NRS 433 week 1 PICOT Statement and Literature Discussion Paper

NRS 433 week 1 PICOT Statement and Literature Discussion Paper

NRS 433 week 1 PICOT Statement and Literature Discussion Paper

Combating childhood obesity is one of the primary concerns in healthcare owing to the increasing prevalence of children and adolescents with obesity. Recent data put childhood obesity at a prevalence of 19.7% for children and adolescents aged 2 to 19 years (CDC, 2022). When broken down into age groups, the prevalence for 2–5-year-olds is 12.7%, 6-11 years old 20.7%, and 12-19 years old 22.2%. According to the data, the prevalence increases with age the rise in the age group, with 14.7 million children and adolescents obese in the United States.

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 Available research proves that childhood obesity has a negative impact on the health and psychosocial outcomes of a child, problems that often persist to adulthood. According to Kansra et al. (2021), childhood obesity has a profound effect on the social, physical, mental, emotional, and self-esteem of a child. Similarly, Sanyaolu et al. (2019) argue that childhood obesity is a major concern because of its negative impact on children’s poor psychological well-being, physical health, and cardiovascular health. Kansra et al. (2021) also link childhood obesity to the rise in chronic conditions and comorbidities in children. Childhood obesity is a risk factor for type II diabetes, hypertension, obstructive sleep apnea, and cardiovascular events. Furthermore, childhood obesity has long-term and short-term effects, whereas the long-term effects are related to poor health outcomes in adulthood because of the increased risk of chronic diseases (Romanelli et al., 2020).

Prevention the most effective response to the problem of childhood obesity, which requires understanding of the risk factors and mitigating them. Some risk factors of childhood obesity are poor socioeconomic background, psychological issues, lack of physical exercise, poor nutrition, and family issues. One preventive measure I would propose is family-based programs to encourage obesity prevention. Family-based programs include training and educating families on proper dietary intake, healthy meal choices, active lifestyle, weight control and monitoring from conception, avoidance of substances, and tobacco smoking. Evidence supports family-based prevention programs as essential for curbing childhood obesity since the family has a greater influence on a child’s diet and lifestyle (Larque et al., 2019).  

References

CDC. (2022, May 22). Childhood Obesity Facts: Prevalence of Childhood Obesity in the United States. Retrieved from Centers for Disease Control and Prevention: https://www.cdc.gov/obesity/data/childhood.html#:~:text=For%20children%20and%20adolescents%20aged,to%2019%2Dyear%2Dolds.

Kansra, A. R., Lakkunarajah, S., & Jay, M. (2021). Childhood and Adolescent Obesity: A Review. Front. Pediatr, https://doi.org/10.3389/fped.2020.58146.

Larque, E., Labayen, I., Flodmark, C., Lissau, I., Czernin, S., & Moreno, L. (2019). From conception to infancy – early risk factors for childhood obesity. Nat Rev Endocrinol, 15(8), 456–78.

Romanelli, R., Cecchi, N., & Carbone, M. (2020). Pediatric obesity: prevention is better than care. Ital J Pediatr , 46, 103. https://doi.org/10.1186/s13052-020-00868-7.

Sanyaolu, A., Okorie, C., Qi, X., Locke, J., & Rehman, S. (2019). Childhood and Adolescent Obesity in the United States: A Public Health Concern. Global Pediatric Health, https://doi.org/10.1177/2333794X19891305.

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Week 1: Area of Interest in NP 3 3
Overview
Over the course of the next eight weeks, we will be examining concepts related to nursing research and the translation of evidence to practice. To help you better understand the process, you will be identifying a practice issue for nurse practitioners. You will develop a PICOT question associated with the issue, find evidence to support a change in practice, and present your recommendations for change to your peers. This week, we will work on helping you refine your area of interest so that you will be able to develop a concise question for next week’s assignment. You are encouraged to use the area of interest you chose for the project in NR500NP and/or NR501NP; however, you may choose a different area if you wish.
Select an issue in nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic. In 1-2 paragraphs, describe the scope and relevance of the issue and your recommended change. Provide reference support from at least two outside scholarly sources to support your ideas. Please pick something you can do as a NP in your practice. Please avoid anything that would require a policy or law change,
such as full-practice authority.
Due Date
A 5% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0 for any portion of the discussion not posted by that time).
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.
A zero is the lowest score that a student can be assigned.
Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.

Total Points Possible: 50 Requirements:
Discussion Criteria
1. Application of Course Knowledge: The student’s initial post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must

accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. Initial post must be posted by Wednesday at 11:59pm MT. Two resources must be used in your initial post. One from the weekly reading or lesson and one outside source.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response must occur on a separate day from the initial posting. The peer response must occur before Sunday, 11:59 p.m. MT.
The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
b. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response must occur on a separate day from the initial posting. Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
3. Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week. Two resources total and to count must be an in-text citation in your initial post.
a. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research article
b. What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki Textbooks
Website homepages

The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
c. Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
d. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
e. Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources
4. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
 5. Wednesday Participation Requirement: The student provides a substantive response to the graded
discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
6. Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
Discussion Rubric

Category Points Description

Application of Course Knowledge
15 Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week by Wednesday at 11:59pm MT.
Engagement in Meaningful Dialogue With Peers and Faculty
10 Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, adding depth to the conversation

Category Points Description

Integration of Evidence

15 Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is:
1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years
Total content points = 40 points
Grammar and Communication
5 Presents information using clear and concise language in an organized manner

Reference Citation

5 References have complete information as required by APA
In-text citations included for all references AND
references included for all in-text citation
Total format points = 10 points
Discussion total points = 50 points

**To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

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