NR 505 Week 2: PICOT Worksheet
Chamberlain University NR 505 Week 2: PICOT Worksheet– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 505 Week 2: PICOT Worksheet 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 NR 505 Week 2: PICOT Worksheet
Whether one passes or fails an academic assignment such as the Chamberlain University NR 505 Week 2: PICOT Worksheet 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 NR 505 Week 2: PICOT Worksheet
The introduction for the Chamberlain University NR 505 Week 2: PICOT Worksheet 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 NR 505 Week 2: PICOT Worksheet
After the introduction, move into the main part of the NR 505 Week 2: PICOT Worksheet 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 NR 505 Week 2: PICOT Worksheet
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 NR 505 Week 2: PICOT Worksheet
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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Sample Answer for NR 505 Week 2: PICOT Worksheet
Identifying the gaps in healthcare delivery and responding to them is essential. The nurses and healthcare providers should watch out to determine the health patterns and issues among given populations and recommend the best practices that will promote healthy living. The current study provides the opportunity to explore the existing clinical and practice gaps and approaches to addressing them. As a result, the focus will be on the responsibility of the nurses to offer relevant mandatory education to women in their 20s and 30s as a way of reducing the burden of cervical cancer.
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NR 505 Reflect upon the nursing practice issue of interest that you identified in earlier discussion assignments
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Identification of the Practice Issue
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Cervical cancer is a significant health issue among the women population. However, most of the cases are diagnosed late, and this results in a poor prognosis. Cancer is characterized by uncontrolled cell division, which may spread to other parts of the body when not treated in time. Metastasized cancer cells are difficult to treat and have poor health outcomes. According to Abu et al. (2020), cervical cancer is the fourth leading cause of cancer-related mortalities globally. Also, the study by Abu et al. (2020) reports that the incidence of cervical cancer increased by about 10.3% in the past ten years. The burden is high among women aged between 20 and 35 years old. However, the uptake of screening tests among the population group is wanting, requiring an investigation to explore the screening uptake patterns among them. According to Kong et al. (2019), the mortality rates from cervical cancer also increased from 0.1% to 0.2% within the past ten years. The risk of cervical cancer is most significant among women in their 20s and 30s; though, this is the last group likely to go for the screening services. Lack of screening intake among the population group causes disparity in the access to healthcare services. Besides, lack of uptake on the screening practices among the population group is attributed to the fact that nurses do not offer relevant educations to the women they interact with and inform them of the need for screening.
The need to intensify education to the population group is supported by the findings by Kong et al. (2019), who indicated that most young women fail to go for cervical cancer screening due to ignorance. Furthermore, while the screening services are affordable, some women think they are expensive and so fail to go for the tests because of misinformation and misconceptions. Nurses ought to utilize every opportunity they have to provide the proper guidance to young women to fight cervical cancer in society. |
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Significance of the Practice Issue
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Nurses have a role in offering relevant education and promoting healthy behavioural patterns among the populations. On the other hand, inadequate provision of education results in disparity in access to healthcare services, as evident among the women population identified in this study. The burden of cervical cancer is high because of the gap in the nursing practice. Evidence-based practices involve a series of activities undertaken to improve the quality of health among a given population. The current trends in the incidences and mortality rates for cervical cancer raise a warning sign that the situation may worsen if the nurses and healthcare providers fail to collaborate and offer relevant health promoting education to the population group.
The progression of cervical cancer is high among young women, making them the most vulnerable population that needs proper guidance on the preventive measures and screening resources for cervical cancer (Ngune et al., 2020).
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Discussion of the PICOT Elements
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P- women aged between 20 and 30 years
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| I- Provision of education on the need for cervical cancer screening by the nurses.
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| C- Lack of education provided by the nurses
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| O- Reduced stigmatization and increased uptake of cervical cancer screening.
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| T- Six months
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PICOT Statement (Narrative)
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Does the provision of education on the need for cervical cancer screening by the nurses compared to no education reduce the stigmatization and improve the uptake on cervical cancer screening among the women aged between 20 and 30 years with six months? |
Conclusion
The above illustration indicates the significance of education in changing the perceptions and attitudes of young women towards cervical cancer screening. The burden of cervical cancer is already high and is worsened by the lack of appropriate interventions and response from the healthcare providers. Regular screening results in early diagnosis and a good prognosis for the patients and is highly recommended for young women. On the other hand, delays in access to healthcare services such as cervical cancer screening result in late diagnosis and reduced survival rates. Educating the population on the need to undergo regular screening could play an essential role in improving their treatment outcomes. As a result, nurses should not neglect their health promotion roles but should integrate them into their daily interactions with them.
References
Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051-2058. https://doi.org/10.2147/cmar.s195098
Ngune, I., Kalembo, F., Loessl, B., & Kivuti-Bitok, L. W. (2020). Biopsychosocial risk factors and knowledge of cervical cancer among young women: A case study from Kenya to inform HPV prevention in sub-Saharan Africa. PLOS ONE, 15(8), e0237745. https://doi.org/10.1371/journal.pone.0237745
Abu, S. H., Woldehanna, B. T., Nida, E. T., Tilahun, A. W., Gebremariam, M. Y., & Sisay, M. M. (2020). The role of health education on cervical cancer screening uptake at selected health centres in Addis Ababa. PLOS ONE, 15(10), e0239580. https://doi.org/10.1371/journal.pone.0239580
Sample Answer 2 for NR 505 Week 2: PICOT Worksheet
For my evidenced based practice proposal project, I chose to go with a qualitative approach for research on veterans’ risk for suicide post deployment. For this project, I wanted to better understand the motivation and thought process of the veteran post deployment and if there were extenuating circumstances that accelerated their decision towards self-harm and thus qualitative research was the best approach. Ramchand (2016), discusses the need for qualitative approach as a way to better understand where veterans are coming from when they experience suicidal ideation and what is driving them to a place of crisis. There are so many different research trajectories on the subject of post war veterans and their risk for suicide such as the integration of females in combat zones and pre-existing mental illness in the combat veteran that I was not sure how to narrow down the issue to formulate a question. I chose to keep the subject matter broad and my research question is: Are post war veterans at a greater risk for suicide as they reintegrate into society?
Population (P): Post war veterans
Interest (I): Risk for suicide
Context (Co): Reintegration into society
The qualitative research design I chose to use is the phenomenology because it looks at the lived experiences of the individual. This research design seeks to understand the individual and the experiences they have lived by asking in-depth questions about their life and circumstances surrounding their existence. Polit &Beck (2017), discuss how individuals create truth about their own reality through their lived experiences. In depth questioning from the researcher helps to draw out these truths and better understand the circumstances that molded their beliefs. Interpretive phenomenology allows the researcher to enter the world of the participant without pre-conceived notions or ideas to better understand the individual (Polit, 2017). I have chosen to research the post war veterans risk for suicide through the interpretive aspect of the phenomenological design because I want to understand their thought process on the subject and not come with my own agenda or pre-conceived ideas.
Polit, D. & Beck, C. (2017). Essentials of nursing research: Appraising evidence for nursing practice (9th ed.). Philadelphia, PA: Wolters Kluwer.
Ramchand, R., Ayer, L., Kotzias, V., Engel, C., Predmore, Z., Ebener, P., & Haas, G. (2016). Suicide risk among women veterans in distress: Perspectives of responders on the veterans’ crisis line. Women’s Health Issues: Official Publication of The Jacobs Institute of Women’s Health, 26(6), 667-673. doi:10.1016/j.whi.2016.07.005