Focused Clincal Research Questions in the Field of Nursing Essay

The PICO model (see Table 1) was used to design a research question for assessing the Appraisal of Guidelines, and to develop an effective evidence-based process. Springett & Campbell (2006) have underlined the importance that to formulate a good question the four components are required. These components include an identified of population; an intervention; a comparison point and an outcome.

As a provider of care, professional nurses depend on research, theories, and evidence based practice to guide the care they provide to patients. Nurses deliver care to their patients based on information they have learned through many years of school and training. Training for nurses and other providers of care is founded on theories, research, and evidence based practice in the healthcare field. Theories, research, and evidence based practice are all important for providing care to patients and each can be used in a different manner depending on the situation. Clinicians often use research based evidence to design and implement care that is high-quality and cost effective for patients. Evidence based practice can be used to provide care to patients in a steadily changing clinical environment. (PDF page 8-9). Nursing theories are frequently used as frameworks for establishing nursing care interventions and assessing

PICO questions break down the components of an evidence based decision making process into chunks of information which are more easily compiled in order to formulate an appropriate research question. P= Patient problem or population, I= Intervention, C= Comparison (where it is applicable), and O=Outcomes. For this change project question, the PICO formatted question is broken down as follows:

The key steps involved in evidence based practice come from a thirst for knowledge that once ignited makes the next step to asking a well worded clinical question easier. A well formulated question improves patient outcomes and supports the implementation of change. One such method looks at foreground and background questions. A background question is usually a basic knowledge question and is usually answered by a textbook. Foreground questions are usually specific and once answered can help in clinical changes. An acronym useful for formulating a well worded question is PICOT. ( Stillwell, Fineout-Overholt, Melnyk, Williamson, 2010).

Sam is a recently graduated health professional and has observed that clinical practices vary in the different health care facilities. Sam is confused about which practice is the most effective to give patients better health outcomes according to the latest research literature.

A PICOT question is formulated in order to assist the researcher in obtaining answers to a specific question, decreases the uncertainty surrounding the issue, and provides a systematic approach to achieve an answer (Melnyk, & Fineout-Overhold, 2013). The authors find that each component of the PICOT question drives the next step of the evidence based practice process. First, a specific population must be determined by controlling the group to a certain age range or special sub-group. By compiling a specific group the clinician is more likely to formulate better evidence to support the issue. Next, an intervention is introduced and can be a therapy, test, disease process, etc. The authors conclude that, “the more specifically the intervention or issue of interest is defined, the more focused the search will be” (p.29). Then, a comparison group is added, but only necessary if completing a quantitative study. Lastly, an outcome is determined of which the study will reveal by a given time period.

The researchers remained objective by basing their research on a template of sub elements that have high and low indicators that would lead to a successful implementation of evidence into practice. The study targets specific patients who have been exposed to risk factors, as well as addresses health equity, staff resources, and diagnostic services. The researchers used great discretion in the collection of data. The topics presented were referred to with code names in order to prevent the incitation of any biased reactions.

The tools include “a question development tool, an evidence rating scale, and appraisal criteria for research and non-research evidence” (Schaffer et al., 2013, p.1204). The question development tool provides specific steps for formulating the clinical practice question. The rating scale allows users to rate the “strength of evidence and quality for both research and non-research evidence” (Schaffer et al., p. 1204). The rating scale also allows users to rate practitioner expertise and patient experience.

Nursing research has been a part of nursing practice for many years, consisting of both qualitative and quantitative research; it is essential in guiding nursing practice. Many nurses have a baseline understanding of research in general, but it is important for the researcher to understand their own values and beliefs when determining the type of research they will be performing. By understanding the differences between epistemology, methodology, and methods, the researcher can confidently conduct a valid research project.

Houser, J. (2012). Nursing research: reading, using, and creating evidence. (2nd ed.). Boston: Jones & Bartlett.

A Descriptive research purpose was used to answer the quantitative research PICOT question. In human research, a descriptive study can provide naturally occurring health status, behavior, attitudes and other characteristics of a particular group. In descriptive studies, data is collected without interfering the environment and is also referred as observational study. Descriptive studies are conducted to examine

The background question as stated above seeks to establish a foundation for asking answerable questions ( Melnyk & Fineout- Overholt, 2015). According to the authors, this type of background question is a broad question that asks for general information that can be found by analyzing available statistical data recorded on the issue. This type of question has two components : the starting place of the question ( what , where , when and why) and the outcome of interest (the clinical diagnosis) ( Melnyk & Fineout- Overholt, 2015). The follow up question seeks to determine if possible interventions have been utilized to

Participants in the study were selected because they were hospitalized in the facilities participating in the study, required administration of BDs or ICSs, and were children under the age of fourteen. The participants selected were appropriate for the study because they were experiencing

The data are collected from observation of over 100 patients’ visits, 50 of which were observed and audio taped. The research questions that are asked by Davidson are:

In nursing, evidence-based practice relates to the preferential usage of interventions for which qualitative and empiric research has rendered evidence of substantial efficacy for certain issues in nursing care. The collection, analysis, and integration of crucial, relevant, and pertinent research-driven, patient-reported, and nurse-observed evidences are promoted by evidence-based practice. Another instance or illustration of evidence-based practice is the systematic study of care theories and their implementation to patients. Hence, these attempts act upon against rationalizing of nursing practice on shaky knowledge—solely on the basis of other nurses’ experience—devoid of scientific evidence on which nursing practice can be established.