PICOT Question Paper Health, Medicine, Nursing Essay

PICOT Question Paper

Review your problem or issue and the study materials to formulate a PICOT question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.
The PICOT question will provide a framework for your capstone project change proposal.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
Describe the problem in the PICOT question as it relates to the following:
Evidence-based solution
Nursing intervention
Patient care
Health care agency
Nursing practice
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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. Refer to the LopesWrite Technical Support articles for assistance.
RUBRIC
Attempt Start Date: 03-Aug-2020 at 12:00:00 AM
Due Date: 09-Aug-2020 at 11:59:59 PM
Maximum Points: 60.0
RUBRIC: Course Code Class Code Assignment Title Total Points
NRS-493 NRS-493-O502 PICOT Question Paper 60.0

Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
PICOT Question 20.0% A PICOT question is not presented. An incomplete PICOT question is presented. The PICOT does not follow the correct format. A PICOT question is presented. The PICOT generally follows the correct format. A PICOT question is presented. Some detail is needed for clarity. A PICOT question is presented and provides a clear framework for the capstone project change proposal.

Nursing Intervention 20.0% The intervention and comparison are omitted The intervention used to address the problem is not based on a nursing practice intervention. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are omitted. A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are summarized. Some information is needed. There are minor inaccuracies. A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are discussed. A nursing intervention used to address the problem is clearly presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are thoroughly discussed.

Clinical Problem and Patient Outcome 20.0% The clinical problem and how it can result in a positive patient outcome are omitted. The clinical problem and how it can result in a positive patient outcome are incomplete. The clinical problem and how it can result in a positive patient outcome are summarized. More information and rationale are needed. The clinical problem and how it can result in a positive patient outcome are presented. Some minor detail is needed for clarity. The clinical problem and how it can result in a positive patient outcome are thoroughly discussed. Strong rationale is offered for support.

PICOT Problem 20.0% The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is omitted. The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is incomplete. The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is summarized. More information and rationale are needed. The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity. The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.


Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage 100%
EXAMPLE IS HERE.
PICOT Question Paper
Student
Grand Canyon University: NRS-493
Date
Introduction
Hand hygiene is recognized as the important measure to prevent the spread of microorganisms and to reduce the incidence of hospital acquired infections regardless of any department in a hospital setting. Despite the relative simplicity of hand hygiene, compliance at the facility where the clinical will take place, is as low as 40% among health care workers (HCW). Nurses compose the largest portion of the (HCW) and they are the “nucleus of the health care system”. They deal more closely with patients than any other health care workers; therefore, their compliance with hand washing guidelines seems to be more crucial in preventing the hospital acquired infections among patients. Hospital acquired infections are infections patients get unintentionally while admitted for another reason (Shinde & Mohite, 2014). This paper contains a PICOT question formulated based on the capstone project change proposal and relates to evidence-based solution, nursing intervention, patient care, health care agency and nursing practice.
PICOT Question:
Does providing healthcare workers with education on hand hygiene reduce the incident of Hospital Acquired Infections in the adult inpatient?
Nursing Intervention:
In health care facility, interventions for best hand hygiene are a continuous process due to the frequent team changes and clinical practice updates. The following strategies will be utilized in the implementation process of the research project proposal.
• Education provided via PowerPoint will describe risk factors, benefits and techniques such as hand wash with water and soap, hand disinfection with alcohol-based hand rub, among nurses.
• Enforcement on “My Five Moments of Hand Hygiene” by World Health Organization. These five moments of hand hygiene include; the moment before touching a patient, before performing aseptic and clean procedures, after being at risk of exposure to body fluids, after touching a patient, and after touching patient surroundings. This concept has been effectively used to improve understanding, training, monitoring, and reporting hand hygiene among nurses (AAFP, 2020).
• Modification of the ‘5 moments of hand hygiene’ to the ‘4 hand hygiene opportunities in the OR’ based on the Auckland District Health Board’s (Auckland DHB) Perioperative Directorate in order to observe the compliance and to understand the difference in the OR environment, will be beneficial.
• Placing equipment such as automatic or foot operated dispenser, washing sinks, posters on the relevant areas of the units.
• Developing a culture of social responsibility, and safety among nurses can result in the best compliance.
Patient Outcome:
Unfortunately, nursing staff are working longing hours with the least amount of staff and when this occurs, people will fall into bad habits which are taking short cuts in hand washing. By decreasing the handwashing compliance to a nominal percentage, this would improve patient outcomes and would reduce hospital acquired infections. According to WHO (2020)
hand hygiene reduces hospital acquired infections significantly.
Problem:
Hand hygiene requires a multidisciplinary approach to make it practical and continuous process within healthcare settings. Poor adherence is seen as the major challenge, creating a sense of social responsibility and safety is very essential for sincere compliance with the process. Strong influence by hospital administration, other respective leaders especially nursing leaders need to play important roles for the success. Continuous education and motivation is another important aspect.
Caring with clean hands is an Evidence –Based practice, for reducing HAIs. So it is necessary and mandatory that every nurse should maintain good hand hygiene to reduce the disease transmission among their patients.
References
American Academy of Family Physicians. (2020). Hand washing and Corona virus (COVID-19). Prevention and Wellness. Family Doctor.org. Retrieved from https://familydoctor(dot)org/handwashing-and-covid-19/
Centre for Evidence-Based Medicine. (2020). Asking Focused Questions. Retrieved from https://www(dot)cebm(dot)net/2014/06/asking-focused-questions/
Shinde, M. B., & Mohite, V. R. (February 2014). A Study to Assess Knowledge, Attitude and Practices of Five Moments of Hand Hygiene among Nursing Staff and Students at a Tertiary Care Hospital at Karad. International Journal of Science and Research, 3(2) 311-321Retrieved from https://www(dot)academia(dot)edu/29666510/A_Study_to_Assess_Knowledge_Attitude_and_Practices_of_Five_Moments_of_Hand_Hygiene_among_Nursing_Staff_and_Students_at_a_Tertiary_Care_Hospital_at_Karad
Liz. M, Barbara, L, Nuala. H & Colum, P. (December 1, 2017). Hand hygiene: Attitudes and practices of nurses, a comparison between 2007 and 2015. American Journal of Infection Control, 45(12). Retrieved from https://doi(dot)org/10.1016/j.ajic.2017.08.040
World Health Organization (2020) Evidence for Hand Hygiene, Retrieved from, https://www(dot)who(dot)int/gpsc/tools/faqs/evidence_hand_hygiene/en/