NUR 590 Benchmark Evidence-Based Practice Project: PICOT

NUR 590 Benchmark Evidence-Based Practice Project: PICOT

NUR 590 Benchmark Evidence-Based Practice Project: PICOT

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PICOT USED

Among depressed teens (P) in the urban area, is the use of exercise therapy (I) in comparison to bibliotherapy (C) result in better disease remission (O) within six months (T)?

Search Strategies

Based on most of the searches, PICOT clinical question could not be fully defined. This was due to complexities in search results that had limited evidence. However, each of the databases contained abundant information that addressed depression management approaches for teenagers diagnosed with mental disorders (Radovic, Gordon & Melvin, 2017). Findings from each of the two articles failed to address the comparison between physical activity and bibliotherapy practices in the management of depression among adolescents. Guided by this argument, search heading was changed to efficacy and acceptability of exercise as a treatment option for adolescent depression when compared to bibliotherapy to identify articles relevant for the topic (Bailey et al., 2018). Conversely, SU Library Search, PubMed, and TRIP databases had numerous published and easily accessible published articles compared to another database. On the other hand, Cochrane, CINHAL and Dynamed libraries were limited on the number of published articles regarding the study topic. It meant that each of the databases could not be used independently to guide evidence on the implementation.

From the findings of the search materials, it is evident that physical activity improves remission in addressing depression among adolescents when compared to bibliotherapy. The magnitude of depression decreases when teenagers engage in group exercise when compared to participating in individual physical activity. This is supported by the premise that group physical activity improves socialization and during these engagements, the teenagers are likely to forget memories that predispose them to depression. However, future search materials need to incorporate studies on different types of physical activities that yield maximum outcomes in the management of depression among the youth.

Selected Study Review

Reasons for the Study

Depression and anxiety are singled out as the most common mental health disorders that readily affects children and adolescents. Different approaches, including pharmacotherapy and non-pharmacotherapy options, exist to manage mental illnesses for the different age groups. The study in the selected article identified the use of bibliotherapy in the treatment of depression among teenagers and how the therapy option result in disease remission (Yuan et al.,2018). Bibliotherapy is a form of psychological therapy which aims at encouraging patients to change unhelpful thoughts and behaviors that causes depression. Bibliotherapy results in improved self-management and reduces the impact of the stigma associated with depression. This study is relevant to the PICOT clinical question as it analyzes bibliotherapy option of care to help in developing a comparison with exercise therapy to guide the decision on implementation of the best approach of care for teenagers with depression.

Sample Size

The article was based on a selection of eight studies which comprised of 979 participants. The participants were children or adolescents (aged 6 to 18 years), and these were enrolled in the primary study (Yuan et al., 2018). The selected group had a diagnosis of anxiety or depression and must have exceeded a predefined threshold as per the author’s definition of anxiety or depressive symptoms. The sample group was randomly selected, and a comparison of the bibliotherapy was made against a control group with no treatment. However, studies were excluded if bibliotherapy was not implemented for the treatment of depression or anxiety. Nonetheless, study articles met the inclusion criteria if they included adolescent patients with comorbid mental health disorders in addition to depression or anxiety. The retrieved articles were relevant to the PICOT clinical question as they resolved divergences related to the non-pharmacotherapy of depression in teenagers.

Clarity and Reliability of the Instruments of the Study

Instruments of the variable used in the research were clearly defined and were reliable to address the PICOT clinical question. The researcher independently identified the parameters for depression and anxiety among the target population. Data were extracted using the PRISMA guidelines whereby five relevant databases were used to predict the patterns of the study outcomes (Yuan et al., 2018). These databases included Embase, Web of Science, PubMed, PsycINFO, and Cochrane. Ideally, the issue related to the use of bibliotherapy in managing depression for teenagers was clearly defined. This mainly focused on treating depression or anxiety and the prevention of relapse after therapy. The outcomes from the databases mentioned above varied based on the settings or clinical condition of the patients, and this reflected the impact of bibliotherapy in addressing patients diagnosed with depression.

Analysis of Data

Data from different databases were analyzed using the DerSimonian and Laird random-effects model for the interpretation of meta-analysis. Using this framework, the heterogeneity of the outcomes was evaluated using the Q statistic and I2 statistic to estimate the variation in side effects. However, risk ratios (RRs) was used in the analysis of dichotomous measure outcomes for the treatment of the teenagers in the intervention that incorporated bibliotherapy (Yuan et al., 2018). Nonetheless, the publication bias of the selected articles was examined using the funnel plot method as well as the Egger regression asymmetry test.

Unusual Events during the Study

No unusual event was noted considering that the research involved the analysis of peer-reviewed literature materials. Due to this, no consequences will be identified in case the researcher intends to replicate the study. In other words, the variables of the study will remain unchanged, and the expected outcomes of behavior change guide the implementation process for the replicated study (Yuan et al., 2018). However, the setting for the replication of the study is likely to change, considering that the approach may apply to different population group or gender in a bid to address depression.

How results fit in with previous research in the area of study

The outcomes fit in previous research as it focuses on the intention to treat population under study. The results build on findings from other reviews about the non-pharmacotherapy options in providing care to patients diagnosed with psychiatric problems. Since the analysis incorporated findings from bibliotherapy studies, it was possible to predict the positive treatment outcome using the approach (Yuan et al., 2018). The experiences of the target population were also consistent with findings presented by other researchers to affirm the benefits of using bibliotherapy for depression or anxiety in adolescent patients.

Description:

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.
    4. Explain what the expected outcome is for the intervention.
    5. Describe the time for implementing the intervention and evaluating the outcome.
    6. 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.
    7. Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
    8. 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.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

BA-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.

Topic 4 DQ 1

Description:

Distinguish between reliability and validity in research design. Using a translational research article from your graphic organizer, analyze the methods and results sections to discuss reliability and validity as it relates to the translational research. Include the permalink to the article in your reference.

Topic 4 DQ 2

Description:

Identify a data collection tool you could use for your research. Consider how you could employ translational research to potentially overcome barriers, which may arise during data collection. Identify the best type of translational research to address this barrier and provide rationale for the type you have chosen. What strategies would you employ to provide an understanding of your chosen type of translational research and to gather collaborative support?

Topic 4 Participation

Topic 4: Critical Appraisal of Research

Also Read: NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change

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Description

Objectives:

  1. Distinguish between reliability and validity in research design.
    2. Analyze the reliability and validity of methods and results in a translational research article.
    3. Describe strategies to maintain the integrity of translational research.
    4. Discuss challenges of research design and data collections.
    Study Materials

Population Health: Creating a Culture of Wellness

Description:

Read Chapters 1 and 6 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

NUR 590 Benchmark Evidence-Based Practice Project: PICOT
NUR 590 Benchmark Evidence-Based Practice Project: PICOT

Description:

Read Chapters 5 and 6 in Evidence-Based Practice in Nursing and Healthcare.

Work as an Inclusive Part of Population Health Inequities Research and Prevention

Description:

Read “Work as an Inclusive Part of Population Health Inequities Research and Prevention,” by Ahonen et al., from American Journal of Public Health(2018).

Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research
Description:

Read “Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research,” by Weiss et al., from JONA: The Journal of Nursing Administration (2018).

Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides
Description:

Read “Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides,” by Kaufman and Curl, from Environmental Health Perspectives (2019).

Re: Topic 1 DQ 1

Translational research is a new concept in my view of the world, it is a fairly new concept, as nurses we hear the term evidence-based practice (EBP) and research. Translational research is often thought of as EPB, Translational research is the research of EBP studies as well as the study and translation of EBP interventions into practice (Melnyk & Fineout-Overholt, 2019) Translational research is as stated it translates how EBP “translates” into practice, evidence-based practice is a guide to practice, translation science is the translation to implement the evidence-based research into practice. (Tilter, 2018). Translation research has different components to implementation of preclinical studies, phase one small clinical trials, phase 2&3 larger clinical trials, outcomes from the clinical trials, them phase 5 population outcomes research- these phases offer a “bench to bedside” continuum (Tilter, 2018).

Gaps between the availability of evidence and the placing evidence into practice has shown to partner with poor outcomes by not enabling caregivers to place the evidence into practice. (Tilter, 2018)Transitional research has shown to be beneficial in-patient outcomes and health care management by translating the evidence into practice which improves patient outcomes by the utilization of the evidence. In my field of Labor and delivery I have seen this similar process in the abundance availability of research and evidence of the increased risk of hypertension in pregnancy. Yet the physicians I practice with implement in very many ways through lack of translation causing early inductions and higher risk to the infants. When implementing a new technology, evidence or practice it is important to understand the research and evidence behind it as well as how best to safely implement into practice. (Sung et al., 2020) Translation research is an exciting and has multiple opportunities to advance patient outcomes, as an upcoming APRN in a magnet hospital, utilizing this process with EBP will strongly improve patient care as well as nursing practice.

 

References

Melnyk, B. M., PhD, RN. APRN-CNP, FAANP, FNAP, FAAN, & Fineout-Overholt, E., PhD, RN, FNAP, FAAN. (2019). Evidence-Based Practice in Nursing& Healthcare A Guide to Best Practice (4th ed.). Wolters Kluwer.

Sung, V. W., MD MPH, Tulikangas, P., MD, Bradley, C. S., MD, MSCE, & Rideway, B., MD. (2020). Assessing and adopting New medical devices for Obstetric and Gynecologic care. ACOG135(4), 160–166. Retrieved May 26, 2021, from

Tilter, M. G. (2018). Translation Research in Practice: An Introduction. Online Journal of Issues in Nursing23(2). Retrieved June 16, 2021, from

 

RESPOND HERE (150 W0ORDS, 2 REFERENCES)

 

This is insightful Deanna, translational research is a new concept in my view of the world, it is a fairly new concept, as nurses we hear the term evidence-based practice (EBP) and research Translational research has been applied by most researchers to influence study processes and to ensure quality outcomes in different studies (Tilter, 2018). Translational research mainly involves the production of more meaningful, and applicable results in the research process that directly benefit human health. Most researchers prefers translational research because in can be applied to enhance methodologies and general research outcomes. The application of different levels of research processes T1, T2, and T3 depend on the methodologies that have been applied as well as the research objectives (Woolf, 2018). Translation research has different components to implementation of preclinical studies, phase one small clinical trials, phase 2&3 larger clinical trials, outcomes from the clinical trials, them phase 5 population outcomes research- these phases offer a “bench to bedside” continuum.

References

Tilter, M. G. (2018). Translation Research in Practice: An Introduction. Online Journal of Issues in Nursing23(2). Retrieved June 16, 2021, from

Woolf, S. H. (2018). The meaning of translational research and why it matters. Jama299(2), 211-213. https://jamanetwork.com/journals/jama/article-abstract/1149350