NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper – Step-by-Step Guide

The first step before starting to write the NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

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It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded, in sentence sentence care. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NUR 550 Topic 4 Benchmark Evidence-Based Practice Project PICOT Paper Instructions

Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Write a 750-1,000-word paper that describes your PICOT.

1. Describe the population’s demographics and health concerns.
2. Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
3. Compare your intervention to previous practice or research.Explain what the expected outcome is for the intervention.
4. Describe the time for implementing the intervention and evaluating the outcome.
5. Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.
6. Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
7. Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as the final appendix at the end of your paper.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite at least four to six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Check NUR 550 Topic 5 DQ 1 Explain how translational research can influence the development of the initiative.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing

MS Nursing: Public Health MS Nursing: Education

MS Nursing: Acute Care Nurse Practitioner MS Nursing: Family Nurse Practitioner

MS Nursing: Health Care Quality and Patient Safety

4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.

NUR 550 Topic 4 Benchmark – Evidence-Based Practice Project: PICOT Paper Example Approach

Nurses play a vital role in improving population health and safety. They are the professionals close to the patients, and they interact from admission to discharge. They assess patient populations and determine their needs. They then develop change interventions focusing on these problems and improving their health and safety. Evidence-based care is the basis for all healthcare interventions, and research is its key component. This essay analyzes medication errors in critical care and proposes a change intervention to manage the problem.

Population Demographics and other Factors

Critical care unit patients are often facing life-threatening illnesses/ conditions. Critical care areas are often unconscious, so their involvement in care is compromised. Patients in other units can identify a drug they do not normally take and question it, leading to near misses. However, those in critical care areas are often unaware of their immediate environment and cannot participate in care decisions (Alghamdi et al., 2021). In addition, they have compromised immunity and increased susceptibility. Most patients in ICU have chronic or acute severe conditions such as end-stage renal disease, respiratory and cardiovascular failure, multiple organ system failures, and bleeding disorders.

These diseases lead to marked immune compromise; hence, patients can easily succumb to slight deviations in their health than individuals in other units. In addition, the education used in critical care for emergency response, routine care, and facilitating activities such as systemic and regional anesthesia, benzodiazepines, opioids, and central-acting antihypertensives have low therapeutic indexes. Medication errors in these units are thus likely to be more severe than in other units. These factors and population characteristics expose individuals’ medication errors and the severe consequences of medication errors. According to Alghamdi et al. (2021), critical care units report the most medication errors, which are most severe in critical care units. They report the most deaths and morbidities from the disease.

Proposed Intervention

The proposed intervention is barcode medication administration. The intervention requires nurses to confirm medication against a digital patient wristband using a scanner before administration of medications to ensure these medications belong to the patients before administration (Mulac et al., 2021). Barcode medication administration technology is an easy way of confirming medication, especially with patient identification, and ensures that patients get the right medication. The intervention fulfills the institutional policies that require nurses to cross-check patient details before administering the medications (Mulac et al., 2021). In some cases, medication errors occur when nurses do not identify patients correctly, especially when patients share cabinets or closely related medications.

Comparison/Previous Interventions

In contemporary practice, care providers have utilized computerized prescription order entry (CPOE) technologies to minimize transcription and dispatch errors. The order entries help care providers cross-check details, transfer information electronically to other care providers, and eliminate the need for written orders (Srinivasamurthy et al., 2021). The system also helps flag any medication errors, such as wrong dosing and is thus helpful for various purposes, such as evidence in insurance claims. The technology limitation is that it does not prevent medication administration errors during dispensing, hence the need for adjunct intervention. Nurses present the dispensing error by cross-checking details, alone or with a companion. The routine practice faces major problems, such as the hasty nature of the acute care setting and the widespread nurse shortage, which minimizes precision.

Expected Outcome of the Intervention

Barcode medication administration aims to ensure patient safety through proper medication administration with prompt error prevention. Medication errors occur primarily anywhere between prescribing and dispensing the medication to the patient. Barcode medication administration reduces errors during dispatch by ensuring that the medication information during prescription matches the patients’ details (Srinivasamurthy et al., 2021). Barcode medication administration supplements other technologies, preventing errors at other points of care. The expected outcomes are increased error reporting in cases, for example, when pharmacists dispatch the wrong medications for patients. The technology evaluation will then be based on these expected outcomes (increased error reporting and reduced medication errors).

Influence of nursing science, social determinants of health, and epidemiologic, genomic, and genetic data

Medication errors are a huge menace that nurses’ roles should promptly address, including patient safety, and they are the most critical professionals in administering medications. The intervention should also incorporate nurses’ education on the technology for its successful implementation (Xie et al., 2018). Xie et al. (2019) note that a lack of knowledge may hinder the technology’s implementation because professionals tend to reject, dislike, and intentionally ignore technologies they do not understand.

The technology should also consider personal patient differences, such as patient education and cultural diversity. Understanding medical interventions may be compromised. Explaining to patients what and why the technology is used is thus vital (Xie et al., 2018). Patient education enhances collaboration and prevents a strained relationship between patients and care providers. In contemporary practice, individuals with similar names may become a problem for care providers and drug administration.

The event is rare but can cause medication errors, including sentinel events. It is important to appreciate the role of genetics and genomics in medication administration. During the project, the care providers should identify confounders affected by genomics and genetics, such as drug reactions, allergies, and therapeutic doses, which should be distinguished from medication errors. In addition, the interventions should also pay attention to the neediest areas depending on the hospital’s epidemiologic data to ensure resources are used productively.

Conclusion

Critical care patients are more vulnerable to medication errors than the rest due to their demographics and environmental characteristics. These patients use medications prone to errors, are limited in their participation in care delivery, are majorly immunocompromised, and the environment requires haste. Barcode medication administration will promote patient safety and reduce medication errors by ensuring accurate information confirmation before administration. The technology will also increase medication error reporting, especially near misses. Other interventions, such as CPOE, will support the technology and prevent medication errors. The intervention will also appreciate the role of nursing, genetics, social determinants of health, and epidemiologic data to promote care outcomes and manage medication errors.

References

Alghamdi, A. A., Keers, R. N., Sutherland, A., & Ashcroft, D. M. (2019). Prevalence and nature of medication errors and preventable adverse drug events in pediatric and neonatal intensive care settings: a systematic review. Drug Safety, 42(12), 1423-1436d. https://doi.org/10.1007/s40264-019-00856-9

Marvanova, M., & Henkel, P. J. (2018). Collaborating on medication errors in nursing. The Clinical Teacher, 15(2), 163-168. https://doi.org/10.1111/tct.12655

Mulac, A., Mathiesen, L., Taxis, K., & Granås, A. G. (2021). Barcode medication administration technology used in hospital practice: A mixed-methods observational study of policy deviations. BMJ Quality & Safety, 30(12), 1021-1030. http://dx.doi.org/10.1136/bmjqs-2021-013223

Srinivasamurthy, S. K., Ashokkumar, R., Kodidela, S., Howard, S. C., Samer, C. F., & Chakradhara Rao, U. S. (2021). Impact of computerized physician order entry (CPOE) on the incidence of chemotherapy-related medication errors: A systematic review. European Journal Of Clinical Pharmacology, 77(8), 1123–1131. https://doi.org/10.1007/s00228-021-03099-9

Xie, N., Kalia, K., Strudwick, G., & Lau, F. (2019). Understanding mental health nurses’ perceptions of barcode medication administration: A qualitative descriptive study. Issues in Mental Health Nursing, 40(4), 326-334. https://doi.org/10.1080/01612840.2018.1528321