NR730 The PICOT Question: A Building Block of the DNP Project Essay

NR730 The PICOT Question: A Building Block of the DNP Project Essay

Attention-deficit hyperactive disorder (ADHD) is a neurodevelopmental disorder that affects a significant number of children worldwide. ADHD poses significant challenges in various aspects of a child’s life, including academic performance, social interactions, and emotional well-being (Español-Martín et al., 2023). This paper will address the project’s PICOT question, analyze how it addresses the identified practice problem, and evaluate how the outcome aligns with evidence-based interventions.

The PICOT question for this change project is: For children under 12 years diagnosed with attention deficit hyperactivity disorder (ADHD), does behavioral parent training (BPT) compared with medication therapy alone improve treatment outcomes as measured by the impairment rating scale scores after three months? The complex nature of the ADHD necessitates a multimodal treatment approach. Despite the growing evidence supporting the effectiveness of BPT for children with ADHD, its adoption and integration into routine care in outpatient mental clinics have been limited. This represents a significant practice problem that hinders the potential benefits that BPT can provide to children and families.

According to Yao et al. (2022), BPT is grounded in behavioral therapy principles and emphasizes parent involvement in implementing behavior modification techniques. It aims to enhance parents’ understanding of ADHD, teach them strategies to reinforce positive behaviors and provide guidance on managing challenging behaviors. Morgan and O’Keefe (2021) also highlight that incorporating BPT into the treatment plan equips parents with strategies and skills to effectively manage their child’s behavior and address the holistic needs of children with ADHD.

The PICOT question in this DNP change project directly addresses the identified practice problem of limited adoption and integration of behavioral parent training (BPT) as an adjunctive intervention for children diagnosed with ADHD in outpatient mental clinics. By evaluating the impact of BPT compared to medication therapy alone on children under 12 years diagnosed with ADHD, the project aims to determine whether BPT improves treatment outcomes, specifically measured by the impairment rating scale scores after three months. This aligns with evidence-based interventions as BPT has been recognized as an effective intervention for ADHD and has shown positive outcomes in improving child behavior and reducing ADHD symptoms.



Español-Martín, G., Mireia Pagerols, Prat, R., Rivas, C., Josep Antoni Ramos-Quiroga, Casas, M., & Bosch, R. (2023). The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population. Frontiers in Psychiatry, 14.

Morgan, T. C., & O’Keefe, L. C. (2021). Does a behavioral parent training program for parents of ADHD children improve outcomes? A pilot project. Comprehensive Child and Adolescent Nursing, pp. 1–11.

Yao, A., Shimada, K., Kasaba, R., & Tomoda, A. (2022). Beneficial effects of behavioral parent training on inhibitory control in children with attention-deficit/hyperactivity disorder: A small-scale randomized controlled trial. Frontiers in Psychiatry, 13.


The PICOT Question: A Building Block of the DNP Project



The purpose of this assignment is to examine a PICOT question, which will serve as the mechanism for the development of the DNP practice change project.


Reflect on your readings this week and respond to the following:

State your proposed DNP practice change project PICOT question.

Examine how your PICOT question addresses the identified practice problem.

Evaluate how the outcome identified in your PICOT question aligns with the evidence-based intervention.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program outcomes:

Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)

Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)

Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)

Appraises current information systems and technologies to improve health care. (POs 6, 7)

Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

Apply clinical scholarship methodologies for designing, developing, implementing, and evaluating quality improvements and the translation of evidence-based practice, to improve healthcare outcomes at the micro, meso, or macrosystem level. (PCs 1, 3, 5; POs 3, 5, 9)

Appraise and synthesize the highest level of evidence available to improve the quality, cost-effectiveness, and healthcare outcomes of diverse populations. (PCs 1, 2, 3, 4, 6, 8; POs 4, 5, 6, 8)

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