PICO(T) Questions And An Evidence-Based Approach Essay Assignment
PICO(T) Questions And An Evidence-Based Approach Essay Assignment
The problem that is the focus from my practice is patients not being turned every 2hours which results in higher amounts of pressure injury cases.
Ive attached the PICOT template if you would like to use it to guideyou in formulating this paper
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Ive listed additional resources below
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. PICO(T) Questions And An Evidence-Based Approach Essay Assignment
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
PICO(T) Questions and an Evidence-Based Approach
A PICOT question has a straightforward function as it is a tool for determining which keywords should be used to locate the most relevant information about a pressing clinical matter. Owing to this search technique, it is possible to conduct a thorough and objective investigation. The evidence may be found by doing a search that is both objective and thorough. The evidence provides an answer to the question and serves as the foundation for any recommendations, decisions, or practices that are evidence-based. It is vital to spend time developing a strong PICOT question since it is the entrance to a productive, efficient search and, eventually, to generate solid, evidence-based solutions with conviction. This is done to ensure the greatest decision-making possible and to enhance healthcare outcomes.
Use of PICO(T) Approach in Addressing Pressure Injuries
The increasing prevalence of pressure injuries in elderly patients has been noted as a problem in clinical practice that needs to be addressed and resolved. Aging causes a number of changes to the skin, including the flattening and thinning of epithelial layers, the reduction of subcutaneous fat, and the loss of flexibility in collagen fibers. It is possible that the formation of pressure injuries in elderly people is made worse by the alterations that come with aging skin and the decreased tolerance to hypoxia that comes along with it (Lindhardt et al., 2020)PICO(T) Questions And An Evidence-Based Approach Essay Assignment. As a result, it is essential to use the most cutting-edge preventative measures currently available in order to reduce the risk of pressure injuries. The appropriate PICO question for this practice issue is, therefore: In geriatric care patients (P), how does repositioning every two hours (I), compared to not repositioning (C), affect the incidence of pressure injuries?
There is a significant financial burden associated with the treatment of pressure injuries in aged care settings. In the United States, pressure injuries have a yearly cost of $9.1–11.6 billion. Care for one patient with a pressure injury can cost anything from $19,900 to $151,700 (Padula & Delarmente, 2018). Since this is the case, it is understandable that efforts to find and assess the efficacy of preventative measures should be ongoing.
The repositioning of patients at regular intervals of two hours has been determined to be the most effective preventive strategy. According to Avsar et al. (2020)PICO(T) Questions And An Evidence-Based Approach Essay Assignment, repositioning is a clinical care technique that is applied for the prevention of pressure injuries, and its primary goal is to lessen the mechanical stress that is placed on the skin. As a result, it helps to keep the blood circulating, which keeps the skin healthy and inhibits pressure ulcers from developing. Patients over the age of 65 who are confined to bed and cannot reposition themselves will make up a portion of the population under investigation. The targeted outcome of the repositioning intervention is the decreased incidence of pressure injuries.
Identification and Explanation of the Evidence
According to the findings of research that was carried out by Hallaj (2017), nursing interventions that were put into practice were successful in warding off the development of pressure injuries. Hallaj (2017) observed that making regular position changes for the elderly every two hours lessened the effects of strain, friction, and shear damage, as well as decreased the amount of time that bony prominences were subjected to sustained pressure. As a result, this contributed to the maintenance of a sufficient flow of oxygen and nutrients to the region, which ultimately prevented the death of tissues. The study also discovered that a 30-degree increase in the position of the head of the bed aided to maintain adequate oxygen levels for the skin (Hallaj, 2017). The author went on to recommend that turning patients more often (every 2 hours or less) by nursing personnel would be more beneficial than other types of repositioning in preventing the onset of pressure injuries.
Another study that was carried out by Avsar et al. (2020) found that turning a patient every two hours reduced pressure on the region that was at risk, preserved muscle mass, and kept the overall tissue integrity intact. Because of this, the tissues received enough oxygen and suffered less pressure damage. Turning a patient at risk of pressure injury is a crucial part of prevention and has been widely embraced as a best practice throughout the globe (Avsar et al., 2020)PICO(T) Questions And An Evidence-Based Approach Essay Assignment. The authors continue to examine why repositioning a patient every 2 hours is not often done properly when the initiative is left to an individual practitioner, with a time constraint and other commitments being the most prevalent explanations given.
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With the use of a Turn Teams approach suggested by Avsar et al. (2020), the prevalence of pressure injuries dropped by 54 percent over the course of a year. With this approach, individuals with a Braden score of 18 or below are marked daily as being at high risk. Once patients have been identified, it is best to have a pair of nurses or nursing assistants do the necessary patient turns. The department secretary would monitor the timetable to guarantee everything was being completed on time (Avsar et al., 2020)PICO(T) Questions And An Evidence-Based Approach Essay Assignment. The turn teams approach is flexible enough to meet the requirements of different departments and larger organizations. Having an additional nurse’s assistant available to help with tasks like moving wires, drains, or tubes can be helpful when implementing this approach in a high-acuity surgical unit.
Relevance of Findings
Based on what has been learned from the aforementioned sources, it is probable that the PICO question, if effectively applied, would lead to a decrease in pressure injuries. According to Hallaj (2017), the most effective method for minimizing pressure injuries in elderly patients is to reposition them at least once every two hours. This finding may be used to inform the design of a two-hourly repositioning plan and the training of healthcare professionals in the best methods for turning patients. The many evidence-based approaches to repositioning may be applied, which enables best practice measures to be implemented.
The results of Avsar et al. (2020) are also reliable when it comes to addressing the PICO question since they give insight into the necessity of repositioning patients who are in danger of pressure sores. This research provides useful information for designing a turn team approach in geriatric care settings, however, each facility will have to modify the approach to meet its own unique requirements.
Conclusion
Conclusively, repositioning elderly individuals at healthcare facilities alleviates pressure and maintains the integrity of the skin tissues, hence reducing the development of pressure injuries. However, since the requirements of each patient are unique, there is still a lot of research that has to be done on how often patients should be repositioned. There is substantial evidence that elderly people are less likely to suffer from pressure injuries if they are repositioned every two hours. PICO(T) Questions And An Evidence-Based Approach Essay Assignment
References
Avsar, P., Moore, Z., Patton, D., O’Connor, T., Budri, A. M., & Nugent, L. (2020). Repositioning for preventing pressure ulcers: A systematic review and meta-analysis. Journal of Wound Care, 29(9), 496-508. https://doi.org/10.12968/jowc.2020.29.9.496
Hallaj, F. (2017). Effect of applying nursing interventions for preventing pressure ulcers among hospitalized geriatric patients. Alexandria Scientific Nursing Journal, 19(2), 57-68. https://doi.org/10.21608/asalexu.2017.208351
Lindhardt, C. L., Beck, S. H., & Ryg, J. (2020). Nursing care for older patients with pressure ulcers: A qualitative study. Nursing Open, 7(4), 1020-1025. https://doi.org/10.1002/nop2.474
Padula, W. V., & Delarmente, B. A. (2019). The national cost of hospital‐acquired pressure injuries in the United States. International Wound Journal, 16(3), 634-640. https://doi.org/10.1111/iwj.13071
Assessment 3 Instructions: PICO(T) Questions and an Evidence-Based Approach
Top of Form
Bottom of Form
- 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:
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- P – Patient/population/problem.
- I – Intervention.
- C – Comparison (of potential interventions, typically).
- O – Outcome(s).
- T – Time frame (if time frame is relevant). PICO(T) Questions And An Evidence-Based Approach Essay Assignment
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) Questions And An Evidence-Based Approach Essay Assignment
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: PICO(T) Questions And An Evidence-Based Approach Essay Assignment
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- 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:
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- Assessment 3 Example [PDF].
Additional Requirements
Your assessment should meet the following requirements:
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- 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. PICO(T) Questions And An Evidence-Based Approach Essay Assignment
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
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- Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
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- 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.
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- 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.
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- 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.
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- 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 Essay Assignment
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