NURS-FPX4030 Assessment 2 Determining the Credibility of Evidence and Resources

NURS-FPX4030 Assessment 2 Determining the Credibility of Evidence and Resources

NURS-FPX4030 Assessment 2 Determining the Credibility of Evidence and Resources Example Paper

Even as patient care evolves and the healthcare transformation is visible, change is a constant factor. With the evolution of disease processes and ingenuity in the mechanisms of some diseases, such as cancer, it is critical and prudent to embrace new practice methods. This calls for the incorporation of evidence-based research findings into nursing practice in the hopes of improving patient care quality and safety.

As the nursing profession evolves and healthcare transforms, more opportunities for nurses to engage in leadership roles that include incorporating evidence-based research findings into practice become available (Kim and colleagues, 2020). To do so, nurses must understand the criteria used to certify the credibility of resources, which is critical in deciding which to use in practice.

As a result, using evidence-based practice models to help nurses incorporate scholarly findings into practice is vital. This analysis aims to determine what factors contribute to the credibility of resources obtained to assist in solving a practical nursing scenario.

Quality, Safety, or a Chosen Diagnosis that could benefit from an Evidence-Based Approach

 

The chosen diagnosis, diabetes mellitus (DM), serves as the foundation for the subsequent discussion. Diabetes is a chronic metabolic condition characterized by high blood sugar levels caused by a lack of insulin secretion, action, or both. Type 1 diabetes and type 2 diabetes are the most common types of diabetes. Type 1 diabetes is caused by a lack of insulin secretion, which usually occurs due to autoimmune destruction of the beta cells of the islet of Langerhans. Contrarily, while it can also result from insulin deficiency, the vast majority of type 2 DM cases are caused by insulin resistance in the peripheral cells (ADA, 2020).

Diabetes epidemiology, in terms of morbidity, mortality, and treatment costs, reveals the disease’s gravity and the need for evidence-based practice to solve it. According to Sapra and Bhandari (2022), one in every eleven people worldwide has diabetes, with the vast majority (90%) having type 2 diabetes. While type 1 diabetes affects children, adolescents, and young adults, type 2 diabetes primarily affects adults. To account for the predisposition of type 1 diabetes in childhood, Sapra and Bhandari (2022) state that 45% of children with type 1 diabetes present before age ten.

The incidence of type 1 diabetes has been increasing by 2-5 percent per year in Europe, Australia, and the Middle East, and by about 2% per year in most age and ethnic groups in the United States (Sapra & Bhandari, 2022). Type 2 diabetes is estimated to affect approximately 9% of the US population, with a higher prevalence of 25% among those aged 65 and older (Sapra & Bhandari, 2022). Despite the troubling statistics, it is expected that the prevalence of diabetes will rise, with higher-income individuals being disproportionately affected.

According to the World Health Organization, diabetes is the ninth leading cause of death worldwide. Diabetes accounted for 1.37 million deaths from 1990 to 2025, according to a review by Lin et al. (2020), with the number expected to rise to 1.59 million by 2025. Furthermore, on March 22, 2018, the ADA (2018) published new research stating that the total cost of diagnosed diabetes increased to $327 billion in 2017, up from $245 billion in 2012. According to this discovery, diabetes imposes a significant economic burden on society.

In addition to the complications that diabetes causes, both acute and long-term, it is only logical that an evidence-based approach is developed to reduce its burden. The good news is that most DM risk factors are avoidable and can be significantly reduced when preventive measures are implemented using evidence-based strategies. Besides being useful tools for comparing and contrasting health events and populations, analyzing diabetes morbidity, mortality, and cost trends can help determine the most appropriate health interventions for a specific population.

Criteria for Determining Credibility of Resources

It is critical to follow a specific criterion when determining the credibility of a resource. The criterion includes evaluating the resources’ currency, relevance, authority, accuracy, and purpose (CRAAP) (Columbia College, 2022). Currency refers to the resource’s timeliness, and a journal article or website published within the last five years is often recommended first.

The importance of a resource for the researcher’s needs is referred to as its relevance, and the most helpful question to ask is whether the information relates to the topic or answers the researcher’s question (Columbia College, 2022). Concerning the authority, who is the resource’s author, what are their credentials, and with which organization is the author affiliated? Columbia College 2022). In terms of medical and nursing knowledge, the author should, at the very least, be an expert in a field related to nursing or medicine.

Regarding accuracy, the questions to ask are where the information comes from. Has the information been reviewed, does evidence back it up, or can it be confirmed by another source or personal knowledge? (Columbia College, 2022) Finally, the information’s purpose is an essential factor in determining the resource’s credibility.

Here, the researcher asks whether the information’s purpose is to inform, tell, or educate and whether the intention has been served. Is the information a fact, opinion, or propaganda? Some medical databases have classified journal articles based on their relevance and publication dates, making it easier to determine the credibility of a resource.

Analysis of the Credibility and Relevance of Evidence and Resources within the Context of the Chosen Diagnosis

All of the resources selected to provide evidence-based practice solutions to the patient’s problem are credible and contain high-quality information. All of the sources were authored by experts in various fields of health and were published within the last five years. Furthermore, the information in the sources has been peer reviewed/supported by evidence, making it accurate, relates to the topic and thus relevant, and verified to serve the purpose for which they were intended.

ADA (2020), Alam et al. (2021), Danne et al. (2018), Davies et al. (2018), and Lipsky et al. (2020) all address specifics of diabetes and have all met the CRAAP criteria in assessing credibility. As a result, it is safe to conclude that the sources contain evidence-based information that can be implemented as effective practices in solving the patient’s problem.

Evidence-Based Practice Model and the Importance of Incorporating Credible Evidence into the EBP Model

To use scholarly information, care providers must learn the art of leveraging evidence-based practice models. A potential change to the patient’s solution would be the use of telemedicine to ensure continuous care and education. In this case, translating evidence-based evidence into practice will necessitate using the Ottawa Model, an interactive model for transferring research knowledge into practice (Nilsen, 2020).

In the Ottawa model, the initial procedure for implementing innovation is an assessment of the barriers and supports, followed by monitoring the interventions and the degree of use, and finally, an evaluation of outcomes (Nilsen, 2020). Each stage includes several initiatives to implement innovation or guidelines and increase evidence-based practice across a healthcare setting. As the demand for quality-improvement measures to improve care quality and safety grows, so does the demand for evidence-based models or templates.

Conclusion

Given the changing times and transformations in healthcare, nurses must stay current on practice information. In doing so, nurses benefit greatly from evidence obtained online from reputable medical and nursing databases. On the other hand, obtaining reliable information necessitates understanding the processes of retrieving the sources and assessing their credibility. Therefore, nurses must not only use existing resources but also learn how to find new ones.

Assessing a source’s credibility is a process that requires careful consideration of several factors, such as currency, relevance, accuracy, authority, and purpose. Owing to the burden of diabetes in terms of morbidity, mortality, and cost implications, evidence-based strategies must be implemented to prevent the disease’s consequences for patients and healthcare as a whole. The advancements in technology that can improve the use of telemedicine, as well as the preventable nature of diabetes risk factors that can be leveraged in the fight, provide hope.

References

Alam, S., Hasan, M. K., Neaz, S., Hussain, N., Hossain, M. F., & Rahman, T. (2021). Diabetes mellitus: Insights from epidemiology, biochemistry, risk factors, diagnosis, complications, and comprehensive management. Diabetology, 2(2), 36–50. https://doi.org/10.3390/diabetology2020004

American Diabetes Association. (2018). Economic costs of diabetes in the U.s. in 2017. Diabetes Care, 41(5), 917–928. https://doi.org/10.2337/dci18-0007

American Diabetes Association. (2020). 8. Obesity management for the treatment of type 2 diabetes: Standards of Medical Care in diabetes-2020. Diabetes Care, 43(Suppl 1), S89–S97. https://doi.org/10.2337/dc20-S008

Columbia College. (2022). Evaluating the Credibility of Your Sources. Columbia College and Columbia Engineering. https://www.cc-seas.columbia.edu/integrity/evaluating-credibility

Danne, T., Phillip, M., Buckingham, B. A., Jarosz-Chobot, P., Saboo, B., Urakami, T., Battelino, T., Hanas, R., & Codner, E. (2018). ISPAD Clinical Practice Consensus Guidelines 2018: Insulin treatment in children and adolescents with diabetes. Pediatric Diabetes, 19 Suppl 27, 115–135. https://doi.org/10.1111/pedi.12718

Davies, M. J., D’Alessio, D. A., Fradkin, J., Kernan, W. N., Mathieu, C., Mingrone, G., Rossing, P., Tsapas, A., Wexler, D. J., & Buse, J. B. (2018). Management of hyperglycemia in type 2 diabetes, 2018. A consensus report by the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetologia, 61(12), 2461–2498. https://doi.org/10.1007/s00125-018-4729-5

Kim, M., Mallory, C., & Valerio, T. (2020). Statistics for evidence-based practice in nursing (3rd ed.). Jones and Bartlett. https://books.google.at/books?id=5LEEEAAAQBAJ

Lin, X., Xu, Y., Pan, X., Xu, J., Ding, Y., Sun, X., Song, X., Ren, Y., & Shan, P.-F. (2020). Global, regional, and national burden and trend of diabetes in 195 countries and territories: an analysis from 1990 to 2025. Scientific Reports, 10(1), 14790. https://doi.org/10.1038/s41598-020-71908-9

Lipsky, B. A., Senneville, É., Abbas, Z. G., Aragón-Sánchez, J., Diggle, M., Embil, J. M., Kono, S., Lavery, L. A., Malone, M., van Asten, S. A., Urbančič-Rovan, V., Peters, E. J. G., & International Working Group on the Diabetic Foot (IWGDF). (2020). Guidelines on the diagnosis and treatment of foot infection in persons with diabetes (IWGDF 2019 update). Diabetes/Metabolism Research and Reviews, 36 Suppl 1(S1), e3280. https://doi.org/10.1002/dmrr.3280

Nilsen, P. (2020). Overview of theories, models, and frameworks in implementation science. In Handbook on Implementation Science (pp. 8–31). Edward Elgar Publishing. https://doi.org/10.4337/9781788975995.00008

Sapra, A., & Bhandari, P. (2022). Diabetes Mellitus. In StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK551501/

NURS-FPX4030 Assessment 2 Determining the Credibility of Evidence and Resources Instructions

Develop a 2-4 page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.

Introduction

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs.

To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings. The nurse will need to incorporate the use of evidence-based practice models. EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis/health issue for researching and completing this assessment:

• The specific diagnosis/health issue you identified in your previous assessment.
• The simulation Vila Health: Determining the Credibility of Evidence.
• A personal practice experience in which a sentinel event occurred.

Instructions

The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing.

This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.

Below is a quick review table of several well-known Evidence-Based Practice Models used to guide exploration:

Evidence-Based Practice Models
Iowa Model of Evidence-Based Practice
Stetler Model
Ottawa Model
PARiHS (Promoting Action on Research Implementation in Health Services) Model
ACE (Academic Center for Evidence-Based Practice) Star Model
ARCC (Advancing Research and Clinical Practice Through Close Collaboration) Mode
John Hopkins Model
KTA (Knowledge-to-Action) Model

For this assessment:

• Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
• Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.

• • Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis/health care issue you identified in the first assessment, you may want to begin your literature and evidence search from the databases that were identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

• Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
• Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
• Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.

• • This is where you are selecting the specific resources to help address the issue in your chosen scenario.

• Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Review the literature below and choose the appropriate model for your diagnosis/health care issue.

• • Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models help explain the various evidence-based nursing models.

• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Additional Requirements

Your assessment should meet the following requirements:

• Length of submission: 2-4-page scholarly paper, this does not include the APA-formatted title page and reference list.
• Number of references: Cite 3-5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
• APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

• • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.

• • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.

• Competency 3: Apply an evidence-based practice model to address a practice issue.

• • Identify an evidence-based practice model (such as Iowa, Stetler, John Hopkins, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.

• Competency 4: Plan care based on the best available evidence.

• • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.

• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

• • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

• • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

NURS-FPX4030 Assessment 2 Determining the Credibility of Evidence and Resources Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Does not describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Lists a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.	Describes a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Provides a specific rationale for the importance or benefit of applying an evidence-based approach. Uses literature to support discussion.
Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.	Does not explain criteria that should be considered when determining credibility of resources such as journal articles and websites.	Lists criteria that should be considered when determining credibility of resources such as journal articles and websites.	Explains criteria that should be considered when determining credibility of resources such as journal articles and websites.	Explains criteria that should be considered when determining credibility of resources such as journal articles and websites. Notes one or more ways the criteria could be applied to a specific resource.
Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.	Does not analyze the credibility or relevance of evidence or resources.	Describes the credibility or relevance of evidence or resources, but does not offer a complete analysis. The specific context of a quality or safety issue, or a chosen diagnosis may be unclear as well.	Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.	Analyzes the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Additionally, identifies the most useful evidence or resource based upon the analysis.
Identify an evidence-based practice model (such as John Hopkins, Stetler, Iowa, etc.) and explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis/health care issue.	Does not identify an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue.	Identifies an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Does not explain the model or the importance of incorporating credible evidence.	Identifies an evidence-based practice model and explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue.	Explains the importance of incorporating credible evidence into an evidence-based practice model used to address a quality or safety issue, or a chosen diagnosis/health care issue. Notes specific examples of how the model could help improve the chosen issue or diagnosis/health care issue.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Does not organize content for ideas. Lacks logical flow and smooth transitions.	Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly.	Attempts to apply APA formatting to in-text citations, headings and references incorrectly, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.	Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

Resources: Promoting Evidence-Based Practice

• The resources below explore promoting EBP:
  • Conway, A., Dowling, M. & Devane, D. (2019). Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme. BMC Medical Education, 19.

• • • This article covers the translation of research into clinical practice and discusses the dissemination and implementation of EBP.

• • Pol-Castañeda, S., Rodríguez-Calero, M. Á., Zaforteza-Lallemand, C., Villafáfila-Gomila, C. J., Blanco-Mavillard, I., Ferrer-Cruz, F., & Joan De Pedro-Gómez. (2020). Moving evidence into practice by advanced practice nurses in hospitalization wards. protocol for a multicentre quasi-experimental study in three hospitals in Spain. International Journal of Environmental Research and Public Health, 17(10), 3473.

• • • This article presents a project that aims to evaluate the impact of the incorporation of the Advanced Practice Nurse role on the implementation of EBP at three levels: Context, nurses’ perceptions, and clinical outcomes.

• • Albarqouni L., Hoffmann T., Straus S., Rydland, N., Olsen, N. R., Young, T., Illic, D., Shaneyfelt, T., Haynes, B., Guyatt, G., & Glasziou, P. (2018). Core competencies in evidence-based practice for health professionals: Consensus statement based on a systematic review and Delphi Survey. Journal American Medical Association Network Open, 1(2).

• • • This article discusses core competencies in evidence-based practice (EBP) that health professionals should meet? Core competencies inform the development of EBP curricula for health professionals. Evidence-based practice (EBP) is necessary for improving the quality of health care as well as patient outcomes.

• • Ives E., J. & Pappas, S. (2020). The value of nursing research. The Journal of Nursing Administration, 50(5), 243-244.

• • • Innovations in patient care, nursing, and the practice environment are hallmarks of organizations receiving American Nurses Credentialing Center (ANCC) Magnet Recognition. This article examines the growing importance of nursing research on patient care and outcomes and the role of Magnet hospitals as research pacesetters for the nursing profession. The authors discuss the critical difference between research and evidence-based practice, why both are important, and how organizations can develop the structures and processes to inspire and advance a robust culture of clinical inquiry.

• • Hagle, M., Dwyer, D., Gettrust, L, Lusk, D., Peterson, K., Tennies, S. (2020). Development and implementation of a model for research, evidence-based practice, quality improvement, and innovation. Journal of Nursing Care Quality, 35(2).102-107.

• • • This article provides a discussion on algorithm with steps and decision points for nurses to follow based on a question from a clinical issue or problem. The model was approved by nursing-shared governance and is used for guiding relevant projects. The I3 Model guides the nurse in inquiry or improvement while supporting a culture of innovation in professional practice.

• • Mackey, A. & Bassendowski. S. (2020). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1).51-55.

• • • This article will discuss evidence-based practice as it continues to advance the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains.
    • The concept of evidence-based practice is defined, and the similarities and differences to evidence-based medicine discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing, and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline.

• • Whalen, M., Baptiste, D., L. & Maliszewski, B. (2020). Increasing nursing scholarship through dedicated human resources. The Journal of Nursing Administration, 50(2). 90-94.

• • • This article shares as the role of nursing grows in healthcare, the engagement of frontline nurses in evidence-based practice, quality improvement, and research is becoming the expectation and no longer the exception. Clinical nurses are in a unique position to inform and implement scholarly projects. The purpose of this staff development and the capacity-building project was to increase the output of scholarly work among frontline nurses through the formalization of nursing inquiry support via designated nursing inquiry project coordinators.

• • Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf

• • • This website explains the various evidence-based nursing models.

• • Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1

• • • This website also explains the various evidence-based nursing models.

NURS-FPX4030 Assessment 3: PICO(T) Questions and an Evidence-Based Approach

Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.

Introduction

PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

• P – Patient/population/problem.
• I – Intervention.
• C – Comparison (of potential interventions, typically).
• O – Outcome(s).
• T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective.

Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

Reference

Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Jones & Bartlett Learning.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.

Scenario

For this assessment, please use a health care issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Instructions

For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

• Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question
• Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).
• Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.
• Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 3 Example [PDF].

Additional Requirements

Your assessment should meet the following requirements:

• Length of submission: Create a 3-5-page submission focused on defining a research question and interpreting evidence relevant to answering it.
• Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
• APA formatting: Format references and citations according to the current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

• • Explain the findings from articles or other sources of evidence that are relevant to the health care issue.

• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

• • Identify sources of evidence that could be potentially effective in answering a PICO(T) question.

• • Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

• Competency 3: Apply an evidence-based practice model to address a practice issue.

• • Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.

• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

• • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

• • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

PICO(T) Questions and an Evidence-Based Approach Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.	Does not define a practice issue to be explored via a PICO(T) approach.	Identifies a practice issue, but does not frame it within the context of a PICO(T) question or approach.	Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question.	Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Notes how the exploration of the practice issue will benefit from a PICO(T) approach.
Identify sources of evidence that could be potentially effective in answering a PICO(T) question.	Does not identify sources of evidence that could be potentially effective in answering a PICO(T) question.	Attempts to identify sources of evidence, but does not connect them to the PICO(T) question, or the connection is unclear.	Identifies sources of evidence that could potentially be effective in answering a PICO(T) question.	Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Presents criteria or rational used to determine potential to answer the PICO(T) question.
Explain the findings from articles or other sources of evidence that are relevant to the health care issue.	Does not explain the findings from articles or other sources of evidence that are relevant to the health care issue	Lists the findings from articles or other sources of evidence, but does not offer a full explanation.	Explains the findings from articles or other sources of evidence that are relevant to the health care issue.	Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Notes which sources are the most credible.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.	Does not explain the relevance of the findings from chosen sources of evidence.	Identifies the relevance of the findings from chosen sources of evidence, but does not offer a full explanation of how it relates to the PICO(T) question.	Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.	Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Notes which findings are the most relevant or likely to lead to positive outcomes.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Does not organize content so ideas flow logically with smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.	Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly.	Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.	Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

CRITERIA

 

NON-PERFORMANCE

 

BASIC

 

PROFICIENT

 

DISTINGUISHED

 

Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.

 

Does not define a practice issue to be explored via a PICO(T) approach.

 

Identifies a practice issue, but does not frame it within the context of a PICO(T) question or approach.

 

Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question.

 

Defines a practice issue to be explored via a PICO(T) approach. Develops a PICO(T)-formatted research question. Notes how the exploration of the practice issue will benefit from a PICO(T) approach.

 

Identify sources of evidence that could be potentially effective in answering a PICO(T) question.

 

Does not identify sources of evidence that could be potentially effective in answering a PICO(T) question.

 

Attempts to identify sources of evidence, but does not connect them to the PICO(T) question, or the connection is unclear.

 

Identifies sources of evidence that could potentially be effective in answering a PICO(T) question.

 

Identifies sources of evidence that could be potentially effective in answering a PICO(T) question. Presents criteria or rational used to determine potential to answer the PICO(T) question.

 

Explain the findings from articles or other sources of evidence that are relevant to the health care issue.

 

Does not explain the findings from articles or other sources of evidence that are relevant to the health care issue

 

Lists the findings from articles or other sources of evidence, but does not offer a full explanation.

 

Explains the findings from articles or other sources of evidence that are relevant to the health care issue.

 

Explains the findings from articles or other sources of evidence that are relevant to the health care issue. Notes which sources are the most credible.

 

Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

 

Does not explain the relevance of the findings from chosen sources of evidence.

 

Identifies the relevance of the findings from chosen sources of evidence, but does not offer a full explanation of how it relates to the PICO(T) question.

 

Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

 

Explains the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question. Notes which findings are the most relevant or likely to lead to positive outcomes.

 

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

 

Does not organize content so ideas flow logically with smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

 

Attempts to organize content with some logical flow and smooth transitions. Contains several errors in grammar/punctuation, word choice, and spelling.

 

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

 

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

 

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

 

Does not apply APA formatting to headings, intext citations, and references. Does not use quotes or paraphrase correctly.

 

Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

 

Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

 

Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly.

Resources: PICO(T) Process

• The resources below explore the PICO(T) process:
  • Abbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey. Wound Repair & Regeneration, 25(5), 892-900.

• • • This article presents a study that examined the use of PICO(T) questions to locate evidence related to specific types of resources and research.

• • Ho, G. J., Liew, S. M., Ng, C., Shunmugam, R., & Glasziou, P. (2016). Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1-14. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167170

• • • This article presents a study comparing the use of PICO(T) questions in a literature search to other search strategies.

This first two chapters in the following text, of which the Capella library has limited copies, could be helpful in expanding your knowledge regarding the PICO(T) process.

• • Boswell, C., & Cannon, S. (2020). Introduction to nursing research. Jones & Bartlett Learning.

Resources: Communicating Research

• The resources below explore communicating research:
  • Bullington, J., Söderlund, M., Elisabeth Bos Sparén, Kneck, Å., Omérov, P., & Cronqvist, A. (2019). Communication skills in nursing: A phenomenologically-based communication training approach. Nurse Education in Practice, 39, 136-141.

• • • This article presents the approach to communication in clinical situations and also discusses the barriers related to nurses sharing and communicating.

• • Gutiérrez-Puertas, L., Márquez-Hernández, V.,V., Gutiérrez-Puertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational interventions for nursing students to develop communication skills with patients: A systematic review. International Journal of Environmental Research and Public Health, 17(7), 2241.

• • • This article provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.