NRS 433 – PICOT Statement and Literature Research Critique Guidelines

NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Details:

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement 

Revise the PICOT statement you wrote in the Topic 1 assignment. (See attached)

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions. (Both are attached). NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

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The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper. (See attached)

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. (Rubric attached). NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

NRS-433V-RS-Research-Critique-Guidelines

Research Critique Guidelines

Qualitative Study

Background of Study:

  • Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
  • How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
  • List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
  • Were the purpose and research questions related to the problem? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Method of Study:

  • Were qualitative methods appropriate to answer the research questions?
  • Did the author identify a specific perspective from which the study was developed? If so, what was it?
  • Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.
  • Did the author evaluate or indicate the weaknesses of the available studies?
  • Did the literature review include adequate information to build a logical argument?
  • When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

 

Results of Study

  • What were the study findings?
  • What are the implications to nursing?
  • Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

  • Was the study approved by an Institutional Review Board?
  • Was patient privacy protected? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Were there ethical considerations regarding the treatment or lack of?

Conclusion

  • Emphasize the importance and congruity of the thesis statement.
  • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
  • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Integrate a summary of the knowledge learned.

 

Quantitative Study

Background of Study:

  • Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
  • How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
  • List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Were the purpose and research questions related to the problem?

 Methods of Study

  • Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify?
  • Was informed consent obtained from the subjects or participants?
  • Did it seem that the subjects participated voluntarily in the study?
  • Was institutional review board approval obtained from the agency in which the study was conducted?
  • Are the major variables (independent and dependent variables) identified and defined? What were these variables? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • How were data collected in this study?
  • What rationale did the author provide for using this data collection method?
  • Identify the time period for data collection of the study.
  • Describe the sequence of data collection events for a participant.
  • Describe the data management and analysis methods used in the study.
  • Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

Results of Study

  • What is the researcher’s interpretation of findings?
  • Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings?
  • What limitations of the study were identified by researchers?
  • Was there a coherent logic to the presentation of findings?
  • What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing?
  • What suggestions are made for further studies? NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Ethical Considerations

  • Was the study approved by an Institutional Review Board?
  • Was patient privacy protected?
  • Were there ethical considerations regarding the treatment or lack of?

Conclusion

  • Emphasize the importance and congruity of the thesis statement.
  • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
  • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.
  • Integrate a summary of the knowledge learned.

Reference

Burns, N., & Grove, S. (2011). Understanding nursing research (5th ed.). St. Louis, MO: Elsevier. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

RUBRIC

RUBRIC

  1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
60.0 %Content  
5.0 %Nursing Practice Problem and PICOT Statement A nursing practice problem is not clearly described and/or a PICOT statement is not included. PICOT statement describes a nursing practice problem but lacks reliable sources. PICOT statement describes a nursing practice problem and includes a few reliable sources. PICOT statement articulates a nursing practice problem using supporting information from reliable sources. PICOT statement clearly articulates a nursing practice problem using substantial supporting information from numerous reliable sources.
5.0 %Background of Study Background of study including problem, significance to nursing, purpose, objective, and research questions is incomplete. NRS 433 – PICOT Statement and Literature Research Critique Guidelines Background of study including problem, significance to nursing, purpose, objective, and research questions is included but lacks relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is partially complete and includes some relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is complete and includes relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation.
5.0 %Method of Study Discussion of method of study including discussion of conceptual/theoretical framework is incomplete. Discussion of method of study including discussion of conceptual/theoretical framework is included but lacks relevant details and explanation. Discussion of method of study including discussion of conceptual/theoretical framework is partially complete and includes some relevant details and explanation. Discussion of method of study including discussion of conceptual/theoretical framework is complete and includes relevant details and explanation. Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation.
5.0 %Results of Study Discussion of study results including findings and implications for nursing practice is incomplete. Discussion of study results including findings and implications for nursing practice is included but lacks relevant details and explanation. Discussion of study results including findings and implications for nursing practice is partially complete and includes some relevant details and explanation. Discussion of study results including findings and implications for nursing practice is complete and includes relevant details and explanation. Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation.
5.0 %Ethical Considerations Discussion of ethical considerations associated with the conduct of nursing research is incomplete. Discussion of ethical considerations associated with the conduct of nursing research is included but lacks relevant details and explanation. Discussion of ethical considerations associated with the conduct of nursing research is partially complete and includes some relevant details and explanation. Discussion of ethical considerations associated with the conduct of nursing research is complete and includes relevant details and explanation. Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation.
5.0 %Conclusion Conclusion does not summarize a critical appraisal and applicability of findings. Conclusion is vague and does not discuss importance to nursing. NRS 433 – PICOT Statement and Literature Research Critique Guidelines. Conclusion summarizes utility of the research and importance to nursing practice. Conclusion summarizes utility of the research from the critical appraisal and the findings importance to nursing practice. Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice.
10.0 %Evidence of Revision Final paper does not demonstrate incorporation of feedback or evidence of revision on research critiques. Incorporation of research critique feedback or evidence of revision is incomplete. Incorporation of research critique feedback and evidence of revision are present. Evidence of incorporation of research critique feedback and revision is clearly provided. Evidence of incorporation of research critique feedback and revision is comprehensive and thoroughly developed.
10.0 %PICOT Statement, Research Article, and Nursing Practice Problem Link (C. 2.2) Discussion of the link between the PICOT statement, research articles, and nursing practice problem is not included. Discussion of the link between the PICOT statement, research articles, and nursing practice problem is incomplete or incorrect. Discussion of the link between the PICOT statement, research articles, and nursing practice problem is included but lacks relevant details and supporting explanation. Discussion of the link between the PICOT statement, research articles, and nursing practice problem is complete and includes relevant details and supporting explanation. Discussion of the link between the PICOT statement, research articles, and nursing practice problem is extremely thorough with substantial relevant details and extensive supporting explanation.
10.0 %Proposed Evidence-Based Practice Change (C. 3.2) The proposed evidence-based practice change is not included. The proposed evidence-based practice change is incomplete or incorrect. NRS 433 – PICOT Statement and Literature Research Critique Guidelines Discussion of the link between the PICOT statement, research articles, and nursing practice problem is included but lacks relevant details and supporting explanation. The proposed evidence-based practice change is included but lacks supporting explanation and relevant details. The proposed evidence-based practice change is complete and includes supporting explanation and relevant details. The proposed evidence-based practice change is extremely thorough and includes substantial supporting explanation and numerous relevant details.
30.0 %Organization and Effectiveness  NRS 433 – PICOT Statement and Literature Research Critique Guidelines
10.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
10.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. NRS 433 – PICOT Statement and Literature Research Critique Guidelines Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
10.0 %Format  
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. NRS 433 – PICOT Statement and Literature Research Critique Guidelines Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage  

NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Diabetes: PICOT Statement and Literature Search

PICOT Statement

PICOT Statement: Adults with Type 1 and Type 2 Diabetes undergoing self-management education compared to not undergoing self-management education can achieve better glycemic control within six months. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

P: – Population – Adults with Type 1 and Type 2 Diabetes

I: – Intervention – Undergoing self-management education

C: – Comparison – Not undergoing self-management education

O:  –  Outcome – Can achieve better glycemic control

T: – Time – Six months

Does educating patients on the risk of developing type 2 DM, if  lifestyle changes do not occur, reduce the risk for developing DM compared to patients who do not receive education?

 

References

Carolan, M., Holman, J., & Ferrari, M. (2015). Experiences of diabetes self‐management: a focus group study among Australians with type 2 diabetes. Journal of clinical nursing24(7-8), 1011-1023.

The aim of this study is to explore the experiences and concerns of type 2 diabetes patients in a low socio-economic environment. The researchers performed an exploratory qualitative study with a focus group of 22 people aged between 40 and 70 with type 2 diabetes mellitus. The data collected from this focus group study was analyzed using a thematic analysis approach. The participants of the group described their experiences and they were categorized as physical, emotional, and psychological. The data analysis showed four main themes in the experiences of the patients including personal journey, diabetes the silent disease, access to resources and services, and the work of managing diabetes. The research subjects highlighted that the impact of the diabetes management is not only on the patient but also the support group that assists in the self-management efforts. In conclusion, he members of this study are generally satisfied with their self-management techniques but they are in need of additional information to understand more about their condition. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Chrvala, C. A., Sherr, D., & Lipman, R. D. (2016). Diabetes self-management education for adults with type 2 diabetes mellitus: a systematic review of the effect on glycemic control. Patient education and counseling99(6), 926-943.

The purpose of this article is to determine the effect of self-management education and the support methods, duration, and contact time or glycemic control for patients of type 2 diabetes. The researchers used online databases such as MEDLINE, ERIC, CINAHL, EMBASE and PsycINFO for article that assess diabetes interventions that involve patients’ participation in self-management activities. The review assessed 118 unique intervention techniques with 61.9% reporting significance. The overall mean reduction in A1C was 0.74 for the study groups and 0.17 for the control groups. A combination of individual and group engagement groups had the largest decreases in A1C with 0.88. Patients with elevated glycemic values reported a statistically significant reduction in their A1C with 83.9%. The data of this study suggests that the mode of self-management education delivery, the hours of engagement, and the baseline glycemic level affect the significant achievement in glycemic control after diabetes self-management. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Milajerdi, A., Shab-Bidar, S., Azizgol, A., & Khosravi-Boroujeni, H. (2015). Provision of nutritional/lifestyle counseling on diabetes self-management: A chance to improve metabolic control in new cases of type 2 diabetes. Journal of Nutritional Sciences and Dietetics1(2), 98-106.

The purpose of this study was to evaluate the efficacy of self-management education on metabolic control for type 2 diabetes patients. This was a quasi-experimental study that was done with 300 type 2 diabetes patients as the primary research subjects. The patients participated in 16-week educational program where they were trained on metabolic control by a dietician. At baseline, there was an intervention group attending a 20 minute lifestyle and nutrition educational program.  The participants were analyzed at baseline and a 2 to 4 months follow-up for changes in the glycemic status, BMI, and lipid profile were done. Later a pre-education and post education analysis of variance was done to evaluated the differences. This study found that a lifestyle and nutrition education program were effective in helping patients of type 2 diabetes to improve their metabolic control. This study suggested that metabolic control can be done through educational intervention rather that the pharmacological interventions.

Nasab, M. N., Ghavam, A., Yazdanpanah, A., Jahangir, F., & Shokrpour, N. (2017). Effects of self-management education through telephone follow-up in diabetic patients. The health care manager36(3), 273-281. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

The aim of this study was to investigate the effect of self-management education with a telephone follow-up for diabetic patients living in rural areas of Iran. The study was done using an experimental study design with 64 participants randomly assigned to the intervention and control groups of 32 each. The intervention group included patients who attended four educational sessions lasting 90 minutes each. The control group went through the traditional care routine. The outcome of the experinment was measured using the Diabetes Self-Managemnt Questionnaire (DSMQ) before and after the intervention. The results were analysed using Mann-Whitney U tests. The results found that there was a significant difference in the glycemic control for the intervention and control groups. This study suggests that self-management education facilitates better self-care. NRS 433 – PICOT Statement and Literature Research Critique Guidelines

Pereira, K., Phillips, B., Johnson, C., & Vorderstrasse, A. (2015). Internet delivered diabetes self-management education: a review. Diabetes technology & therapeutics17(1), 55-63.

The purpose of this article was to investigate the effectiveness of internet-delivered diabetes self-management education on glycemic control. A quantitative analysis was done on literature from various online databases such as PubMed, EBSCO, CINAHL, and Web of Science. The search led to the analysis of 111 relevant articles, but only 14 met the criteria for the review. Nine of the reviewed articles were randomized control trials with study lengths varying between 2 weeks and 24 months. The results of the study showed that internet delivered self-management education is effective in reducing glycemic control among diabetes patients. Additionally, the results showed that self-management education help to increase rates if clinical attendance and change eating habits after the online engagement with patients through the internet. The implications of this study are that education on self-management techniques can be offered through online platforms and help improve self-care among diabetes patients. NRS 433 – PICOT Statement and Literature Research Critique Guidelines.

Tang, T. S., Funnell, M., Sinco, B., Piatt, G., Palmisano, G., Spencer, M. S., … & Heisler, M. (2014). Comparative effectiveness of peer leaders and community health workers in diabetes self-management support: results of a randomized controlled trial. Diabetes care37(6), 1525-1534.

The objective of this article was to compare the differences between the effects of a peer leaders versus community health worker led telephone outreach intervention compared to a six months self-management education program.  The study was done using a randomized control trial with 116 Latino adults with type 2 diabetes. The participants were selected from a federally qualified health center and randomly selected for a 6-month self-management education program followed by 12 months of weekly group discussions delivered by peer leaders. Another group was enrolled for the 6-moth education program and later a 12 month outreach program by a community health worker. The results suggested that the group that underwent the peer leadership groups maintained their improvements after the education program for a period of 18 months. Both groups maintained their improvements in waist circumference, diabetes distress, and diabetes support with no significant differences between each of the groups. This study suggests that both low cost peer group interventions and community health worker led outreach programs help diabetes patients to maintain their diabetes management after their education program. NRS 433 – PICOT Statement and Literature Research Critique Guidelines. NRS433QualitativeResearchCritiqueD.S.graded. 

NRS433QuantitativeresearchD.S.graded. 

NRS 433 – PICOT Statement and Literature Research Critique Guidelines

 

 

 

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