NRS 465 PICOT Question Development 

NRS 465 PICOT Question Development 

The purpose of this assignment is to develop a PICOT question. A PICOT (Patient, Intervention, Comparison, Outcome and Time) question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process.

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Using the “PICOT Question” template, formulate a PICOT question applying the PICOT format that addresses the approved clinical nursing problem from Topic 2. Read NRS 465 Topic 4 dq 1 here.

The PICOT question will provide a framework for your capstone project change proposal.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 3.1

Attachments

NRS-465-RS-T3-PICOTDevelopment.docx

NRS 465 PICOT Question Development Example

Picot Question

Among elderly American individuals who are aged 65 and above (P) in nursing homes, does the introduction of a multidisciplinary health education workshop (I) compared to standard care (C) lead to an increase in the adequate control of blood pressure, increased adherence to medication and an overall reduction in hypertension-related complications (O) over four months (T)?

PICOT Problem

The PICOT problem centers on examining the impact of introducing a multidisciplinary health education workshop, in comparison to standard care, among elderly American individuals aged 65 and above residing in nursing homes. The desired outcomes encompass achieving adequate blood pressure control, enhancing medication adherence, and reducing hypertension-related complications within four months.

In clinical care, this PICOT question addresses the pressing concern of suboptimal hypertension management among elderly nursing home residents. Clinical issues such as uncontrolled blood pressure, poor medication compliance, and heightened risk of hypertension-related complications loom large (Guasti et al., 2022). For this vulnerable population, these challenges lead to higher morbidity and a lower quality of life (Burnier & Aikaterini, 2023).

A multidisciplinary health education workshop is a promising example of an evidence-based strategy. This intervention intends to deliver targeted education and assistance to empower older individuals to effectively manage their blood pressure by utilizing the pooled experience of diverse healthcare professionals. In organizing and conducting these seminars, nursing interventions would ensure that residents receive essential knowledge and guidance.

The PICOT problem resonates throughout the patient care continuum. It envisages improved health outcomes, increased patient engagement, and heightened awareness of hypertension-related risks. The intervention aligns seamlessly with person-centered care, where patients’ preferences and needs are respected and integrated into the healthcare plan. From a healthcare organization perspective, this PICOT problem prompts a re-evaluation of existing protocols and interventions. It underscores the potential benefits of adopting a collaborative and educational approach to hypertension management.

Furthermore, it reinforces the notion that prevention and education are potent tools in reducing healthcare expenditures associated with complications arising from uncontrolled blood pressure. Within the realm of nursing practice, this PICOT question accentuates the significance of continuous learning and interdisciplinary collaboration. Nurses are pivotal in executing the proposed intervention, reinforcing their crucial contribution to patient education and health promotion (Adeyeye et al., 2022).

The Intervention

One nursing intervention that can address the identified PICOT problem is implementing a structured multidisciplinary health education workshop focused on hypertension management for elderly residents aged 65 and above in nursing homes. This intervention involves a collaborative effort among nurses, physicians, dietitians, and pharmacists to educate patients about hypertension, its complications, the importance of medication adherence, and lifestyle modifications. The workshops would include discussion-based sessions, individualized care plans, pharmaceutical counseling, food advice, and advice on physical activity. Nurses would be essential in planning, leading, and assessing these workshops to ensure patients receive thorough education and assistance.

Summary of Clinical Problem and Patient Outcome

The current clinical issue is the inadequate management of hypertension among seniors in nursing homes who are 65 years of age and older. Inadequate blood pressure management, noncompliance with recommended treatment regimens, and an increased risk of complications from hypertension, such as kidney damage, heart attack, and stroke, are some of the harmful health outcomes that may emerge from this issue. However, by addressing this clinical issue through the implementation of a multidisciplinary health education workshop, a favorable patient outcome is feasible.

The intended program would provide senior citizens with the knowledge, inspiration, and help they need to regulate their blood pressure successfully. This training would involve understanding the importance of taking prescribed drugs exactly as prescribed, adopting healthy lifestyle adjustments, and spotting potential complications. Patients will likely benefit from this intervention in terms of improved blood pressure control, improved adherence to treatment regimens, and reduced hypertension complications. Finally, a positive patient outcome includes enhanced quality of life, less morbidity, and greater autonomy and participation in their healthcare, addressing the clinical problem and improving overall well-being for this vulnerable population (Delavar et al., 2020).

Imagine a patient population in a separate nursing home that does not get an organized health education program to compare the impact of the intervention. Throughout four months, the nursing home implementing the intervention might expect a rise in medication compliance, improved blood pressure management, and fewer hypertension-related issues among its residents. However, without the intervention, the scenario in the nursing home can stay the same, with uncontrolled blood pressure, inconsistent medication use, and a greater likelihood of complications. The nursing home with the intervention may eventually show a statistically significant improvement in health outcomes compared to the nursing home without the intervention.

The nursing intervention would require careful planning and implementation. The transformation process would require several steps, including finishing a preliminary needs assessment, preparing training materials and sessions, instructing the healthcare team on their responsibilities, and delivering the workshops to residents. Nurses would need to make sure that the workshops are customized to the needs and preferences of the elderly population, taking into account their physical and cognitive limitations (Zafar et al., 2021). Ongoing monitoring and evaluation would be necessary to determine if the intervention was beneficial and to make any necessary adjustments.

References

Adeyeye, E., Kapil, V., & Lobo, M. D. (2022). Hypertension. Medicine, 50(7). https://doi.org/10.1016/j.mpmed.2022.04.002

Burnier, M., & Aikaterini Damianaki. (2023). Hypertension as Cardiovascular Risk Factor in Chronic Kidney Disease. 132(8), 1050–1063. https://doi.org/10.1161/circresaha.122.321762

Delavar, F., Pashaeypoor, S., & Negarandeh, R. (2020). The effects of self-management education tailored to health literacy on medication adherence and blood pressure control among elderly people with primary hypertension: A randomized controlled trial. Patient Education and Counseling, 103(2), 336–342. https://doi.org/10.1016/j.pec.2019.08.028

Guasti, L., Ambrosetti, M., Ferrari, M., Marino, F., Ferrini, M., Sudano, I., Tanda, M. L., Parrini, I., Asteggiano, R., & Cosentino, M. (2022). Management of hypertension in the elderly and frail patient. Drugs & Aging, 39(10), 763–772. https://doi.org/10.1007/s40266-022-00966-7

Zafar, H., Hall, P., Sengupta, R., Dineen, B., Houlihan, A., Sharif, R., Gibson, I., & Sharif, F. (2021). Patient empowerment through community-based hypertension educational programme in the West of Ireland. SN Comprehensive Clinical Medicine, 3(5), 1096–1105. https://doi.org/10.1007/s42399-021-00846-y