NRS 493 Topic 3 DQ 1 & 2 Discussion: Post a draft of your PICOT question. This should be the same question you are using in your research paper. Give and receive feedback to refine your PICOT question

NRS 493 Topic 3 DQ 1 & 2 Discussion: Post a draft of your PICOT question. This should be the same question you are using in your research paper. Give and receive feedback to refine your PICOT question

NRS 493 Topic 3 DQ 1 & 2 Discussion: Post a draft of your PICOT question. This should be the same question you are using in your research paper. Give and receive feedback to refine your PICOT question

Topic 3 DQ 1

Assessment Description

Post a draft of your PICOT question. This should be the same question you are using in your research paper. Give and receive feedback to refine your PICOT question.

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Topic 3 DQ 1

            PICOT question plays an instrumental role in evidence search by facilitating the structuring of clinical issue into question to simplify search and get evidence to deal with a given clinical problem (Ford & Melnyk, 2019). It also helps in classifying the terms that need to be used in searching for relevant evidence to resolve a given clinical issue. The clinical issue in the capstone project at hand entails falls among elderly patients admitted to nursing homes.

The Proposed PICOT Question

In elderly patients admitted to nursing homes (P), does education on fall management and prevention (I) compared to no intervention (C) prevent and minimize falls by 30% (O) in 12 months (T)?

Refining PICOT Question

            An ideal PICOT development process should start with a scenario to provide the foundation for developing a suitable PICOT question and be organized in a way that facilitates searching for a solution (Wang & Schneeweiss, 2022). After designing a proper PICOT question, students are well-positioned to delve into the literature to pursue evidence supporting the designed PICOT question. The PICOT question should succinctly recognize the population under focus, the proposed intervention, the comparison of the intervention and another one, anticipated outcomes, and the duration of the study (Frandsen et al., 2020). The process of development of the PICOT question entails various steps. The first step involves designing the PICOT question and classifying keywords. The second step involves planning search techniques, which entails establishing the key components of the question and the reliable databases (Fandino, 2019). The next step is the actual search. This step is followed by refining the outcomes by using limiters to ensure only relevant articles are identified. Finally, the literature should be evaluated to ensure they are in line with the PICOT question.

References

 Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls. Indian Journal of Anaesthesia, 63(8), 611. Doi: 10.4103/ija.IJA_198_19

Ford, L. G., & Melnyk, B. M. (2019). The underappreciated and misunderstood PICOT question: A critical step in the EBP process. Worldviews on evidence-based nursing, 16(6), 422-423. https://doi.org/10.1111/wvn.12408

 Frandsen, T. F., Nielsen, M. F. B., Lindhardt, C. L., & Eriksen, M. B. (2020). Using the full PICO model as a search tool for systematic reviews resulted in lower recall for some PICO elements. Journal of clinical epidemiology, 127, 69-75. https://doi.org/10.1016/j.jclinepi.2020.07.005

Wang, S. V., & Schneeweiss, S. (2022). Assessing and Interpreting Real‐World Evidence Studies: Introductory Points for New Reviewers. Clinical Pharmacology & Therapeutics, 111(1), 145-149. https://doi.org/10.1002/cpt.2398

Topic 3 DQ 2

Assessment Description

Explain the difference between qualitative and quantitative data.

Topic 3 DQ 2

            It is important to understand the difference between qualitative and quantitative data because performing research and analysis of research data entails these two types of data. Quantitative data entails any information that is characterized by quantification (Renjith et al., 2021). It involves information represented as numerical value or measurable. This data is used to provide explanations to the questions such as how many, how frequent, or how much. In this data, statistical analyses are essential in exploring and making the data sensible. Conversely, qualitative data can be defined as information that is immeasurable or uncountable (Rouleau et al., 2023). The information is majorly expressive and usually articulated in words, not numbers. Qualitative data can be used to provide explanations to questions such as why or how. It also characterizes descriptions that illustrate some features.

            Based on these definitions, there are clear differences between quantitative and qualitative data. The differences stem from data collection methods, data analysis methods, and the information they pass (Schoonenboom, 2023). The main differences between the qualitative and quantitative data are numerous.  According to Mehrad et al., (2019), qualitative data is concerned with language and is expressive while quantitative data is always concerned with numbers, is countable, and measurable. Qualitative data can be used to explain questions such as why or how or illustrate given characteristics while quantitative data provide explanations to the questions such as how many, how frequent, or how much. Analysis of qualitative data is assessed by aligning data based on meaningful classes or themes while quantitative analysis is performed using statistics. Moreover, qualitative data is self-inspired and subjective while quantitative data is general and fixed. Lastly, qualitative data is gathered through interviews and observation while quantitative data is gathered using counting and measures.

References

Mehrad, A., & Zangeneh, M. H. T. (2019). Comparison between qualitative and quantitative research approaches: Social sciences. International Journal For Research In Educational Studies, Iran, 1-7. https://orcid.org/0000-0003-4364-5709

Renjith, V., Yesodharan, R., Noronha, J. A., Ladd, E., & George, A. (2021). Qualitative methods in health care research. International journal of preventive medicine, 12. Doi: 10.4103/ijpvm.IJPVM_321_19

Rouleau, G., Hong, Q. N., Kaur, N., Gagnon, M. P., Côté, J., Bouix-Picasso, J., & Pluye, P. (2023). Systematic reviews of systematic quantitative, qualitative, and mixed studies reviews in healthcare research: how to assess the methodological quality of included reviews? Journal of Mixed Methods Research, 17(1), 51-69. https://doi.org/10.1177/15586898211054243

Schoonenboom, J. (2023). The fundamental difference between qualitative and quantitative data in mixed methods research. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 24, No. 1). http://dx.doi.org/10.17169/fqs-24.1.3986