NUR 550 Evidence-Based Practice Project Proposal: PICOT
Grand Canyon University NUR 550 Evidence-Based Practice Project Proposal: PICOT – Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NUR 550 Evidence-Based Practice Project Proposal: PICOT 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 NUR 550 Evidence-Based Practice Project Proposal: PICOT
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 550 Evidence-Based Practice Project Proposal: PICOT 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 NUR 550 Evidence-Based Practice Project Proposal: PICOT
The introduction for the Grand Canyon University NUR 550 Evidence-Based Practice Project Proposal: PICOT 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.
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How to Write the Body for NUR 550 Evidence-Based Practice Project Proposal: PICOT
After the introduction, move into the main part of the NUR 550 Evidence-Based Practice Project Proposal: PICOT 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 NUR 550 Evidence-Based Practice Project Proposal: PICOT
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 NUR 550 Evidence-Based Practice Project Proposal: PICOT
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 NUR 550 Evidence-Based Practice Project Proposal: PICOT
PICOT Final
| PICOT Question | |||
| P | Population | Older adults with type 2 diabetes | |
| I | Intervention | Twice-weekly tailored physical exercise training | |
| C | Comparison | No exercise interventions | |
| O | Outcome | Improved functional fitness and independent living | |
| T | Timeframe | 8 weeks | |
| PICOT Create a complete PICOT statement. | In older adults with type 2 diabetes (P), does a twice-weekly tailored physical exercise training program (I), compared to no exercise interventions (C), improve functional fitness and independent living (O) in 8 weeks (T)? | ||
| Problem Statement Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper. | Older adults are a unique population with complex and highly demanding health problems. The prevalence of type 2 diabetes among older adults is a significant nursing practice problem since it increases hospitalizations, healthcare costs, and the risk for cardiovascular disease (Atak Tel et al., 2023; Evans et al., 2022). These outcomes denote a significant gap between the delivered and desired patient care. Nursing and healthcare research further shows that type 2 diabetes is associated with reduced functional performance and independence among older adults (Kirwan et al., 2021; Pfeifer et al., 2022). As a result, interventions tailored to improve functional capacity and independence among older adults with type 2 diabetes are crucial for improved health outcomes and reduced clinical visits. | ||
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References
Atak Tel, B. M., Aktas, G., Bilgin, S., Baltaci, S. B., & Taslamacioglu Duman, T. (2023). Control level of type 2 diabetes mellitus in the elderly is associated with polypharmacy, accompanied comorbidities, and various increased risks according to the Beers Criteria. Diagnostics (Basel, Switzerland), 13(22), 3433. https://doi.org/10.3390/diagnostics13223433
Evans, M., Chandramouli, A. S., Faurby, M., Matthiessen, K. S., Mogensen, P. B., & Verma, S. (2022). Healthcare costs and hospitalizations in US patients with type 2 diabetes and cardiovascular disease: a retrospective database study (OFFSET). Diabetes, Obesity & Metabolism, 24(7), 1300–1309. https://doi.org/10.1111/dom.14703
Kirwan, M., Chiu, C. L., Hay, M., & Laing, T. (2021). Community-based exercise and lifestyle program improves health outcomes in older adults with type 2 diabetes. International Journal of Environmental Research and Public Health, 18(11), 6147. https://doi.org/10.3390/ijerph18116147
Pfeifer, L. O., De Nardi, A. T., da Silva, L. X. N., Botton, C. E., do Nascimento, D. M., Teodoro, J. L., … & Umpierre, D. (2022). Association between physical exercise interventions participation and functional capacity in individuals with type 2 diabetes: a systematic review and meta-analysis of controlled trials. Sports Medicine-Open, 8(1), 1-22. https://doi.org/10.1186/s40798-022-00422-1
Sample Answer 2 for NUR 550 Evidence-Based Practice Project Proposal: PICOT
Elderly patients in long-term care facilities (LTCF) are prone to falls resulting in fall-related complications like morbidities and even mortalities. In their study, Albasha et al. (2023) observe that residents in long-term care facilities (LTCF) are susceptible to falls and sustaining fall-related injuries because of their frailty and vulnerability, which lead to comorbidities, disabilities, and reduced functional capacity. As such, this PICOT final paper focuses on developing a PICOT question focusing on reducing falls and fall-related injuries in the selected patient population through hourly rounding protocols combined with structured fall prevention education that includes training patients and staff on fall risk factors and prevention strategies.
PICOT Question |
| ||
P | Population | Elderly patients aged 65 years in long-term care facilities | |
I | Intervention | Hourly rounding protocols combined with structured fall prevention education | |
C | Comparison | Standard care practices in LTCF | |
O | Outcome | Reduce falls and fall-related injuries by 60% | |
T | Timeframe | Three months | |
PICOT Create a complete PICOT statement. | Among elderly patients aged 65 and above in long-term care facilities (P), do hourly rounding protocols combined with structured fall prevention education (I) compared to standard care practices (C) reduce falls and fall-related injuries by 40% (O) within three months (T)? |
| |
Problem Statement Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper.
| Falls and fall-related injuries among elderly patients in long-term care facilities are a patient safety concern in nursing practice because of their increased prevalence (Marcum et al., 2023). Albasha et al. (2023) found that close to 50% of older residents in LTCF experience falls every year with 40% falling recurrently. Again, Komisar et al. (2022) demonstrate the increased susceptibility of older patients in these facilities to falls and fall-related injuries. The article suggests the importance of enhancing patient education and staff knowledge of evidence-based practice strategies to reduce and prevent fall occurrence in these settings. As such, implementing interventions like hourly rounding combined with education on risk factors for patients and nursing staff is important to reduce and prevent the prevalence and susceptibility of the selected patient population (Heng et al., 2020). |
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References
Albasha, N., Curtin, C., McCullagh, R., Cornally, N., & Timmons, S. (2023). Staff’s insights into fall
prevention solutions in long-term care facilities: a cross-sectional study. BMC Geriatrics, 23(1): 738. DOI: https://doi.org/10.1186/s12877-023-04435-7
Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A.-M., & Morris, M. E. (2020). Hospital falls prevention
with patient education: A scoping review. BMC Geriatrics, 20(1), 1–12.
https://doi.org/10.1186/s12877-020-01515-w
Komisar, V., Dojnov, A., Yang, Y., Shishov, N., Chong, H., Yu, Y., … & Robinovitch, S. N. (2022). Injuries
from falls by older adults in long-term care captured on video: prevalence of impacts and injuries to body parts. BMC Geriatrics, 22(1): 343. DOI: https://doi.org/10.1186/s12877-022-03041-3
Marcum, Z. A., Dai, Z., & Tan, E. C. (2023). Prevalence and risk factors for falls and fall‐related injuries in the
2018 National Post‐acute and Long‐term Care Study. Journal of the American Geriatrics Society, 71(1): 276. DOI: 10.1111/jgs.18014