NURS-6052N-43 Course Project: Part 1—Identifying a Researchable Problem, Walden University
NURS-6052N-43 Course Project: Part 1—Identifying a Researchable Problem, Walden University
NURS-6052N-43, Essent of Evidence-Based Practice
One of the most challenging aspects of EBP is to actually identify the answerable question.
NURS-6052N-43 Course Project: Part 1—Identifying a Researchable Problem, Walden University
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
- Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
- Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
- Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
- Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
- Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?
Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
- Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.
To complete:
Write a 3- to 4-page paper that includes the following:
- A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
- The 5 questions you have generated and a description of how you analyzed them for feasibility
- Your preliminary PICOT question and a description of each PICOT variable relevant to your question
- At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
By Day 7
Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.
Reference:
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Submission and Grading Information
To submit your completed Project for review and grading, do the following:
- Please save your Project using the naming convention “WK2Proj+last name+first initial.(extension)” as the name.
- Click the Week 2 Project Rubric to review the Grading Criteria for the Project.
- Click the Week 2 Project You will also be able to “View Rubric” for grading criteria from this area.
- Next, from the Attach File area, click on the Browse My Computer Find the document you saved as “WK2Proj+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
Rubric Detail
Name: NURS_5052_Week_2_Application_Rubric
| Excellent | Good | Fair | Poor | |||
| Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking. | 27 (27%) – 30 (30%) Assignment exceedsexpectations. All topics are addressed with a minimum of 75% containing exceptionalbreadth and depth about eachof the assignment topics. | 24 (24%) – 26 (26%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. | 21 (21%) – 23 (23%) Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. | 0 (0%) – 20 (20%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. | ||
| Quality of Work Submitted: The purpose of the paper is clear. | 5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria. | 4 (4%) – 4 (4%) Purpose of the assignment is stated, yet is brief and not descriptive. | 3.5 (3.5%) – 3.5 (3.5%) Purpose of the assignment is vague or off topic. | 0 (0%) – 3 (3%) No purpose statement was provided. | ||
| Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:Understand and interpret the assignment’s key concepts. | 9 (9%) – 10 (10%) Demonstrates the ability to critically appraise and intellectually explore key concepts. | 8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts. | 7 (7%) – 7 (7%) Shows some degree of understanding of key concepts. | 0 (0%) – 6 (6%) Shows a lack of understanding of key concepts, deviates from topics. | ||
| Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources. | 18 (18%) – 20 (20%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view. | 16 (16%) – 17 (17%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. | 14 (14%) – 15 (15%) Minimally includes and integrates specific information from 2-3 resources to support major points and point of view. | 0 (0%) – 13 (13%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. | ||
| Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections. | 18 (18%) – 20 (20%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice. | 16 (16%) – 17 (17%) Summarizes information gleaned from sources to support major points, but does not synthesize. | 14 (14%) – 15 (15%) Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. | 0 (0%) – 13 (13%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. | ||
| Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. | 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity | 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. | 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time. | 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. | ||
| Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation | 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. | 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. | 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. | 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | ||
| Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%) Uses correct APA format with no errors. | 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. | 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. | 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. | ||
| Total Points: 100 | ||||||
GET NURSING PAPER HELP
Sample solution to NURS-6052N-43 Course Project: Part 1—Identifying a Researchable Problem, Walden University
Paper type: Coursework
Course Level: Master
Subject Area: Nursing
# Pages: 4
Introduction
Nursing research is a very crucial aspect of evidence-based practice (EBP). The reason is that it is by conducting a comprehensive investigation that nurses can gather evidence to inform clinical practice (Darvish, A. et al., 2014). To engage in a meaningful study, clinicians must be sure to develop researchable questions that can guide the data collection process. It is important to note that the collected data will be interpreted into information and knowledge that will eventually be converted into wisdom through a shared decision-making process (McGonigle & Mastrian, 2011; Charlene, Leanne, & Paddy, 2016). According to Davies (2011), the type of question that is developed for research is greatly determined by the feasibility of the research problem. This explains why it is usually important that the nurse identifies a problem in clinical practice before developing a research question (Darvish, A. et al., 2014; Moen, & Knudsen, 2013). The purpose of this assignment is to identify a researchable problem that is of significance to nursing practice. A feasible question that is related to the problem has been developed using the population, intervention, comparison, outcome, and time (PICOT) framework. Developing a clinical question that perfectly addresses a researchable problem increases the likelihood of obtaining meaningful results during the actual study.
The Clinical Problem
The clinical practice area that will be explored in this analysis is related to the improvement of health outcomes for patients with heart failure. The specific problem that has been noticed in nursing practice is the rapid rise in the readmission rates among patients with heart failure. In the recent past, the number of heart failure patients who are visiting the hospital barely seven days post-discharge is on the rise. The problem is mostly common among patients who started their medications elsewhere and who are vising the facility for a continued care. A comprehensive assessment of the problem has revealed that a large percentage of readmission rates occur among patients whose prescriptions have been modified due to one reason or another. The facility is concerned that the current problem will have a significant impact on the budget in the near future if it is not addressed. To demonstrate its determination in reducing the readmission rates of heart failure patients, the hospital is planning to investigate whether maintaining the same medications for heart failure patients can help to reduce readmission rates.
Significance of the Problem for Nursing Practice
The current problem is of great significance to nursing practice. The reason is that the nurse is charged with the responsibility of administering drugs to all categories of patients including those with heart failure. Although the physician has traditionally been known to perform the role of drug prescription, it is important to note that the advanced practice nurse has obtained adequate education and knowledge that can be applied in the prescription of medication (Fagerstrom, 2012). In this respect, both the nurse and the physician must ensure that patients with heart failure receive the right medication that will generate positive health outcomes. One of the most important ways through which the named goal can be met is by ensuring that the drugs that are prescribed to the patients perfectly match or are related to the ones that had been prescribed previously. Essentially, lack of medication reconciliation is highly associated with poor health outcomes for patients with chronic illnesses (Da Silva & Krishnamurthy, 2016). The current research will evaluate whether the same idea is applicable to patients with heart failure.
The Five Possible Research Questions
In nursing practice, a good research question must comprise five major components namely; the population, intervention, comparison, outcome, and time. The PICOT model as proposed by Davies (2011) has been used to develop five possible questions that can guide research that is related to the health outcomes for patients with heart failure. The five research questions have been developed to form different types of PICOT questions including; therapy, etiology, diagnosis, prevention, and prognosis. They are summarized below.
Question One: Therapy
What is the recovery rate (O) for patients with heart failure (P) who are suffering from other chronic illnesses (I) when compared to those who do not have other diseases (C) in a period of two months (T)?
Question Two: Etiology
Are heart failure patients (P) without family support (I) at an increased risk for developing complications (O) as compared to those with necessary home-based support (C) among adults and the elderly (T)?
Question Three: Diagnostic
Are cardiac tests (I) done to infants (P) more helpful in ensuring an early diagnosis of possible heart failure (O) as compared to tests done during adulthood (C)? (Age is the (T) in this case).
Question Four: Prevention
In nurses who deliver care to patients with heart failure (P), what are the variations in the readmission rates (O) approximately six weeks post-discharge (T) when medication reconciliation is observed (I) as compared to when drugs are constantly changed in the course of treatment (C)?
Question Five: Prognosis
Does monitoring heart performance (I) in patients with heart failure (P) improve prognosis (O) as compared to lack of heart performance monitoring (C) within a period of three months (T).
Analysis of the Questions for Feasibility
A feasibility assessment enables the nurse to select the most appropriate research question that will facilitate the collection of data that can effectively address the current problem. The important elements that are considered during the feasibility assessment include time, the relevance of the question to daily clinical practice (scope), resource utilization, necessary expertise and funding (Davies, 2011). As earlier mentioned, the facility is concerned that the current problem will have a significant impact on the budget in the near future if it is not addressed. In that regard, the proposed study must be able to gather data which will inform the nursing practice that is related to the prevention of readmission rates of heart failure patients while at the same time helping the facility to maximize efficiency. Additionally, the time for completing the project must be short enough, the problem to be addressed must be part of the daily routine for nurses, the hospital must possess the resources and expertise that are required for the study, and the organization must have the necessary funding to facilitate the research activities (Davies, 2011).
Preliminary PICOT Question
Based on the outcome of the feasibility analysis, the preliminary PICOT question that have been considered in the current scenario is “In nurses who deliver care to patients with heart failure (P), what are the variations in the readmission rates (O) approximately six weeks post-discharge (T) when medication reconciliation is observed (I) as compared to when drugs are constantly changed in the course of treatment (C)?” The variables that are relevant to the question have been identified by letter P, I, C, O, and T to signify Population, Intervention, Comparison, Outcome, and Time respectively.
10 Possible Keywords and Rationale for Selection
A number of keywords and phrases can be used when conducting a literature search for the selected PICOT question. They include;
- readmission rates for heart failure patients
- drug administration to heart failure patients
- the role of the nurse in reducing readmission rates of heart failure patients
- factors that influence outcomes for patients with heart failure
- medication reconciliation and heart failure patients’ readmission
- strategies to prevent readmission of heart failure patients
- the impact of modifying medications for heart failure patients
- determinants of quality care for patients with heart failure
- treating patients with heart failure
- the relevance of a coordinated care in improving health outcomes for heart failure patients
To conclude, the main rationale for selecting the above keywords is that they will allow the nurse to locate only those publications that contain information that is related to the chosen PICOT question (Moghadddasi et al., 2017; Russel-Rose & Chamberlain, 2017).
References
Charlene, R., Leanne, C, & Paddy, R. (2016). The evolution of data-information-knowledge-wisdom in nursing informatics. Advances in Nursing Science, 39(1), E1-E18. doi: 10.1097/ANS.0000000000000107
Darvish, A. et al. (2014). The role of nursing informatics on promoting quality of health care and the need for appropriate education. Global Journal of Health Science, 6(6), 11-18. doi: 10.5539/gjhs.v6n6p11
Da Silva, B., & Krishnamurthy, M. (2016). The alarming reality of medication error: A patient case and review of Pennsylvania and national data. Journal of Community Hospital Internal Medicine Perspectives, 6(4), 10.3402/jchimp.v6.31758.
Davies, K. (2011). Formulating the evidence based practice question: a review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75-80
Fagerstrom, L. (2012). The impact of advanced practice nursing in healthcare: recipe for developing countries. Annals of Neurosciences, 19(1), 1-2.
McGonigle, D., & Mastrian, K. (2011). Nursing informatics and the foundation of Knowledge. (2nd ed.). Jones & Bartlett
Moen, A., & Knudsen, L. (2013). Nursing informatics: Decades of contribution to health informatics. Health Informatics Research, 19(2), 86-92. doi: 10.4258/hir.2013.19.2.86
Moghadddasi, H., Rabiei, R., Asadi, F., & Ostva, N. (2017). Evaluation of nursing information systems: Application of usability aspects in the development of systems. Healthcare Informatics Research, 23(2), 101-108. doi: 10.4258/hir.2017.23.2.101
Riva et al. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167-171.
Russel-Rose, T., & Chamberlain, J. (2017). The expert search strategies: The information retrieval practices of healthcare information professionals. JMIR Medical Informatics, 5(4), e33. doi: 10.2196/medinform.7680
