Remote Collaboration and Evidence-Based Care

Assessment 3 Instructions: PICO(T) Questions and an Evidence-Based Approach • • PRINT 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). 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. You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and selfassessment and demonstrates your engagement in the course. 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. • Explain the findings from articles or other sources of evidence. Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision. • Identify sources of evidence that could be potentially effective in answering a PICO(T) question. • 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. • 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. • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Reference Boswell, C., Cannon, S. (2015). 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 to 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 PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) 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 the 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 [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. • 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 the current APA style. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course. • Resources: PICO(T) Process PRINT 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. 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). Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1–14. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167170 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. Resources: PICO(T) Process • • PRINT 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. • 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). Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1–14. https://journals.plos.org/ploso ne/article?id=10.1371/journal. pone.0167170 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. Jones & Bartlett Learning. The resources below explore communicating research: • • • • Bullington, J., Söderlund, M., Elisabeth Bos Sparén, Kneck, Å., Omérov, P., & Cronqvist, A. (2019).

Communication skills in nursing: A phenomenologicallybased communication training approach. Nurse Education in Practice, 39, 136-141. • This article presents the approach to communication in clinical situations and also discusses the barriers related to nurses sharing and communicating. Gutiérrez-Puertas, L., MárquezHernández, V.,V., GutiérrezPuertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational interventions for nursing students to develop communication skills with patients: A systematic • review. International Journal of Environmental Research and Public Health, 17(7), 2241. • This article provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective. 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. http://www.nln.org/profession al-developmentprograms/teachingresources/ace-d/unfoldingcases National League for Nursing. (n.d.). Unfolding cases: Advancing care excellence for seniors. http://www.nln.org/profession al-developmentprograms/teachingresources/ace-s I just need the script, based on the instructions, for this assignment I will make the video Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care PRINT Create a 5-10 minute video of yourself, as a presenter, in which you will propose an evidencebased plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care. As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work.

Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration. 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 2: Analyze the relevance and potential effectiveness of evidence when making a decision. Reflect on which evidence was most relevant and useful when making decisions regarding the care plan. Competency 3: Apply an evidence-based practice model to address a practice issue. Explain the ways in which an EBP model was used to help develop the care plan. Competency 4: Plan care based on the best available evidence. Propose an evidence-based care plan to improve the safety and outcomes for a patient. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style. Professional Context Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care. Scenario The Vila Health: Remote Collaboration on Evidence-Based Care simulation provide the context for this assessment. Instructions Before beginning this assessment, make sure you have worked through the following media: Vila Health: Remote Collaboration on Evidence-Based Care. You may wish to review Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models, which help explain the various evidence-based nursing models. For this assessment, you are a presenter! You will create a 5–10-minute video using Kaltura or similar software. In the video: Propose an evidence-based care plan that you believe will improve the safety and outcomes of the patient in the Vila Health Remote Collaboration on Evidence-Based Care media scenario. Discuss the ways in which an EBP model and relevant evidence helped you to develop and make decision about the plan you proposed Wrap up your video by identifying the benefits of the remote collaboration in the scenario, as well as discuss strategies you found in the literature or best practices that could help mitigate or overcome one or more of the collaboration challenges you observed in the scenario. Be sure you mention any articles, authors, and other relevant sources of evidence that helped inform your video. Important: You are required to submit an APA-formatted reference list of the sources you cited specifically in your video or used to inform your presentation. The following media is an example learner submission in which the speaker successfully addresses all competencies in the assessment. Exemplar Kaltura Reflection. Please note that the scenario that the speaker discusses in the exemplar is different from the Vila Health scenario you should be addressing in your video. So, the type of communication expected is being model, but the details related to the scenario in your submission will be different. Make sure that your video addresses the following grading criteria: Propose an evidence-based care plan to improve the safety and outcomes for a patient based on the Vila Health Remote Collaboration on Evidence-Care media scenario. Remote Collaboration and Evidence-Based Care

Explain the ways in which an EBP model was used to help develop the care plan. Reflect on which evidence was most relevant and useful when making decisions regarding the care plan. Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style. Refer to Using Kaltura [PDF] as needed to record and upload your video. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment. Additional Requirements Your assessment should meet the following requirements: Length of video: 5–10 minutes. References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements. APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course. Resources: Communication • • PRINT The resources below explore communication in health care: • Ratna, H. (2019). The importance of effective communication in healthcare practice. Harvard Public Heath Review, 23. • http://harvardpublichealthrevi ew.org/healthcommunication/ • This articles discusses the importance of communication in healthcare by presenting approaches to communication as well as discussing barriers. • Cayley, W. (2018). Four evidence-based communication strategies to enhance patient care. https://www.aafp.org/fpm/20 18/0900/p13.html. • This article presents four difference evidencebased strategies to approach patients and communicate with patients. The resources below explore EBP models and examples of their application: • NewsRx. (2017, Jul 07). Nursing – evidence-based nursing; studies from university of iowa add new findings in the area of evidence-based nursing (Iowa model of evidence-based practice: Revisions and validation). Health & Medicine Week. • This article examines the Iowa model for EBP. Remote Collaboration and Evidence-Based Care

The specific example in which the model is presented is oncology nursing, but there are valuable lessons to learn about applying evidence-based • • • models to nursing practice no matter what your personal focus might be. Indra, V. (2018). A review on models of evidence-based practice. Asian Journal of Nursing Education and Research, 8(4), 549-552. • In this paper, review on models of evidencebased practice is discussed. Cacchione, P., Jayakumar, K., Lavenberg, J., Leas, B., Mitchell, M., Mull, N., & Umscheid, C. (2019). Impact of a hospital evidence-based practice center (EPC) on nursing policy and practice. Worldviews Evid Based Nurs, 16(1), 4-11. • This article examines evidence-based practice center work to inform nursing policy and practice. Chan, E., Glass, G. F., & Phang, K. N. (2020). Evaluation of a hospital-based nursing research and evidence-based practice mentorship program on improving nurses’ knowledge, attitudes, and evidence-based practice. The Journal of Continuing Education in Nursing, 51(1), 46-52. Remote Collaboration and Evidence-Based Care

• This article presents nine nurses in an acute hospital in Singapore that participated in a mentorship program throughout 2015. The • evidence-based practice questionnaire was used to measure the program’s effectiveness. This article examines how using an evidencebased model can help in the implementation of care guidelines. • Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/ 0004020/Subjects/EBP%20Ch anges%20project.pdf • This website explains the various evidence-based nursing models. • Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.spring erpub.com/content/book/9780-8261-2759-4/backmatter/bmatter1 • This website also explains the various evidence-based nursing models. The resources below explore technology and telehealth resources: • Peters, M. D. J. (2018). Engaging nurses and midwives with evidence-based healthcare. Australian Nursing and M ..Remote Collaboration and Evidence-Based Care