Assessment 3: PICO(T) Questions and an Evidence-Based Approach
Capella University Assessment 3: PICO(T) Questions and an Evidence-Based Approach-Step-By-Step Guide
This guide will demonstrate how to complete the Assessment 3: PICO(T) Questions and an Evidence-Based Approach assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Assessment 3: PICO(T) Questions and an Evidence-Based Approach
Whether one passes or fails an academic assignment such as the Capella University Assessment 3: PICO(T) Questions and an Evidence-Based Approach depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Assessment 3: PICO(T) Questions and an Evidence-Based Approach
The introduction for the Capella University Assessment 3: PICO(T) Questions and an Evidence-Based Approach is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Assessment 3: PICO(T) Questions and an Evidence-Based Approach
After the introduction, move into the main part of the Assessment 3: PICO(T) Questions and an Evidence-Based Approach assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Assessment 3: PICO(T) Questions and an Evidence-Based Approach
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Assessment 3: PICO(T) Questions and an Evidence-Based Approach
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Assessment 3: PICO(T) Questions and an Evidence-Based Approach
Patient care effectiveness depends on many factors. The resources in a health care facility affect the quality of care, cost, and safety essentials. Leadership and illness management practices also affect outcomes. Health care workers’ motivation, support, and mental and physical states play a significant role in the type and quality of care that patients receive. Due to such variations, practice issues differ across organizations. The outcomes are far-reaching, and it is crucial to apply evidence-based approaches to reduce practice problems. This paper explains how to explore a practice issue using the PICOT approach and evidence from scientific sources.
Using the PICOT Approach to Address Nurse Fatigue and Disengagement
The practice issue identified for resolution is nurse fatigue and disengagement. These problems are key indicators of nurse burnout, implying that nurses in such a condition risk patients’ health. Querstret et al. (2020) observed that fatigued nurses’ chances of making clinical errors are high due to impaired judgment. To prevent severe practice implications if the problem remains unsolved, health care organizations should be innovative and apply the most practical solutions to engage such nurses better. The PICOT question being explored is: in fatigued and disengaged nurses (P), can training leaders to recognize and address burnout (I) compared to engaging nurses in policy discussions (C) prevent nurse burnout (O) in six months (T)? Overall, the issue being addressed is practice-centered and directly affects the quality of care that patients receive.
The PICOT method is among the most reliable frameworks for identifying the research question’s components. The approach ensures that the research used to address a practice issue is relevant and specific to the problem being addressed. Through a PICOT approach, the patient or the problem is clearly outlined. The research also focuses on the intervention to the problem, which can be a procedure, therapy, or strategy. It is also crucial to compare the intervention with alternatives or control. The PICOT approach also specifies the time that the proposed solution is expected to achieve the desired change.
Sources of Evidence
Sources of information in health care research vary but not all meet the required threshold for a source of evidence. There are numerous sources of expert opinions providing tips on how to respond when a particular practice issue occurs. In other instances, some health care providers rely on tradition (common solutions) to respond to a case. Sources of evidence can also be obtained from government research websites.
Despite the variation of these sources, evidence for the PICOT question should be based on scientific research. Nurse fatigue and disengagement is a critical issue. When making decisions about such practice issues, it is vital to consider the best form of evidence.
Literature search to find research articles on the issue is the first step. Secondly, the level of evidence should be a consideration. Thirdly, information should be as current as possible. Accordingly, the most reliable sources are articles with the highest level of evidence. They include randomized controlled trials, meta-analysis, and systematic reviews. Such articles can inform decisions on addressing critical issues such as nurse burnout due to their scientific and rigorous designs.
Scientific articles are the best sources of evidence since they contain scholarly and empirical research. Scholarly research is usually peer-reviewed, implying that such articles are written by experts and reviews done by experts from the same or other fields (Roush, 2018). Using such evidence to expand knowledge on the nursing problem denotes that the supporting information and data is expert knowledge. Importantly, scientific research with rigorous design also reduces chances for bias and confounders in research.
Findings from Sources of Evidence
Leadership approaches and expertise play an instrumental role in engaging nurses and preventing problems such as nurse fatigue. Dall’Ora et al. (2020) found that it is challenging for health care organizations to prevent nurse burnout and address it timely if the leaders are not adequately familiar with signs of a disengaged or fatigued employee. Some of the indicators of fatigue and disengagement that nurse leaders should be familiar with include nurses withdrawing from relationships, getting quickly frustrated, and an increased number of callouts. When leaders are capacitated to recognize burnout signs early, they can apply evidence-based strategies to support their staff and address the issue before it becomes serious. Accordingly, the article supports the need for leaders’ training to enable them to recognize and address burnout.
Research studies have also explored the connection between leadership and exhaustion in health practice. Diehl et al. (2021) found that nurses usually feel disengaged in everyday practice if they lack autonomy and control over their practice. One way of preventing the problem is by nurse leaders recognizing the importance of the entire staff in decision making and allowing them to participate in making decisions related to their work. Mudallal et al. (2017) further mentioned that nurses’ involvement in decision-making prevents turnover since it helps to attract and retain staff by making them feel recognized and more involved in affairs affecting their roles directly. In any case, the best outcomes are achieved when leaders are conversant with problems and intervene as early as possible.
Relevance of Findings
The articles selected to expand knowledge on the practice issue were selected for different reasons. The study by Dall’Ora et al. (2020) is a theoretical review of the connection between adverse job characteristics and nurses’ productivity. The authors review numerous articles from Medline, PubMed, and PsychINFO to show how the extent of control, workload, shifts, and staffing levels cause fatigue and disengagement. Dall’Ora et al. (2020) argue that the consequences of such problems on nurses and patients are severe, and leaders should be centrally involved in recognizing and solving problems. The article confirms the need for committed leaders in addressing burnout.
The study by Diehl et al. (2021) was selected for its in-depth analysis of the connection between resources and productivity. The nationwide cross-sectional survey in Germany shows the need for nurses to be recognized and being amidst supportive and good working teams. Burnout has been depicted as a problem developing from how nurses are supervised, engaged, and controlled. Mudallal et al. (2017) systematically reviewed the link between nurses’ productivity, satisfaction, and exhaustion. The study highlights the importance of motivating nurses, which is among the critical roles that leadership plays in enhancing workplace productivity. Mudallal et al. (2017) claimed that burnout affects turnover rates, and timely interventions are necessary to reduce its impacts in the workplace. Overall, these articles meet the threshold of scientific research since findings are from empirical studies. The sources are peer-reviewed and focusing on the problem being reviewed.
In conclusion, there is a need to develop solution-centered interventions to address nurse fatigue and disengagement in the workplace. The PICOT framework was applied since it is problem-driven to determine whether training leaders on recognizing a problem and intervening early can reduce its impacts. To answer the PICOT question, it is crucial to rely on scientific articles as evidence sources. Articles by Dall’Ora et al. (2020), Diehl et al. (2021), and Mudallal et al. (2017) provide an in-depth review of the problem and possible solutions. They provide concise, up-to-date, and relevant information to adequately explore the need for leaders to recognize exhaustion early and supporting nurses to improve their commitment and engagement.
References
Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: A theoretical review. Human Resources for Health, 18, 1-17. https://human-resources-health.biomedcentral.com/articles/10.1186/s12960-020-00469-9
Diehl, E., Rieger, S., Letzel, S., Schablon, A., Nienhaus, A., Escobar Pinzon, L. C., & Dietz, P. (2021). The relationship between workload and burnout among nurses: The buffering role of personal, social and organisational resources. Plos One, 16(1), e0245798. https://doi.org/10.1371/journal.pone.0245798
Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits. Inquiry: A Journal of Medical Care Organization, Provision and Financing, 54, 46958017724944. https://doi.org/10.1177/0046958017724944
Querstret, D., O’Brien, K., Skene, D. J., & Maben, J. (2020). Improving fatigue risk management in healthcare: A systematic scoping review of sleep-related/fatigue-management interventions for nurses and midwives. International Journal of Nursing Studies, 106, 103513. https://doi.org/10.1016/j.ijnurstu.2020.103745
Roush, K. (2018). A nurse’s step by-step guide to writing a dissertation or scholarly project (Vol. 2). Sigma.