NRS 465 PICOT Question Development
NRS 465 PICOT Question Development – Step-by-Step Guide
The first step before starting to write the NRS 465 PICOT Question Development, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment.
It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.
How to Research and Prepare for NRS 465 PICOT Question Development
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list.
You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NRS 465 PICOT Question Development
The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NRS 465 PICOT Question Development
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.
How to Write the In-text Citations for NRS 465 PICOT Question Development
In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.
How to Write the Conclusion for NRS 465 PICOT Question Development
When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.
How to Format the Reference List for NRS 465 PICOT Question Development
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded, in sentence sentence care. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456
Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.
NRS 465 PICOT Question Development Instructions
The purpose of this assignment is to develop a PICOT question. A PICOT (Patient, Intervention, Comparison, Outcome and Time) question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process.
Using the “PICOT Question” template, formulate a PICOT question applying the PICOT format that addresses the approved clinical nursing problem from Topic 2. Read NRS 465 Topic 4 dq 1 here.
The PICOT question will provide a framework for your capstone project change proposal.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 3.1
Attachments
NRS-465-RS-T3-PICOTDevelopment.docx
NRS 465 PICOT Question Development Example
Picot Question
Among elderly American individuals who are aged 65 and above (P) in nursing homes, does the introduction of a multidisciplinary health education workshop (I) compared to standard care (C) lead to an increase in the adequate control of blood pressure, increased adherence to medication and an overall reduction in hypertension-related complications (O) over four months (T)?
PICOT Problem
The PICOT problem centers on examining the impact of introducing a multidisciplinary health education workshop, in comparison to standard care, among elderly American individuals aged 65 and above residing in nursing homes. The desired outcomes encompass achieving adequate blood pressure control, enhancing medication adherence, and reducing hypertension-related complications within four months.
In clinical care, this PICOT question addresses the pressing concern of suboptimal hypertension management among elderly nursing home residents. Clinical issues such as uncontrolled blood pressure, poor medication compliance, and heightened risk of hypertension-related complications loom large (Guasti et al., 2022). For this vulnerable population, these challenges lead to higher morbidity and a lower quality of life (Burnier & Aikaterini, 2023).
A multidisciplinary health education workshop is a promising example of an evidence-based strategy. This intervention intends to deliver targeted education and assistance to empower older individuals to effectively manage their blood pressure by utilizing the pooled experience of diverse healthcare professionals. In organizing and conducting these seminars, nursing interventions would ensure that residents receive essential knowledge and guidance.
The PICOT problem resonates throughout the patient care continuum. It envisages improved health outcomes, increased patient engagement, and heightened awareness of hypertension-related risks. The intervention aligns seamlessly with person-centered care, where patients’ preferences and needs are respected and integrated into the healthcare plan. From a healthcare organization perspective, this PICOT problem prompts a re-evaluation of existing protocols and interventions. It underscores the potential benefits of adopting a collaborative and educational approach to hypertension management.
Furthermore, it reinforces the notion that prevention and education are potent tools in reducing healthcare expenditures associated with complications arising from uncontrolled blood pressure. Within the realm of nursing practice, this PICOT question accentuates the significance of continuous learning and interdisciplinary collaboration. Nurses are pivotal in executing the proposed intervention, reinforcing their crucial contribution to patient education and health promotion (Adeyeye et al., 2022).
The Intervention
One nursing intervention that can address the identified PICOT problem is implementing a structured multidisciplinary health education workshop focused on hypertension management for elderly residents aged 65 and above in nursing homes. This intervention involves a collaborative effort among nurses, physicians, dietitians, and pharmacists to educate patients about hypertension, its complications, the importance of medication adherence, and lifestyle modifications. The workshops would include discussion-based sessions, individualized care plans, pharmaceutical counseling, food advice, and advice on physical activity. Nurses would be essential in planning, leading, and assessing these workshops to ensure patients receive thorough education and assistance.
Summary of Clinical Problem and Patient Outcome
The current clinical issue is the inadequate management of hypertension among seniors in nursing homes who are 65 years of age and older. Inadequate blood pressure management, noncompliance with recommended treatment regimens, and an increased risk of complications from hypertension, such as kidney damage, heart attack, and stroke, are some of the harmful health outcomes that may emerge from this issue. However, by addressing this clinical issue through the implementation of a multidisciplinary health education workshop, a favorable patient outcome is feasible.
The intended program would provide senior citizens with the knowledge, inspiration, and help they need to regulate their blood pressure successfully. This training would involve understanding the importance of taking prescribed drugs exactly as prescribed, adopting healthy lifestyle adjustments, and spotting potential complications. Patients will likely benefit from this intervention in terms of improved blood pressure control, improved adherence to treatment regimens, and reduced hypertension complications. Finally, a positive patient outcome includes enhanced quality of life, less morbidity, and greater autonomy and participation in their healthcare, addressing the clinical problem and improving overall well-being for this vulnerable population (Delavar et al., 2020).
Imagine a patient population in a separate nursing home that does not get an organized health education program to compare the impact of the intervention. Throughout four months, the nursing home implementing the intervention might expect a rise in medication compliance, improved blood pressure management, and fewer hypertension-related issues among its residents. However, without the intervention, the scenario in the nursing home can stay the same, with uncontrolled blood pressure, inconsistent medication use, and a greater likelihood of complications. The nursing home with the intervention may eventually show a statistically significant improvement in health outcomes compared to the nursing home without the intervention.
The nursing intervention would require careful planning and implementation. The transformation process would require several steps, including finishing a preliminary needs assessment, preparing training materials and sessions, instructing the healthcare team on their responsibilities, and delivering the workshops to residents. Nurses would need to make sure that the workshops are customized to the needs and preferences of the elderly population, taking into account their physical and cognitive limitations (Zafar et al., 2021). Ongoing monitoring and evaluation would be necessary to determine if the intervention was beneficial and to make any necessary adjustments.
References
Adeyeye, E., Kapil, V., & Lobo, M. D. (2022). Hypertension. Medicine, 50(7). https://doi.org/10.1016/j.mpmed.2022.04.002
Burnier, M., & Aikaterini Damianaki. (2023). Hypertension as Cardiovascular Risk Factor in Chronic Kidney Disease. 132(8), 1050–1063. https://doi.org/10.1161/circresaha.122.321762
Delavar, F., Pashaeypoor, S., & Negarandeh, R. (2020). The effects of self-management education tailored to health literacy on medication adherence and blood pressure control among elderly people with primary hypertension: A randomized controlled trial. Patient Education and Counseling, 103(2), 336–342. https://doi.org/10.1016/j.pec.2019.08.028
Guasti, L., Ambrosetti, M., Ferrari, M., Marino, F., Ferrini, M., Sudano, I., Tanda, M. L., Parrini, I., Asteggiano, R., & Cosentino, M. (2022). Management of hypertension in the elderly and frail patient. Drugs & Aging, 39(10), 763–772. https://doi.org/10.1007/s40266-022-00966-7
Zafar, H., Hall, P., Sengupta, R., Dineen, B., Houlihan, A., Sharif, R., Gibson, I., & Sharif, F. (2021). Patient empowerment through community-based hypertension educational programme in the West of Ireland. SN Comprehensive Clinical Medicine, 3(5), 1096–1105. https://doi.org/10.1007/s42399-021-00846-y
