. The abstract must be compelling to motivate the reader to pay for access to the full-text version. The abstract may include, or be followed by, key words. Key words are chosen by the author to represent the most important themes in the research. A report is stored in a database along with its key words. When a reader searches the database, the search terms are compared with the key words for the reports. The database returns the reports when there is a match between the search terms and the key words. Determining the PICO (T) elements of a question helps the reader identify terms that are likely to match the database key words. Reading Research Literature -The Research Process.

Introduction

The introduction to the report makes the case for the importance of the research. It may discuss the scope of a problem and its impact on a population. The introduction entices the reader to keep reading.

A theoretical framework may be described if one was chosen to guide the approach to a study of the topic. The framework reveals the underlying assumptions and beliefs held by those conducting the research, which may or may not align with those of the reader. If the reader rejects the premise of the theoretical framework, the reader may reject the research findings that were the result of this type of thinking. Not all research studies are based on a theoretical framework. Reading Research Literature -The Research Process.

The background and literature review section of the report describes previously published research that was conducted on the topic. It helps establish the need for and the significance of the research, perhaps by pointing out a knowledge gap. The literature review can guide the researcher during the planning process when choosing the research problem, design, methods, and analysis.

The purpose of the research may be labeled as the purpose, or it may be called the goals, the aims, the objectives, or the intent. These describe, in a clear and concise way, the reason for the research and may include mention of the population, the variables, and their expected relationships.

Methods

The methods section of the research report describes how the research was conducted. It contains details regarding the sample, setting, data collection, and any interventions.

The inclusion criteria explain who was eligible to participate in the research. At times, exclusion criteria are applied, and the report describes who was not eligible.

The setting is the physical location or environment where the research was conducted and the data were collected.

The Institutional Research Board (IRB) of an organization is comprised of individuals who review the research proposal to ensure that institutional standards are met to protect the rights of subjects. The IRB may judge whether the research approach is sound. Approval is granted if the board determines that the proposal reflects a study that will meet the standards. Many journals will only publish research that was approved by an IRB.

A sample of the population is chosen for study because it is rarely possible or realistic to conduct research on an entire population. Various sampling methods can be used to obtain a group that reflects the components in the population of interest. Each sampling method has its strengths and weaknesses, which the researcher may describe in the discussion and conclusions. Reading Research Literature -The Research Process.

The intervention in an experiment is introduced to determine its effect on the outcome. It is the 
cause
 in a cause -and -effect relationship. The intervention is also known as the independent variable (IV). The relationship between the intervention and the outcome can be analyzed through research statistics. Nonexperimental research may study the effect of an intervention on variables of interest. The researcher analyzes possible relationships with descriptive statistics. If relationships are discovered, the researcher does not imply that the intervention is the cause but simply that the relationships exist.

Data collection provides details regarding how the researcher gathered information about the subjects. People who collected the data are usually described not by name but by their qualifications and suitability to perform this role. If the study is an experiment, the researcher may indicate if the data collection was 
blind
—indicating that the researcher and/or the subjects did not know who was receiving the intervention. Any instruments used may be described in this section or in a section such as measures.

The measures section reveals how the researcher studied the factors, including how numbers were assigned. Measures information may be integrated into the data collection section of the report. Reading Research Literature -The Research Process.

The analysis details the procedures used to examine the data after they were collected. The researcher describes how the data were processed, including computer programs that generate statistics. Approaches to analyzing qualitative and quantitative data differ. Data analysis may be summarized in tables, figures, and graphs, such as frequency tables, bar charts, histograms, and line graphs. The statistical analysis and graphical presentation should match the nature of the data to represent the findings accurately. The analysis may be included in the methods section.

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Results

The results, or findings, interpret the data analysis. This section explains what the researcher discovered. How findings are reported depends on how the research was conducted—that is, what is the research question? W ho was studied? H ow were they studied ? W hich methods were used to analyze the data? A nd so forth. If a hypothesis was proposed, the researcher will make a decision whether to accept or reject it. The results section should reflect what was reported in the methods section. Reading Research Literature -The Research Process.

Discussion, Conclusion

The discussion and conclusions summarize the research findings. A comparison may be made between the findings of this study and the results of previous studies cited in the literature review. The researcher may discuss the clinical relevance of the findings and how these may contribute to advancing the profession. The strengths and limitations of the study are outlined. Suggestions for application of the findings are offered. Future research topics are recommended to continue closure of the knowledge gap.

References

The references section includes all of the sources that were cited in the report. The format for the references and the rest of the report is determined by the publisher and does not necessarily follow APA guidelines. The references should be reviewed to determine if they are current, which is to say published within 5 years of the date of publication of the report. However, older references may represent seminal works that do not become out of date. Look at the reference section of publications to see if the sources are peer-reviewed and well respected. References may point the reader toward places to look for more evidence related to a question or problem. Reading Research Literature -The Research Process.

Interactive Research Report

The following research report contains descriptions of the various components that comprise most reports. The purpose of this interactive report is to help you learn where to find specific information.

Interactive Research Report

Communicating Research Findings: The Research Poster

A research poster is similar to a research report, but the poster presents the information in a visual manner. Posters are usually displayed at meetings where the author may discuss the research with interested individuals.

The main sections of the research poster resemble those of the research report; however, the space on a poster is limited. Viewing a poster lets the reader quickly glance at the steps of the research process that were undertaken during the study.

The time spent on reading a research poster is as limited as its space unless the author has prepared a handout. Learning where to find information on the poster helps the viewer take away the most important points.

Introduction

The Introduction or Problem Statement will typically be here where the eye has been trained to begin to read English. The problem statement makes the case for the significance of the issue under study.

Purpose/Aims

This may be labeled as the purpose, aims, goals or objectives. It describes the reason for the research.

Hypothesis

A hypothesis may be stated. Seldom do you see the null hypothesis. Instead, the author usually indicates the expected outcomes from the research. Not all research studies contain a hypothesis. A qualitative study may list research questions that were posed. The information in each section will depend upon the type of research performed and how it was conducted. Reading Research Literature -The Research Process.

Background

The background or literature review describes the previously publishes research that has been conducted on the topic.

It helps establish the need for and the significance of the research perhaps by pointing out a knowledge gap. The literature review can guide the researcher during the planning process when choosing the research problem, design, methods and analysis.

Theoretical Framework

A conceptual or theoretical framework explains the thinking that guided the decisions made during the research process.

Operational definitions may be included to further enlighten the reader as to how abstract ideas were translated into something measureable.

Qualitative studies may not have operational definitions. Instead, the subjects may be asked to share how they perceive the world around them.

Research Design

The research design may be included in a Methods section. This is where you may discover whether the design is qualitative or quantitative, and further details, e.g., if the study was an experimental or quasi-experimental design. Reading Research Literature -The Research Process.

Research Setting

The research setting is the physical location where the data were collected. Look to see if the setting is similar to your own, and likely to have evidence that you could apply.

Population & Sampling

The population explains who was the target of the research. Sampling tells how subjects were chosen to represent the sample. Consider your own population, and if it is similar to that which was studied.

Data Collection

Data collection methods indicate how the author gathered information for analysis. Assess whether these methods seem appropriate to address the problem that has been identified.

Results

The data analysis section may include a summary of the most important findings. It may display tables with results.

Implications

The author may recommend how to utilize the findings from the research. Reading this may let you judge if you wish to learn more about the research study. If so, look for the author’s contact information. Reading Research Literature -The Research Process.

Summary

This lesson described the steps of the research process and compared it to the nursing process. The research report is a common way to disseminate the findings of nursing research. Various parts of the research report were defined and illustrated in an interactive research report. Another method of sharing research is the research poster, highlighted through the example—the anatomy of the research poster. Reading Research Literature -The Research Process.

PICOT/Evidence Appraisal Assignment

PICOT Worksheet Guidelines

Purpose

Clear identification of the problem or opportunity is the first step in evidence-based nursing. This assignment offers a tool to assist in the identification of the problem, proposed intervention, and desired outcomes. Completion of the assignment will include identification of the problem or concern using the PICOT format.

Course Outcomes

This assignment enables the student to meet the following Course Outcome.

CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO7)

Due Date

Submit the completed 
NR 439 PICOT Worksheet
by Sunday, 11:59 p.m. MT at the end of 
Week 3
.

Points

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This assignment is worth 
200 points
.

Directions

Read these guidelines including the grading rubrics below.

Download the 
NR 439 PICOT Worksheet

Consider what is the nursing problem or issue that you have uncovered. 
Make sure it is related to nursing
, i.e., one that a nurse can solve independently. Do not select a medical problem that is dependent upon a medical professional to resolve.

Download the 
NR 439 PICOT Worksheet Example
 on how to fill in the worksheet to help you complete your own form.

Submit the completed PICOT Worksheet form. PICOT/Evidence Appraisal Assignment.

Example 1:

What is the PICO(T) question?

Will influenza immunization compliancy rates increase if flu clinics are provided in a Flu PODS and immunization clinics at convenient times covering all shifts?

Define each element of the question below:

P- (Patient, population, or problem): Hospital employees and volunteers required to have the influenza immunization annually

I -(Intervention): Offer multiple Flu “PODS” and immunization clinics to hospital employees and volunteers making it convenient to receive the required immunization. Offer at a variety of times, available to all shifts

C- (Comparison with other treatment/current practice): Compare analytics showing employees and volunteers who received flu shot prior to 2016 when Flu PODS and immunization clinics were not offered compared to 2016 where Flu PODS and immunization clinics are offered to accommodate shifts. Track number of employees/volunteers coming at each hour time frame. PICOT/Evidence Appraisal Assignment.

O- (Desired outcome): Increase of compliance of receiving the annual mandatory flu shot by employees and volunteers

Example 2:

What is the PICO(T) question?

For non-diabetic patients on corticosteroid therapy, does monitoring for headache, fatigue, nausea, vomiting, and blurred vision hourly vs. no observations for signs of hyperglycemia promote improvement of pulmonary complications?

Define each element of the question below:

P- (Patient, population, or problem): Non-diabetic patients on corticosteroid therapy.

I- (Intervention): Monitoring for headache, fatigue, nausea, vomiting, and blurred vision

C- (Comparison with other treatment/current practice): No observations for signs of hyperglycemia

O- (Desired outcome): Improvement of pulmonary complications

T-(Time): 90 days

Academic Integrity Reminder

All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

Rubric

NR439_PICOT_Worksheet

NR439_PICOT_Worksheet

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome
PICOT question

Question or nursing problem is identified and is an independent nursing decision.

50.0
 pts

Outstanding Question or nursing problem identified that is an independent nursing decision

44.0
 pts

Very good Question or nursing problem is identified that is an independent nursing decision

40.0
 pts

Competent Question or nursing problem is identified that is an independent nursing decision.

19.0
 pts

Question or nursing problem is identified but is not an independent nursing decision.

0.0
 pts

PICOT question missing.

50.0
 pts

This criterion is linked to a Learning Outcome
PICOT elements

PICOT elements are correctly identified. Outcomes are measurable.

50.0
 pts

PICOT elements are correctly identified. Outcomes are measurable.

44.0
 pts

One PICOT element is not correctly identified. Outcomes are measurable. PICOT/Evidence Appraisal Assignment

40.0
 pts

Two PICOT elements are not correctly identified. Outcomes are not measurable

19.0
 pts

Three or more PICOT elements are not correctly identified. Outcomes are not measurable.

0.0
 pts

PICOT elements are missing.

50.0
 pts

This criterion is linked to a Learning Outcome
Practice issue and scope of the problem

Practice issue/problem is thoroughly described. The need for change is evident. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.

50.0
 pts

Practice issue/problem is thoroughly described. The need for change is evident. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.

44.0
 pts

Practice issue/problem is partially described. The need for change is evident. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.

40.0
 pts

Practice issue/problem is vaguely described. The need for change is not obvious. Practice area is identified. Identification of the practice issue is clear. Scope of the problem is identified.

19.0
 pts

Practice issue/problem is vaguely described. The need for change is not obvious. Practice area is not identified. Identification of the practice issue is not clear. Scope of the problem is not identified

0.0
 pts

Not answered.

 PICOT/Evidence Appraisal Assignment

PICOT/Evidence Appraisal Assignment

This criterion is linked to a Learning Outcome
Evidence

Appropriately identifies the types of evidences that should be gathered.

20.0
 pts

Identifies and documents four types of evidence needed for review.

17.0
 pts

Identifies and documents three types of evidence needed for review.

16.0
 pts

Identifies and documents two types of evidence needed for review

7.0
 pts

Identifies and documents one type of evidence needed for review.

0.0
 pts

Does not document types of evidence.

20.0
 pts

This criterion is linked to a Learning Outcome
Rationale for Evidence

Gives rationale for the types of evidence that is gathered.

20.0
 pts

Thoroughly describes rationale for checked types of evidence.

17.0
 pts

Good description of rationale for checked types of evidence.

16.0
 pts

Partial description of rationale for checked types of evidence.

7.0
 pts

Minimal rationale for checked types of evidence.

0.0
 pts

Rationale missing.

20.0
 pts

This criterion is linked to a Learning Outcome
Search Terms

Describes search terms that are manageable and will yield good results.

5.0
 pts

Thoroughly describes manageable search terms.

4.0
 pts

Good description of manageable search terms.

3.0
 pts

Partially describes manageable search terms.

2.0
 pts

Minimally describes manageable search terms.

0.0
 pts

Search terms are absent.

5.0
 pts

This criterion is linked to a Learning Outcome
How to Narrow Search in the Library

Provides a description of how the library search will be narrowed to produce relevant returns.

PICOT/Evidence Appraisal Assignment

5.0
 pts

Thoroughly describes how to narrow searchFull Marks

4.0
 pts

Good description how to narrow search.

3.0
 pts

Partially describes how to narrow search.

2.0
 pts

Minimally describes how to narrow search.

0.0
 pts

No description given.

5.0
 pts

Total Points: 
200.0. PICOT/Evidence Appraisal Assignment