DNP 801 Week 6 PICOT-D Draft GCU

Grand Canyon University DNP 801 Week 6 PICOT-D Draft GCU-Step-By-Step Guide

This guide will demonstrate how to complete the DNP 801 Week 6 PICOT-D Draft GCU 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 DNP 801 Week 6 PICOT-D Draft GCU

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 801 Week 6 PICOT-D Draft GCU 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 DNP 801 Week 6 PICOT-D Draft GCU

The introduction for the Grand Canyon University DNP 801 Week 6 PICOT-D Draft GCU 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 DNP 801 Week 6 PICOT-D Draft GCU

After the introduction, move into the main part of the DNP 801 Week 6 PICOT-D Draft GCU 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 DNP 801 Week 6 PICOT-D Draft GCU

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 DNP 801 Week 6 PICOT-D Draft GCU

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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DNP 801 Week 6 PICOT-D Draft GCU

The purpose of this assignment is for the learners to develop the first draft of their PICOT-D for their proposed practice problem.
General Requirements:
• Refer to the “PICOT-D Selection Guidelines,” located in the DC Network, for assistance in completing this assignment.
• Use the “PICOT-D Question Template,” located in the DC Network, to complete this assignment.
• Refer to the “Levels of Evidence in Research,” located in the Class Resources, as needed for assistance.
• A minimum of three primary quantitative research articles, published within 5 years of your anticipated graduation date, are required to complete this assignment.
• While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
• 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 not required to submit this assignment to LopesWrite.
Directions:
1. Use the “PICOT-D Question Template,” located in the DC Network, to develop a PICOT-D question for your proposed topic. If you are using the topic from your Selecting a Practice Problem assignment from Topic 3, be sure to make any changes as indicated by your instructor for that assignment.
2. Find three primary quantitative research articles to support your PICOT-D question. Two of the articles must demonstrate support for the proposed intervention. List these accordingly on the “PICOT-D Question Template” and include a working link for each article.

Submit the Completed Template *See Additional Instructions below for completing the Template on Page 2.

Save file as First.Last.PICOT_D Question.CLASS.mm.dd.yyyy

PICOT-D Question Template
P	Population	Patients with type 2 diabetes
I	Intervention	Flash glucose monitoring
C	Comparison	Current practice
O	Outcome	Improved HbA1c levels
T	Timeline	12 weeks
D	Data	Electronic health records, , online medical database surveys, Cochrane database, PubMed, GCU student resources, GCU library, ERIC, and CINAHL
What is your licensure?	APRN RN Is this practice change within the scope of your nursing practice? YES No By submitting this form, I am attesting I have read my state’s Nurse Practice Act, and the project is within the scope of my practice.
PICOT	Among patients with type 2 diabetes in a nursing home, will the translation of Furler et al’s research on flash glucose monitoring increase the rate of practitioner’s ordering flash glucose monitoring to impact HgbA1C, compared to current in 12 weeks?
Problem Statement	It is not known if the implementation of flash glucose monitoring to improve the practitioner’s ordering rates of monitoring would impact HbA1c levels among patients with type 2 diabetes.
Purpose Statement	The purpose of this quality improvement project is to determine if the implementation of flash glucose monitoring to improve practitioner’s ordering rates of monitoring would impact HbA1c levels among patients with type 2 diabetes. The project was piloted over a twelve-week period in an urban nursing home.
Original Research articles: List all original research articles that support the intervention (Required) Ensure there is a permalink to the research articles.	MUST have 2 original research articles from the USA and/or Canada to support the intervention within seven years of your graduation date. The other research articles may be added from the US, Canada, UK, Denmark, India, New Zealand, Germany, Australia (preferred) or from the *International Compilation of Human Research Standards 2020 Edition* *by DNP-815A. *DO NOT MARK THIS AS “SEE BELOW”* Ajjan, R. A., Jackson, N., & Thomson, S. A. (2019). Reduction in HbA1c using professional flash glucose monitoring in insulin-treated type 2 diabetes patients managed in primary and secondary care settings: a pilot, multicentre, randomised controlled trial. Diabetes and Vascular Disease Research, 16(4), 385-395. https://doi.org/10.1177%2F1479164119827456. Furler, J., O’Neal, D., Speight, J., Blackberry, I., Manski-Nankervis, J. A., Thuraisingam, S., … & Best, J. (2020). Use of professional-mode flash glucose monitoring, at 3-month intervals, in adults with type 2 diabetes in general practice (GP-OSMOTIC): a pragmatic, open-label, 12-month, randomised controlled trial. The Lancet Diabetes & Endocrinology, 8(1), 17-26. https://doi.org/10.1016/S2213-8587(19)30385-7 Wada, E., Onoue, T., Kobayashi, T., Handa, T., Hayase, A., Ito, M., … & Arima, H. (2020). Flash glucose monitoring helps achieve better glycemic control than conventional self-monitoring of blood glucose in non-insulin-treated type 2 diabetes: a randomized controlled trial. BMJ Open Diabetes Research and Care, 8(1), e001115. http://dx.doi.org/10.1136/bmjdrc-2019-001115 Elliott, T., Beca, S., Beharry, R., Tsoukas, M. A., Zarruk, A., & Abitbol, A. (2021). The impact of flash glucose monitoring on glycated hemoglobin in type 2 diabetes managed with basal insulin in Canada: a retrospective real-world chart review study. Diabetes and Vascular Disease Research, 18(4), 14791641211021374. Grace, T., & Salyer, J. (2022). Use of Real-Time Continuous Glucose Monitoring Improves Glycemic Control and Other Clinical Outcomes in Type 2 Diabetes Patients Treated with Less Intensive Therapy. Diabetes Technology & Therapeutics, 24(1), 26-31. https://doi.org/10.1089/dia.2021.0212

References

Ajjan, R. A., Jackson, N., & Thomson, S. A. (2019). Reduction in HbA1c using professional flash glucose monitoring in insulin-treated type 2 diabetes patients managed in primary and secondary care settings: a pilot, multicentre, randomised controlled trial. Diabetes and Vascular Disease Research, 16(4), 385-395. https://doi.org/10.1177%2F1479164119827456.

Elliott, T., Beca, S., Beharry, R., Tsoukas, M. A., Zarruk, A., & Abitbol, A. (2021). The impact of flash glucose monitoring on glycated hemoglobin in type 2 diabetes managed with basal insulin in Canada: a retrospective real-world chart review study. Diabetes and Vascular Disease Research, 18(4), 14791641211021374.

Furler, J., O’Neal, D., Speight, J., Blackberry, I., Manski-Nankervis, J. A., Thuraisingam, S., … & Best, J. (2020). Use of professional-mode flash glucose monitoring, at 3-month intervals, in adults with type 2 diabetes in general practice (GP-OSMOTIC): a pragmatic, open-label, 12-month, randomised controlled trial. The Lancet Diabetes & Endocrinology, 8(1), 17-26. https://doi.org/10.1016/S2213-8587(19)30385-7

Grace, T., & Salyer, J. (2022). Use of Real-Time Continuous Glucose Monitoring Improves Glycemic Control and Other Clinical Outcomes in Type 2 Diabetes Patients Treated with Less Intensive Therapy. Diabetes Technology & Therapeutics, 24(1), 26-31. https://doi.org/10.1089/dia.2021.0212

Wada, E., Onoue, T., Kobayashi, T., Handa, T., Hayase, A., Ito, M., … & Arima, H. (2020). Flash glucose monitoring helps achieve better glycemic control than conventional self-monitoring of blood glucose in non-insulin-treated type 2 diabetes: a randomized controlled trial. BMJ Open Diabetes Research and Care, 8(1), e001115. http://dx.doi.org/10.1136/bmjdrc-2019-001115

3. PICOT-D: Draft – Rubric
4. Collapse All PICOT-D: Draft – RubricCollapse All
5. Population
6. 8 points
7. Criteria Description
8. Appropriate patient population includes a direct link to practice improvements that can be measured through patient and practice outcomes.
9. 5. Target
10. 8 points
11. A description of an appropriate patient population being assessed can be linked to direct practice improvements and is extremely thorough with substantial supporting evidence.
12. 4. Acceptable
13. 7.36 points
14. A description of an appropriate patient population being assessed is complete and includes a direct link to practice improvements that can be measured through patient and practice outcomes.
15. 3. Approaching
16. 7.04 points
17. A description of an appropriate patient population being assessed is included but lacks a link to direct practice improvements that could be measured through patient and practice outcomes.
18. 2. Insufficient
19. 6.4 points
20. A description of population being assessed is incomplete or does not to meet the criteria for an appropriate patient population.
21. 1. Unsatisfactory
22. 0 points
23. A description of population being assessed is not included.
24. Intervention
25. 8 points
26. Criteria Description
27. Evidence-based intervention is described and includes primary quantitative research articles that directly support the intervention.
28. 5. Target
29. 8 points
30. A description of the intervention is extremely thorough with substantial evidence and supporting literature.
31. 4. Acceptable
32. 7.36 points
33. A description of the intervention is complete, includes a sufficient amount of evidence, and is supported by literature.
34. 3. Approaching
35. 7.04 points
36. A description of the intervention is included but lacks a sufficient amount of evidence.
37. 2. Insufficient
38. 6.4 points
39. A description of the intervention is incomplete or incorrect.
40. 1. Unsatisfactory
41. 0 points
42. A description of the intervention is not included.
43. Comparison
44. 8 points
45. Criteria Description
46. Comparison of proposed intervention to current practice is presented with evidence and measurable outcomes.
47. 5. Target
48. 8 points
49. A description of the comparison information is extremely thorough with substantial evidence and measurable outcomes.
50. 4. Acceptable
51. 7.36 points
52. A description of the comparison information is complete and includes a sufficient amount of evidence and measurable outcomes.
53. 3. Approaching
54. 7.04 points
55. A description of the comparison information is included but lacks evidence and measurable outcomes.
56. 2. Insufficient
57. 6.4 points
58. A description of the comparison information is incomplete or incorrect.
59. 1. Unsatisfactory
60. 0 points
61. A description of the comparison information is not included.
62. Outcome
63. 8 points
64. Criteria Description
65. Outcome is patient-focused, specific, and measurable, including supporting research that demonstrates how the evidence-based intervention impacts stated patient outcome.
66. 5. Target
67. 8 points
68. A description of the outcome is extremely thorough with substantial evidence pertaining to a measurable population or patient outcome.
69. 4. Acceptable
70. 7.36 points
71. A description of the outcome is complete and includes a sufficient amount of evidence pertaining to a measurable population or patient outcome.
72. 3. Approaching
73. 7.04 points
74. A description of the outcome is included but lacks evidence pertaining to a measurable population or patient outcome.
75. 2. Insufficient
76. 6.4 points
77. A description of the outcome is incomplete or incorrect pertaining to a measurable population or patient outcome.
78. 1. Unsatisfactory
79. 0 points
80. A description of the outcome is not included.
81. Timeline
82. 8 points
83. Criteria Description
84. Required 8-week timeline.
85. 5. Target
86. 8 points
87. The timeline is specified as 8 weeks.
88. 4. Acceptable
89. 7.36 points
90. NA
91. 3. Approaching
92. 7.04 points
93. NA
94. 2. Insufficient
95. 6.4 points
96. NA
97. 1. Unsatisfactory
98. 0 points
99. The timeline is not specified or is deviates from the 8-week requirement.
100. PICOT-D Question
101. 16 points
102. Criteria Description
103. PICOT-D question succinctly reflects individual P.I.C.O.T.D criteria.
104. 5. Target
105. 16 points
106. The criteria of the P.I.C.O.T.D are present in one statement.
107. 4. Acceptable
108. 14.72 points
109. NA

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110. 3. Approaching
111. 14.08 points
112. NA
113. 2. Insufficient
114. 12.8 points
115. NA
116. 1. Unsatisfactory
117. 0 points
118. Not all of the P.I.C.O.T.D elements are present in the statement.
119. Problem Statement
120. 1.6 points
121. Criteria Description
122. Problem Statement
123. 5. Target
124. 1.6 points
125. The templated statement is present.
126. 4. Acceptable
127. 1.47 points
128. NA
129. 3. Approaching
130. 1.41 points
131. NA
132. 2. Insufficient
133. 1.28 points
134. NA
135. 1. Unsatisfactory
136. 0 points
137. The templated statement is not present.
138. Purpose Statement
139. 1.6 points
140. Criteria Description
141. Purpose Statement
142. 5. Target
143. 1.6 points
144. The templated statement is present.
145. 4. Acceptable
146. 1.47 points
147. NA
148. 3. Approaching
149. 1.41 points
150. NA
151. 2. Insufficient
152. 1.28 points
153. NA
154. 1. Unsatisfactory
155. 0 points
156. The templated statement is not present.
157. References
158. 12 points
159. Criteria Description
160. Meets criteria for primary quantitative research; published within 5 years of anticipated graduation date; working links are provided for each article. Clinical practice guideline included, if applicable.
161. 5. Target
162. 12 points
163. Three primary quantitative research articles, published within 5 years of the anticipated graduation date, are presented. All three articles meet the criteria for primary research on the Levels of Evidence chart. Any applicable clinical practice guideline is included.
164. 4. Acceptable
165. 11.04 points
166. NA
167. 3. Approaching
168. 10.56 points
169. Two primary quantitative research articles, published within 5 years of the anticipated graduation date, and meet the criteria for primary research on the Levels of Evidence chart. Any applicable clinical practice guideline is included.
170. 2. Insufficient
171. 9.6 points
172. One primary quantitative research article, published within 5 years of the anticipated graduation date, is presented and meet the criteria for primary research on the Levels of Evidence chart. A clinical practice guideline should be listed but is omitted.
173. 1. Unsatisfactory
174. 0 points
175. Articles are omitted; or, the articles presented do not meet the specified criteria.
176. Paper Format
177. 2.4 points
178. Criteria Description
179. Use of appropriate style for the major and assignment.
180. 5. Target
181. 2.4 points
182. All format elements are correct.
183. 4. Acceptable
184. 2.21 points
185. Appropriate template is fully used. There are virtually no errors in formatting style
186. 3. Approaching
187. 2.11 points
188. Appropriate template is used. Formatting is correct, although some minor errors may be present.
189. 2. Insufficient
190. 1.92 points
191. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
192. 1. Unsatisfactory
193. 0 points
194. Template is not used appropriately, or documentation format is rarely followed correctly.
195. Mechanics of Writing
196. 2.4 points
197. Criteria Description
198. Includes spelling, punctuation, grammar, and language use.
199. 5. Target
200. 2.4 points
201. The writer is clearly in command of standard, written, academic English.
202. 4. Acceptable
203. 2.21 points
204. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
205. 3. Approaching
206. 2.11 points
207. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
208. 2. Insufficient
209. 1.92 points
210. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct, but not varied.
211. 1. Unsatisfactory
212. 0 points
213. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.
214. Documentation of Sources
215. 4 points
216. Criteria Description
217. Includes citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.
218. 5. Target
219. 4 points
220. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of errors.
221. 4. Acceptable
222. 3.68 points
223. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
224. 3. Approaching
225. 3.52 points
226. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
227. 2. Insufficient
228. 3.2 points
229. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
230. 1. Unsatisfactory
231. 0 points
232. Sources are not documented.
233. Total 80 points