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

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

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

Assessment Description

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.

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

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

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

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

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)

Support for Population Health Management for Selected Population (C 4.1)

0 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 omitted.
12 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 incomplete. There are major inaccuracies.

13.2 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 summarized. More information and support are needed.
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

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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Benchmark – Evidence-Based Practice Project: PICOT Paper

Individuals, groups, and communities require optimal health to maximize their productivity and well-being. Due to their leading role in care provision and evidence-based practice (EBP) implementation, nurses should routinely identify practice problems and implement effective solutions. Sustaining these solutions is the foundation of high patient satisfaction, cost-effective care, and healthy clinical environments. The purpose of this paper is to describe the PICOT in terms of the population, intervention, comparison to previous practice, outcome, and time for implementing and evaluating the outcome.

Population Demographics and Health Concerns

Diverse populations face different health problems depending on multiple factors, including socioeconomic status, geographical location, education, and access to healthcare. Older adults (above 65 years) are a unique population facing many health problems due to their advanced age, declining physical strength, and a gradual loss of independence. Among many health concerns affecting older adults is type 2 diabetes. Fazeli et al. (2020) identified increasing age as a risk factor for type 2 diabetes, among other issues such as being overweight and physically inactive. The impacts are profound, necessitating comprehensive, multimodal interventions to improve health outcomes. If improperly controlled, type 2 diabetes increases the risk for cardiovascular disease besides increased hospitalizations and healthcare costs (Cigolle et al., 2022; Evans et al., 2022). Other issues include significant physical impairment, which increases the risk of falls, and poor mental health.

Proposed Evidence-Based Intervention

As indicated in the PICOT (Appendix 1), the proposed intervention is a twice-weekly tailored physical exercise training program. Essential components include short physical exercises combining aerobic, flexibility, and balance training. Older adults with type 2 diabetes can exercise independently or get appropriate support from a family member, friend, or caregiver. Health equity is achieved when people have a fair and just opportunity to optimize their health potential (Centers for Disease Control and Prevention, 2022). The intervention is centered on reducing the burden of diabetes, as Healthy People 2030 envisions. This further improves older adults’ quality of life and empowers them to overcome health issues stemming from health disparities.

Comparison of Intervention to Current Research

Multiple studies have compared the effectiveness of physical exercises with other interventions like dietary practices and usual care in type 2 diabetes management among older adults. Vieira et al. (2021) found that individuals combining dietary and exercise interventions record higher improvements in physical function than in the diet-only group. The results underline the significance of physical exercises in improving physical function and independence. In a different study, Mukherji et al. (2022) evaluated the outcomes of various frequencies of weekly exercise sessions to improve diabetes control. They included usual care, a once-weekly exercise group, and a thrice-weekly group. The primary finding was a significant improvement in HbA1c levels in the thrice-weekly group. These results confirm the value of weekly exercise training and the need for more than one session.

Expected Outcome for Intervention

Physical exercises have many advantages if implemented appropriately and consistently. The primary outcome is improved functional capacity and independent living among the participants. According to Pfeifer et al. (2022), functional capacity is a critical component of physical health, enabling older adults to perform routine tasks independently and prevent common impairments associated with aging. Improved muscle strength and balance further reduce the risk of falls, a common problem among older adults. These positive outcomes imply a healthier and more productive population and a significant reduction in clinical visits among patients with type 2 diabetes.

Time Estimated for Implementing Intervention and Evaluating Outcome

Evidence-based practice interventions can take a short time or extended periods depending on their scope, resources needed, and the target population, among other factors. As stated in the PICOT (Appendix 1), positive outcomes are expected in eight weeks, which is the implementation period. During this time, participants are expected to have completed approximately sixteen sessions of physical exercise training. Outcomes will then be evaluated from the ninth week, and findings will be analyzed in the tenth week.

Support for Population Health Management for Selected Population

Supporting health management for older adults with type 2 diabetes requires a multifaceted approach guided by population health concepts and data. Nursing science involves applying theoretical and practical knowledge to address population health problems. A suitable example is applying middle-range theories to integrate research into clinical practice. The social Determinants of Health (SDOH) application involves exploring social and economic conditions influencing type 2 diabetes among older adults. They include marginalization, access to healthcare, food environment, and education (Hill-Briggs et al., 2020). Epidemiologic data describe the occurrence of health problems in older adults. It helps healthcare providers and policymakers to understand trends and determine effective interventions. Genetic data links health problems with genetic characteristics, while genomic data is about the cellular data of an organism. These data sets are essential in understanding how internal body structure and function influence health and well-being among older adults.

Conclusion

Evidence-based practice is the foundation of improved health outcomes in healthcare facilities. Its implementation requires nurses to explore issues hampering health and propose appropriate interventions. As proposed in this paper, the weekly physical exercise intervention is expected to improve functional capacity and independence among older adults with type 2 diabetes. These outcomes predict better physical health, which helps to prevent health complications associated with advancing age. Importantly, it will help to reduce clinical visits for avoidable health issues among this population.

References

Centers for Disease Control and Prevention. (2022). What is health equity? https://www.cdc.gov/healthequity/whatis/index.html

Cigolle, C. T., Blaum, C. S., Lyu, C., Ha, J., Kabeto, M., & Zhong, J. (2022). Associations of age at diagnosis and duration of diabetes with morbidity and mortality among older adults. JAMA Network Open, 5(9), e2232766-e2232766. doi:10.1001/jamanetworkopen.2022.32766

Evans, M., Chandramouli, A. S., Faurby, M., Matthiessen, K. S., Mogensen, P. B., & Verma, S. (2022). Healthcare costs and hospitalizations in US patients with type 2 diabetes and cardiovascular disease: a retrospective database study (OFFSET). Diabetes, Obesity & Metabolism, 24(7), 1300–1309. https://doi.org/10.1111/dom.14703

Fazeli, P. K., Lee, H., & Steinhauser, M. L. (2020). Aging is a powerful risk factor for type 2 diabetes mellitus independent of body mass index. Gerontology, 66(2), 209-210. https://doi.org/10.1159/000501745

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., Thornton, P. L., & Haire-Joshu, D. (2020). Social determinants of health and diabetes: A Scientific Review. Diabetes Care, 44(1), 258–279. Advance online publication. https://doi.org/10.2337/dci20-0053

Mukherji, A. B., Lu, D., Qin, F., Hedlin, H., Johannsen, N. M., Chung, S., … & Palaniappan, L. (2022). Effectiveness of a community-based structured physical activity program for adults with type 2 diabetes: a randomized clinical trial. JAMA Network Open, 5(12), e2247858-e2247858. doi:10.1001/jamanetworkopen.2022.47858

Pfeifer, L. O., De Nardi, A. T., da Silva, L. X. N., Botton, C. E., do Nascimento, D. M., Teodoro, J. L., … & Umpierre, D. (2022). Association between physical exercise interventions participation and functional capacity in individuals with type 2 diabetes: a systematic review and meta-analysis of controlled trials. Sports Medicine-Open, 8(1), 1-22. https://doi.org/10.1186/s40798-022-00422-1

Vieira, E. R., Cavalcanti, F. A. D. C., Civitella, F., Hollifield, M., Caceres, S., Carreno, J., … & Queiroga, M. R. (2021). Effects of exercise and diet on body composition and physical function in older Hispanics with type 2 diabetes. International Journal of Environmental Research and Public Health, 18(15), 8019. https://doi.org/10.3390%2Fijerph18158019

Appendices

Appendix 1: PICOT

PICOT Question
P	Population	Older adults with type 2 diabetes
I	Intervention	Twice-weekly tailored physical exercise training
C	Comparison	No exercise interventions
O	Outcome	Improved functional fitness and independent living
T	Timeframe	8 weeks
PICOT statement	In older adults with type 2 diabetes (P), does a twice-weekly tailored physical exercise training program (I), compared to no exercise interventions (C), improve functional fitness and independent living (O) in 8 weeks (T)?

Appendix 2: 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.