Rasmussen College Nursing Practice PICOT Question and Evidence Based Model
Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.
Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question. PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation. It stands for: • P – Patient/population/problem. • I – Intervention. • C – Comparison (of potential interventions, typically). • O – Outcome(s). • T – Time frame (if time frame is relevant). The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). Nursing Practice PICOT Question and Evidence Based Model
From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.
Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies. o • • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision. o Identify sources of evidence that could be potentially effective in answering a PICO(T) question. o Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Competency 3: Apply an evidence-based practice model to address a practice issue. o • Explain the findings from articles or other sources of evidence. Define a practice issue to be explored via a PICO(T) approach. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. o Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Reference Boswell, C., & Cannon, S. (2015). Nursing Practice PICOT Question and Evidence Based Model
Introduction to nursing research. Burlington, MA: Jones & Bartlett Learning. Professional Context As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. Scenario For this assessment, please use an issue of interest from your current or past nursing practice. If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment. Instructions For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it.
Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question. If you need some structure to organize your initial thoughts and research, the Blank PICO Worksheet document (accessible from CQ University Australia’s Evidence Based Practice page) might be helpful. In your submission, make sure you address the following grading criteria: • Define a practice issue to be explored via a PICO(T) approach. • Identify sources of evidence that could be potentially effective in answering a PICO(T) question. • Explain the findings from articles or other sources of evidence. • Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
• Assessment 3 Example 1 [PDF]. Additional Requirements Your assessment should meet the following requirements: • Length of submission: Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it. A title page is not required but you must include a reference list. • Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. • APA formatting: Format references and citations according to current APA style. Please follow rubric PICO(T) Questions and an Evidence-Based Approach Scoring Guide CRITERIA Define a practice issue to be explored via a PICO(T) approach. NONPERFORMANC E Does not define a practice issue. BASIC PROFICIENT Defines a practice issue, but does not frame it within the context of a PICO(T) question or approach. Defines a practice issue to be explored via a PICO(T) approach. DISTINGUISHE D Defines a practice issue to be explored via a PICO(T) approach. Notes how the exploration of the practice issue will benefit from a PICO(T) approach. CRITERIA NONPERFORMANC E BASIC PROFICIENT DISTINGUISHE D Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Does not identify sources of evidence. Identifies sources of evidence, but does not connect them to the PICO(T) question, or the connection is unclear. Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Presents criteria or rational used to determine potential to answer the PICO(T) question. Nursing Practice PICOT Question and Evidence Based Model
Explain the findings from articles or other sources of evidence. Does not list the findings from articles or other sources of evidence. Lists the findings from articles or other sources of evidence, but does not offer a full explanation. Explains the findings from articles or other sources of evidence that are relevant to a PICO(T) question. Explains the findings from articles or other sources of evidence that are relevant to a PICO(T) question. Notes which sources are the most credible. Explain the relevance of the findings from chosen sources of evidence to making decision related to a Does not identify the relevance of the findings from chosen sources of evidence. Identifies the relevance of the findings from chosen sources of evidence, but does not offer a full explanation. Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Notes which findings are the most relevant or CRITERIA NONPERFORMANC E BASIC PROFICIENT DISTINGUISHE D likely to lead to positive outcomes. PICO(T) question.
Communicat e using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Does not communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style. Communicate s using unclear or illogical writing that contains many errors in grammar or APA style. Communicate s using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Communicates using writing that is clear, logical, and professional, with correct grammar and spelling, using error-free, current APA style. The resources below explore the PICO(T) process: • Abbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey. Wound Repair & Regeneration, 25(5), 892–900. o • This article presents a study that examined the use of PICO(T) questions to locate evidence related to specific types of resources and research. Ho, G. J., Liew, S. M., Ng, C., Shunmugam, R., & Glasziou, P. (2016). Nursing Practice PICOT Question and Evidence Based Model
Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1–14. Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167170 o This article presents a study comparing the use of PICO(T) questions in a literature search to other search strategies. This first two chapters in the following text, of which the Capella library has limited copies, could be helpful in expanding your knowledge regarding the PICO(T) process. • Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones & Bartlett Learning. The resources below explore communicating research: • Joyce, M. (2015). Using narrative in nursing research. Nursing Standard (2014+), 29(38), 36–41. o • This article discusses the value of using narrative (that is, story-telling) to improve communication of qualitative research. Timmins, F. (2015). Disseminating nursing research. Nursing Standard (2014+), 29(48), 34–39. o This article discusses barriers related to nurses sharing and communicating their research, and strategies to overcome those barriers. If you choose not to use a problem from your practice experience as the basis of this assessment, consider reviewing the following case studies: • National League for Nursing. (n.d.). Unfolding cases: Advancing care excellence for persons with disabilities. Retrieved from http://www.nln.org/professional-development-programs/teachingresources/ace-d/unfolding-cases • National League for Nursing. (n.d.). Unfolding cases: Advancing care excellence for seniors. Retrieved from http://www.nln.org/professional-development-programs/teachingresources/ace-s … Nursing Practice PICOT Question and Evidence Based Model