NURS 350 Discuss Clinical Issue and Research Questions Using PICOT

NURS 350 Discuss Clinical Issue and Research Questions Using PICOT

NURS 350 Discuss Clinical Issue and Research Questions Using PICOT

PICOT Questionnaire

The purpose of this paper is to discuss student success on a nursing research course assignment using PICOT questions. Nursing student success is promoted by faculty who provide quality instruction and feedback (Rolf, Kroposki, & Watson, 2019). This paper includes a discussion of the use of faculty review of student work prior to assignment submission. To address how this might improve student success, PICOT questions are provided.

Background

According to Khoza and Mathevula (2014), the transition to nursing courses is difficult for students and that faculty support can help students adapt. When the instructor provides guidance on assignments, students’ motivation and self-esteem improve, especially when the topic is new to the student (Khoza & Mathevula, 2014). According to Khoza and Methevula (2014), faculty members’ understanding of the challenges students face can be demonstrated in the classroom and will foster student success.
Giving students clear instructions and outlining expectations demonstrates understanding and empathy.

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Feedback provided as part of the grading process on written assignments may be perceived as a focus on mistakes and has been linked to negative reactions reported by college students (Baker & Zuvela, 2013).
Baker and Zuvela (2013) introduced the concept of feedforward, which is a strategy that allows students to benefit from instructors’ advice before completing an assignment. This gives students a clear understanding of what is expected of them for an assignment.
Feedforward strategies, which include the use of exemplars as demonstrated in this paper, have been linked to student success.

Importance in Nursing

The key to addressing the global nursing shortage is to keep students in nursing programs and to make nursing student completion easier (Walker, 2016).
Retaining nursing students is contingent on assisting them in surviving the rigors of nursing school.
Walker (2016) emphasized the significance of nursing student success and retention to not only individual students and nurse educators, but also to members of society as a whole.
The nursing shortage is not expected to end anytime soon, and the demand for nurses is expected to increase (Walker, 2016).

Individual assignment success contributes to nursing students’ program engagement and self-confidence (Khoza & Mathevula, 2014).
This confidence can then be translated into success in all courses and, eventually, success on the National Council Licensure Examination (NCLEX), which is required of all nurses seeking to practice as professional nurses in the United States.
Combating the nursing shortage through student success and retention begins with individual assignment success within a nursing program.
Nursing faculty can help foster this success by employing the feedforward technique.

PICOT Test Questions

The PICOT model allows you to ask specific questions about specific interventions and how those interventions may lead to specific outcomes (Schmidt & Brown, 2015).
Three PICOT questions are presented here, all of which are about the feedforward technique and how it relates to student success and motivation to participate.

Does faculty review of PICOT questions prior to students completing the assignment in a NUR 350 course, as opposed to no review, influence student grades on the assignment during Week 2 of the course?

Does placing an Announcement in the course about faculty review of PICOT questions versus sending an email to students influence the number of students submitting PICOT questions to the faculty during Week 2 of a NUR 350 course?

Does placing an Announcement in the course about faculty review of PICOT questions versus sending a Remind text to students influence the number of students submitting PICOT questions to the faculty during Week 2 of the course for students in a NUR 350 course?

Conclusion

The importance of student success and retention in nursing programs in addressing the nursing shortage has been identified (Walker, 2016).
Student retention is linked to student engagement and student-faculty communication (Khoza & Mathevula, 2014).
Baker and Zuvela (2013) identified the feedforward technique as a method for increasing student engagement and self-confidence, which in turn leads to increased retention.
This paper presented PICOT questions that investigated the use of the feedforward technique to help students feel good about interactions with faculty and confident about their ability to complete an assignment in a NUR 350 course.

References

D. J. Baker and D. Zuvela (2013).
Feedforward strategies in online and distributed learning environments during the first year.
Higher Education Assessment and Evaluation, 38(6), 687–697.

M. Rolf, M. Kroposki, and S. Watson (2019).
A quantitative assessment of variables related to student success in a baccalaureate nursing program based on mastery learning.
959-965 in Nursing Open, 6(3).

N.A. Schmidt and J.M. Brown (2015).
Nurses Should Use Evidence-Based Practice.
(3rd ed.)
Jones & Bartlett Learning, Sudbury, MA

L. P. Walker (2016).
A Bridge to Success: An Improvement Course in Nursing Student Success Strategies.
Nursing Education, 55(8), pp. 450-453.

The Clinical Issue and Research Questions Using PICOT

PICOT is an acronym used to help develop clinical research questions and guide you in your search for evidence:

P = Patient population

I = Intervention or issue of interest

C = Comparison of interventions or comparison of interests

O = Outcome

T = Time frame

For example, you may wish to research if the timing of IV tubing changes affects the development of CLABSI, using this PICOT model:

In _____(P), what is the effect of _____(I) on ____(O) compared with _____(C) within ______ (T)?

In patients on the acute care medical surgical floor (P), what is the effect of changing continuous IV tubings every 96 hours (I) on the incidence of CLABSI (O) versus every changing continuous IV tubings every 48 hours (C) during a 6-month tracking period (T)?

Assignment Directions

Begin by selecting a topic in nursing or medicine that is of interest to you. Next, use PICOT to format possible research questions about that topic. Provide three possible PICOT research questions related to the chosen topic (each question will have a different direction on the same topic).

Include the following:

Provide a brief description of the topic and background information.

Explain the significance of the topic to nursing practice.

Provide three clearly stated PICOT questions.

Your paper should:

Include a Title page and a Reference page.

Be 2–3 pages (not including the title page and reference list).

Use current APA Style to format your paper and to cite your sources.

Review the rubric for further information on how your assignment will be graded.

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Whether they’re finishing advanced studies in nursing school or working in a professional clinical setting, registered nurses (RNs) begin their research queries using an evidence-based practice framework developed from a well-constructed PICOT question.

The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome and (sometimes) time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer.

“The question needs to identify the patient or population we intend to study, the intervention or treatment we plan to use, the comparison of one intervention to another (if applicable) and the outcome we anticipate,” Kathy A. Jensen, MHA, RN, wrote in EBSCO Health’s whitepaper, “7 Steps To The Perfect Pico Search.” “Once a well-structured question is formulated, researchers will be in a better position to search the literature for evidence that will support their original PICO question.”

For RNs who are training in a doctor of nursing practice (DNP) program, including an online DNP program, learning how to develop a comprehensive PICOT question is essential to nurse manager competencies. DNP students study PICOT question examples to determine the best process for crafting a question and finding an answer.

Learning the PICOT Process

The PICOT process generally begins with a vague clinical query. Each element of the process helps develop a well-structured question. Once established, researchers can search for evidence that will help answer the inquiry.

The elements of a PICOT question are:

P (Patient, population or problem)

Who or what is the patient, population or problem in question?

I (Intervention)

What is the intervention (action or treatment) being considered?

C (Comparison or control)

What other interventions should be considered?

O (Outcome or objective)

What is the desired or expected outcome or objective?

T (Time frame)

How long will it take to reach the desired outcome?

Using the PICOT process helps develop a careful and thoughtful question that makes the search for evidence easier, the University of Oxford’s world-renowned Centre for Evidence-Based Medicine said.

“The well-formed question makes it relatively straightforward to elicit and combine the appropriate terms needed to represent your need for information in the query language of whichever searching service is available to you,” the University of Oxford author said. “Once you have formed the question using the PICO structure, you can think about what type of question it is you are asking, and therefore what type of research would provide the best answer.”

Steps to the PICOT Process

In developing a PICOT question, researchers must identify a need or a reason for the study. In the EBSCO Health whitepaper, the general example used is this: A committee decides to conduct a case study to determine whether postoperative gum chewing for abdominal surgery patients can prevent postoperative ileus (lack of intestinal movement).

With the scenario in mind, researchers use seven steps to the PICOT search:

  1. Formulate the PICOT question in general terms: Based on the EBSCO Health example, the research question would be, “In patients recovering from abdominal surgery, is there evidence that suggests gum-chewing postoperatively, compared to not chewing gum, impacts postoperative ileus?”
  2. Identify the keywords for the PICOT mnemonic:
    P – Patients recovering from abdominal surgery
    I – Gum chewing
    C – Not chewing gum
    O – Impacts post-operative ileus
  3. Plan the search strategy: With the question in mind, researchers consider which databases and other search sites they might use to find information and answers. Researchers use strategies to maximize their search terms such as looking up synonyms and phrases that mean the same thing.
  4. Execute a search: At first, researchers search each PICOT element individually. For example, when researching patients recovering from abdominal surgery, use the search terms “abdominal surgery,” but also consider the search terms “recovery and postoperative.”
  5. Refine the results: Narrow the search results by limiting the works to pertinent content, such as articles from peer-reviewed journals or research documents.
  6. Review the content: Review the research results to establish if they have the necessary information to answer the PICOT question.
  7. Determine if research results meet standards: After reviewing the research results, determine whether they provide the best available evidence.

After the PICOT question is constructed and researched, the information garnered is used to determine which type of study is most appropriate. Study types include meta-analysis, systematic review, randomized controlled trial, cohort study, case-control study and case report.

“The actual search for high-quality clinical research evidence can be overwhelming to many,” Jensen said in the EBSCO Health whitepaper. “By utilizing the PICO format, the search process will be streamlined and will yield the best available evidence to support clinical decisions and explore alternative treatments and procedures.”

Significance of topic to nursing
Nurses have always played an important role when it comes to working with patients who
are hospitalized due to substance abuse, rehabs, or other addiction centers. They are a part of
every step of addiction that ranges from promotion all the way through to recovery (The role of
nurses in substance abuse, 2018). There are four comprehensive approaches and they promotion,
prevention, treatment, and recovery. During these approaches nurses “provide information and
resources to a patient, implementing education programs in the community, working on teams in
treatment and recovery programs, and encountering individuals as they recover in their
communities” (The role of nurses in substance abuse, 2018). According to Duquesne University
other job duties a substance abuse nurse will encounter are “monitoring patient treatments,
administer medications, speak with patients regarding eight programs, educate on the dangers of
drugs, alcohol, or addiction, and provide support to patients” (Substance abuse, 2020).
PICOT Research Questions
A minimum of three PICOT questions were made for the topic of addiction using the
PICOT formula set. These are my questions that I formulated
In drug addicted patients, what is the effect in a 12-step program compared to a patient
not in a 12-step program affect sobriety within the first year of trying to become sober?
In drug addicted patients how does patients detoxing in rehab compared to a patient not
detoxing in rehab influence sobriety over a five-day period. Does addiction in younger adults 18
years or younger influence relapse