Question Development Tool (QDT)

Using the Question Development Tool (QDT) included on the Appendix section of your textbook, you will create a practice question. You are welcome to use the QDT table that I have published under Module 2.
Choose a topic of your interest to develop your practice question. Make sure that you are able to search and find the current practice and be able to answer each and every one of the PICO components.
In order to earn full points for this assignment, I encourage you to be complete each section of the QDT table as concisely and completely as possible (state and explain your reasoning, why, how, etc. in great detail)
I attached QDT table that needs to be filled out
Lecture: The PET Model & The Practice Question.
The P-E-T (Practice Question, Evidence, and Translation) process were described at length. This week, we will focus on the Practice Question aspect of the process.
The Practice Question (which is, quite literally, a scientific question you are trying to find the answer(s) for) generally arises from things you encounter at work on a daily basis. Be reminded that the answers to these questions are usually in the form of evidence that are disseminated as systematic reviews, integrative reviews, literature reviews, or clinical practice guidelines.
The steps are essentially as follows:
1. Defining practice problems
All actions and decisions related to the practice question are built on the clarity of the problem definition. You might want to refer to the following set of questions to see if you would be creating a robust practice question:
Is there evidence that this treatment works?
Does this practice help the patient?
Why are we doing this practice, and should we be doing it this way?
Is there a way to do this practice more efficiently or more cost-effectively?
There are generally two types of problems: problem-focused triggers or knowledge-focused triggers.
Problem-focused triggers are identified by staff during routine monitoring of quality, risk, adverse event, financial, or benchmarking data.
Example: during a recent audit, it is discovered that the unit may not be providing adequate personal protective equipments for its staff to care for MRSA/VRE patients, thus the rate of MRSA/VRE infections in the hospital are increasing.
Knowledge-based triggers are identified through reading published reports or learning new information at conferences or professional meetings.
Example: according to a recent study, providing flu vaccine for elderly patients decrease the chance of respiratory-related illnesses or death.
The table 4.2 on your textbook outlines some great strategies for defining the EBP problem -- please review these as you are doing your assignment.

2. Composing the Practice Questions
You will need to come up with the background and foreground questions. A background question is a general, best practice question that is broad and produces a wide range of evidence for review. An example from your textbook is: "What are the best nursing interventions to manage pain for patients with a history of substance abuse?". As you can see, this question cover an incredibly broad areas including pharmacology, alternative therapies, behavioral health, etc -- and therefore not a robust practice question. When in doubt, provide the state of the science about a problem, then create a refined foreground question.
A foreground question is a focused question that includes specific comparisons: "Is behavioral contracting or mutual goal setting more effective in improving the pain experience for patients with a history of substance abuse?". As you see - foreground questions produce a very refined, limited body of evidence specific to the EBP question.
Organize your practice questions by breaking down the components of the problem into the appropriate number of foreground questions -- create questions that relate to each of the components identified. Review the examples below:
Background question: "What are the best practices in fall prevention for older patients?"
Foreground question: "Which practice is more effective in reducing fall-related injuries: bed alarms or hourly roundings?"

3. Develop an Answerable EBP Question
As mentioned in my previous lecture -- you will need to utilize the PICO framework here.
Patient, population, or problem: describe these succinctly. Include the type of patient/population and the setting. Consider attributes such as age, gender, and/or symptoms.
Intervention: it can be a treatment, clinical/educational/administrative intervention; a process of care; nursing treatments; strategies for educations, etc.
Comparison with other interventions: check and see if another study to compare to may exist. A statement of current practice guideline may be used as a comparison.
Outcomes that are measurable: identify the outcomes of interest -- such as quality of life, improved treatment results, decreased rate of adverse events, etc. The outcomes always include a metric for measuring results and the frequency for measuring and reporting results.
Table 4.3. on your textbook outlives a great PICO example of a foreground question.
the book for reference
Dang, D., Dearholt, S.L. (2018). Johns Hopkins nursing evidence-based practice:
Model and Guidelines, (3rd ed.). Indianapolis, IN: Sigma Theta Tau.
ISBN 978-1-940-446-974