Assignment: NUR 550 Topic 4 Benchmark - Evidence-Based Practice Project: PICOT Paper

Assignment: NUR 550 Topic 4 Benchmark – Evidence-Based Practice Project: PICOT Paper

Refer to the PICOT you developed for your evidence-based practice project proposal in the Evidence-Based Practice Project Proposal: PICOT assignment in Topic 3. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

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Write a 750-1,000-word paper that describes your PICOT. Include the following:

Describe the population’s demographics and health concerns.

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Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.

Compare your intervention to previous practice or research.

Explain what the expected outcome is for the intervention.

Describe the time for implementing the intervention and evaluating the outcome.

Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.

Create an appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.

Complete the “APA Writing Checklist,” located in Class Resources, to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as the final appendix at the end of your paper.

Refer to “Evidence-Based Practice Project Proposal – Assignment Overview,” located in Class Resources, for an overview of the evidence-based practice project proposal assignments.

You are required to cite four to six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines 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.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN

4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.

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Benchmark – Evidence-Based Practice Project: PICOT Paper – Rubric

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Rubric Criteria

Total150 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Population Demographics and Health Concerns

0 points

The demographics and health concerns for the population are not described.
6 points

The demographics and health concerns for the population are incorrect or only partially described.

6.6 points

The demographics and health concerns for the population are summarized. More information and supporting evidence are needed.

6.9 points

The demographics and health concerns for the population are described using sufficient evidence.
7.5 points

The demographics and health concerns for the population are accurate and thoroughly described using substantial evidence.

Proposed Evidence-Based Intervention

Proposed Evidence-Based Intervention
0 points

The proposed evidence-based intervention is omitted.

15.6 points

The proposed evidence-based intervention is incomplete. It is unclear how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
17.16 points

The proposed evidence-based intervention is outlined. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is general. Some aspects are unclear. More information is needed.
17.94 points

The proposed evidence-based intervention is described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is adequate. Some detail is needed for clarity or accuracy.
19.5 points

The proposed evidence-based intervention is well-developed and clearly described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is thorough.

Comparison of Intervention to Current Research

0 points

Comparison of intervention to previous practice or research is omitted.

14.4 points

Comparison of intervention to previous practice or research is incomplete.
15.84 points

Comparison of intervention to previous practice or research is generally presented. Some areas are vague.

16.56 points

Comparison of intervention to previous practice or research is adequately presented.
18 points

Comparison of intervention to previous practice or research is thorough and clearly presented.

Expected Outcome for Intervention

0 points

The expected outcome is for the intervention is omitted.

12 points

The expected outcome is for the intervention is incomplete.

13.2 points

The expected outcome is for the intervention is summarized. More information and supporting evidence is needed.

13.8 points

The expected outcome for the intervention is explained using sufficient evidence.
15 points

The expected outcome for the intervention is thoroughly explained using substantial evidence.

Time Estimated for Implementing Intervention and Evaluating Outcome

0 points

A description of the timeline is not included.

12 points

A description of the timeline is incomplete or incorrect.
13.2 points

A description of the timeline is included but lacks evidence.
13.8 points

A description of the timelines is complete and includes a sufficient amount of evidence.
15 points

A description of the timeline is extremely thorough with substantial evidence.

Support (B) (B)

Support for Population Health Management for Selected Population (C 4.1) (C4.1)
0 points

12 points

13.8 points

Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is adequate. Some detail is needed for accuracy or clarity.
15 points

Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is thorough. The narrative is insightful and demonstrates an understanding of how the various aspects contribute to population health management for selected populations.

Appendix

Appendix
0 points

The appendix and required resources are omitted.

6 points

The APA Writing Checklist and PICOT are attached, but an appendix has not been created. The paper does not reflect the use of the APA Writing Checklist during development.
6.6 points

The APA Writing Checklist and PICOT are attached in the appendix. The APA Writing Checklist was generally used in development of the paper, but some aspects are inconsistent with the paper format or quality.

6.9 points

The APA Writing Checklist and PICOT are attached in the appendix. It is apparent that the APA Writing Checklist was used in development of the paper.

7.5 points

The APA Writing Checklist and PICOT are attached in the appendix. It is clearly evident by the quality of the paper that the APA Writing Checklist was used in development.

Required Sources

0 points

Sources are not included.

6 points

Number of required sources is only partially met.

6.6 points

Number of required sources is met, but sources are outdated or inappropriate.

6.9 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

7.5 points

Number of required resources is met. Sources are current and appropriate for the assignment criteria and nursing content.

Thesis Position or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

8.4 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

9.24 points

The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.
9.66 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
10.5 points

The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.

Development and Structure

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
9.6 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

10.56 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
11.04 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.
12 points

The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
6 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

6.6 points

Relevant evidence that includes other perspectives is used.
6.9 points

Specific and appropriate evidence is included. Other perspectives are integrated.
7.5 points

Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

6 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
6.6 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
6.9 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

7.5 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
0 points

Appropriate format is not used. No documentation of sources is provided.

6 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

6.6 points

Appropriate format and documentation are used, although there are some obvious errors.

6.9 points

Appropriate format and documentation are used with only minor errors.
7.5 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

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NUR 550 Benchmark – Evidence-Based Practice Project: PICOT Paper

Nosocomial infections pose safety threats to patients in diverse healthcare settings, especially for geriatrics nurses. Evidence-based practice (EBP) approaches and interventions allow healthcare providers to implement the best approaches to address identified problems like hospital-associated infections (HAIs) among older patients in diverse healthcare settings (Stewart et al., 2022). Hand hygiene education and interventions allow nurses and patients in such settings to reduce and prevent infections that can pose serious challenges to patient safety and quality of care. The purpose of this paper is to describe the developed PICOT question to address nosocomial infections among older patients that involves hand hygiene education and associated interventions for healthcare providers.

Population’s Demographics and Health Concerns

The population demographic for the proposed evidence-based practice (EBP) intervention entails older adults over 65 years who get hospital-acquired infections in inpatient settings. These infections may come mainly from healthcare providers, especially nurses, who do not adhere to hand hygiene measures and initiatives like effective hand washing with soap and water and alcohol-based hand sanitizers (CDC, 2023). As such, hospital-acquired infections are a core concern for this population because of their vulnerability emanating from compromised or weak immunity.

Proposed EBP Intervention and Incorporation of Health Policies

The proposed evidence-based intervention is a hand hygiene education program focused on helping nurses reduce and prevent infections in patients. Hand hygiene measures among healthcare providers are essential as they help maintain patient safety and reduce susceptibility to infections. Healthcare providers like nurses should sanitize and ensure that their hands are clean as they deal with patients. The Centers for Disease Control and Prevention (CDC) asserts that hand hygiene measures protect healthcare providers and those getting care from spreading germs, including those resistant to antibiotics. Kim et al. (2023) and Harun et al. (2023) observe that hand hygiene (HH) measures are critical to improving patient safety with healthcare workers expected to even wash their hands 100 times during a normal nursing shift to protect themselves and patients.

The proposed intervention integrates health policies like the Healthy People 2030, and organizational policies and practices on infection control and patient safety. The Healthy People 2030 policy implores healthcare providers to develop interventions to reduce and prevent infectious diseases that spread due to noncompliance to hand hygiene measures (ODPHP, 2023). The policy also has a healthcare-associated infections workgroup that focuses on reducing and preventing HAI infections including hospital-acquired infections, bloodstream infections, and inappropriate use of antibiotics in outpatient settings.

The intervention also integrates goals that support healthcare equity for the older population in inpatient settings who are susceptible to infections by prioritizing resources and education programs for nurses to reduce infection transmission through hand washing (Al Sawafi, 2021). Nurses as a core part of health equity should protect all populations and implement evidence-based interventions to reduce costs, improve quality of care, and ensure accessibility. The proposed intervention is categorical that nurses will embrace safety procedures at the primary level to reduce the adverse effects of hospital-acquired infections among these patients.

Comparison of Intervention to Previous Practice or Research

The intervention compares to normal practice where hand hygiene procedures and processes are not the core component of patient safety aspects in healthcare settings. As demonstrated through existing literature, close to 60% of healthcare workers, especially nurses, and physicians, despite being in close contact with patients, do not comply with hand hygiene measures and policies in their organizations (Harun et al., 2023). Consequently, healthcare workers (HCWs) in such settings expose themselves and patients to infections. As such, this intervention seeks to change the practice now and integrate effective hand hygiene measures to protect patients in inpatient settings with a compromised immune system due to aging.

Expected outcomes for the Intervention

The proposed intervention is expected to drastically reduce the rate of hospital-acquired infections among the patients in the facility. The intervention will also reduce the susceptibility of patients to exposure to possible infections from healthcare workers (HCWs), especially if they adhere to the provided provisions and measures. Studies by Duono et al. (2023) and Al-Anazi et al. (2022) illustrate that effective hand hygiene measures by staff and nurses, including attitudes and knowledge, have a positive correlation with reduced infections in healthcare settings. Therefore, the proposed intervention will reduce and prevent infections among the selected population or demographic.

Time and Evaluation of the Intervention

The proposed time for the intervention is three months during which the facility and its management will implement an education program and related measures to reduce and prevent hospital-associated infections (HAIs) among the patients. The evaluation of the program will entail feedback from nurses and patients using a survey questionnaire. The patients will provide feedback on their experiences of new measures and data collected about the number of infections before and after the implementation (Stewart et al., 2022). A reduction in the rate of infections will illustrate the effectiveness of the intervention.

Nursing Science, SDOH, & Data

Nursing science and social determinants of Health (SDOH) support population health management for the chosen population in critical ways. They help identify sources of infections and development of evidence-based interventions to address the problem. For instance, SDOH shows that most nurses ignore these measures and have an attitude of compliance. Therefore, they require more education to re-ignite their perspectives on infections and their control. Data emanating from epidemiology, genomes, and genes is necessary to understand how infections develop, interact, spread, and affect the selected population. For instance, epidemiologic data supports the health management of this population as it shows transmission aspects like host, agent, and environment (Kim et al., 2023). Genomic data assists in understanding various infections transmissible to the population while genetic data offers information on the development of responsible components of infections based on the diseases and surveillance.

Conclusion

Hospital-associated infections (HAIs) or nosocomial infections are a huge patient safety concern because of their negative effects on patients. Hand hygiene measures, especially among healthcare workers like nurses, can reduce and prevent HAIs. As such, the proposed PICOT paper focuses on the implementation of the intervention and its positive effects on the selected population.

References

Al-Anazi, S., Al-Dhefeery, N., Al-Hjaili, R., Al-Duwaihees, A., Al-Mutairi, A., Al-Saeedi, R., …

& Sharaf-Alddin, R. (2022). Compliance with hand hygiene practices among nursing staff in secondary healthcare hospitals in Kuwait. BMC health services research, 22(1), 1325. DOI: https://doi.org/10.1186/s12913-022-08706-8

Al Sawafi, K. M. (2021). Examining the importance of hand hygiene policy and patient safety

culture on improving healthcare workers’ adherence to hand hygiene practice in critical care settings in the Sultanate of Oman: a scoping review. Cureus, 13(11). DOI: 10.7759/cureus.19773

Centers for Disease Control and Prevention (CDC) (2023). Hand Hygiene in Healthcare

Settings. https://www.cdc.gov/handhygiene/index.html

Douno, M., Rocha, C., Borchert, M., Nabe, I., & Müller, S. A. (2023). Qualitative assessment of

hand hygiene knowledge, attitudes, and practices among healthcare workers before the implementation of the WHO Hand Hygiene Improvement Strategy at Faranah Regional Hospital, Guinea. PLOS global public health, 3(2), e0001581. https://doi.org/10.1371/journal.pgph.0001581

Harun, M. G. D., Anwar, M. M. U., Sumon, S. A., Mohona, T. M., Hassan, M. Z., Rahman, A.,

… & Styczynski, A. R. (2023). Hand hygiene compliance and associated factors among healthcare workers in selected tertiary-care hospitals in Bangladesh. Journal of hospital infection, 139, 220-227. https://doi.org/10.1016/j.jhin.2023.07.012

Kim, J., Yu, S. N., Jeong, Y. S., Kim, J. H., Jeon, M. H., Kim, T., … & Park, S. Y. (2023). Hand

hygiene knowledge, attitude, barriers, and improvement measures among healthcare workers in the Republic of Korea: a cross-sectional survey exploring inter-professional differences. Antimicrobial resistance & infection control, 12(1), 93. DOI: https://doi.org/10.1186/s13756-023-01296-y

Office of Disease Prevention and Health promotion (ODPHP) (2023). Healthcare-Associated

Infections Workgroup. https://health.gov/healthypeople/about/workgroups/healthcare-associated-infections-workgroup

Stewart, S., Robertson, C., Pan, J., Kennedy, S., Haahr, L., Manoukian, S., & Reilly, J. (2021).

Impact of healthcare-associated infection on length of stay. Journal of hospital infection, 114, 23-31. https://doi.org/10.1016/j.jhin.2021.02.026

Appendices

Appendix 1: Revised/Refined PICOT Question

Amongst inpatient geriatric population within age 65 and above (P), does hand hygiene education program for healthcare providers (I) compared to no education (C) reduce the rate of spreading HAIs (O) within 3 months (T)?

Appendix 2: APA Checklist

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☒ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☒ The title page is present. APA format is applied correctly. There are no errors.

☒ The introduction is present. APA format is applied correctly. There are no errors.

☒ Topic is well defined.

☒ Strong thesis statement is included in the introduction of the paper.

☒ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☒ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☒ All sources are cited. APA style and format are correctly applied and are free from error.

☒ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☒ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

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