Assignment: Components of the PICOT
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Instructions: After reading each of the three (3) abstracts, identify each component of the PICOT question. A PICOT template is included after each abstract. Do not cut and past from the abstract, write it out. If a component is not present, write NA.
Week 2: Post-class Assignment
Instructions: After reading each of the three (3) abstracts below, identify each component of the PICOT question. A PICOT template is included after each abstract. Do not cut and past from the abstract, write it out. If a component is not present, write NA. Submit this document to Canvas under Week 2: Post-Class Assignment.
Abstract #1
Huisman, de W. G., Feo, R., Vermeulen, H., & Heinen, M. (2018). Students’ perspectives on
basic nursing care education. Journal of Clinical Nursing, 27(11–12), 2450–2459.
https://doi-org. /10.1111/jocn.14278
Aims and objectives: To explore the perspectives of nursing students on their education concerning basic nursing care, learned either during theoretical education or clinical placement, with a specific focus on nutrition and communication. Background: Basic care activities lie at the core of nursing, but are ill‐informed by evidence and often poorly delivered. Nursing students’ education on basic care might be lacking, and the question remains how they learn to deliver basic care in clinical practice. Design: Descriptive study, using an online questionnaire. Methods: Nursing students at the vocational and bachelor level of six nursing schools in the Netherlands were invited to complete an online questionnaire regarding their perception of basic nursing care education in general (both theoretical education and clinical placement) and specifically in relation to nutrition and communication. Results: Nursing students (n = 226 bachelor students, n = 30 vocational students) completed the questionnaire. Most students reported that they learned more about basic nursing care during clinical placement than during theoretical education. Vocational students also reported learning more about basic nursing care in both theoretical education and clinical practice than bachelor students. In terms of nutrition, low numbers of students from both education levels reported learning about nutrition protocols and guidelines during theoretical education. Assignment: Components of the PICOT
In terms of communication, vocational students indicated that they learned more about different aspects of communication during clinical practice than theoretical education and were also more likely to learn about communication (in both theoretical education and clinical practice) than were bachelor students. Conclusion: Basic nursing care seems to be largely invisible in nursing education, especially at the bachelor level and during theoretical education. Relevance to clinical practice: Improved basic nursing care will enhance nurse‐sensitive outcomes and patient satisfaction and will contribute to lower healthcare costs. This study shows that there is scope within current nurse education in the Netherlands to focus more systematically and explicitly on basic nursing care.
| P = Population | |
| I = Issue or Intervention of interest | |
| C = Comparison of interest | |
| O = Outcome | |
| T = Time for the intervention to achieve the outcome |
Abstract #2
New Graduate Nurses’ Perceptions of the Effects of Clinical Simulation on Their Critical Thinking, Learning, and Confidence
Critical thinking has been a crucial outcome of nursing educational programs. Effective nurses should be knowledgeable about complex patient situations and confident in their skills. One teaching strategy recently adopted by some educators to develop nurses’ critical thinking, learning, and confidence is simulation. Simulation incorporates scenarios and case studies developed to replicate real-life clinical situations. Learners are asked to solve clinical problems and make critical decisions based on the information provided. Little research has been done on how simulation experiences promote critical thinking, learning, and confidence, especially in new graduate nurses. This study explored the perceptions of new graduate nurses of how clinical simulation developed their critical thinking skills, learning, and confidence throughout their hospital clinical training. Ten new baccalaureate-nursing graduates voluntarily participated in this study, which used an exploratory descriptive design. Assignment: Components of the PICOT
Data were collected by demographic questionnaires and semi-structured interviews and were analyzed using content analysis. Participants reported that simulation prepared them well to care confidently for critically ill patients. Simulation also helped them learn to make sound clinical decisions to improve patient outcomes. The findings have crucial implications for nursing education, practice, and research. They provide evidence to support the use of simulation as a teaching strategy to promote critical thinking skills, learning, and confidence.
Journal of Continuing Education in Nursing; (J Contin Educ Nurs) Kaddoura; 2010;41(11):506-516.
| P = Population | |
| I = Issue or Intervention of interest | |
| C = Comparison of interest | |
| O = Outcome | |
| T = Time for the intervention to achieve the outcome |
Abstract #3
Cypress, B. S. (2014). The emergency department: Experiences of patients, families, and their
nurses. Advanced Emergency Nursing Journal, 36(2), 164–176.
https://doi-org./10.1097/TME.00000000000000I
Research regarding the triad of nurses, patients, and family members looking at the lived emergency department experiences and their perspective of each from the other is notably absent In this study, M. van Manen’s (1990) hermeneutic phenomenological approach was used to explore, understand, and describe the lived experiences of nurses, patients, and family members during critical illness in the emergency department. Data were collected over a 6-month period by means of in-depth interviews. While nurses perceived that addressing the patient’s physiological deficit promptly is paramount in the emergency department, they also indicated that including family members as coparticipants in the care is equally important. Patients and family members perceived that communication, critical thinking, sensitivity, and caring are necessary for emergency department nurses. The study supports recognizing the patient and family as active participants in the patient s medical care, encouraging family member presence, and creating institutional policies for patient- and family-centered care. Assignment: Components of the PICOT
| P = Population | |
| I = Issue or Intervention of interest | |
| C = Comparison of interest | |
| O = Outcome | |
| T = Time for the intervention to achieve the outcome |