Population Health Research and PICOT Statement Discussion
NUR 550 Population Health Research and PICOT Statement Discussion
Population Health Research and PICOT Statement Discussion
Benchmark Part A
Identification of Clinical Problem or Issue
Oncology nurses play a critical role in the provision of quality nursing care that meets the needs of their patients. They engage in nursing assessment, planning, implementing, monitoring, and evaluating the plan of care that their patients need. The nature of healthcare that oncology nurses offer is characterized by a significant need to cope with complex situations caused by changing dynamics of their patients. The dynamic nature of their care implies that the work environment for these professionals act as a stressor that can induce the development of burnout syndrome. According to Gomez-Urquiza et al. (2016), burnout syndrome is a health issue that is characterized by depersonalization, emotional exhaustion, and significant decline in one’s sense of individual accomplishment. A significant proportion of oncology nurses experience burnout. As shown by Cañadas‐De la Fuente et al. (2018), the high prevalence of burnout among them is attributed to the fact that they care for patients suffering from conditions that are likely to result in deaths and must come into reality with the meaning of death. They must therefore provide care that not only aim at promoting recovery but also enhance patients’ coping with grief, suffering, and acceptance that death is imminent to them.
Burnout among nurses has adverse consequences on their health and that of their patients. As posited by Gomez-Urquiza et al. (2016), it results in emotional exhaustion, depersonalization, and declined sense of personal accomplishment among the oncology nurses. There is also the evidence that it predisposes oncology nurses to irritability insomnia, and alcohol and drug abuse (Cañadas‐De la Fuente et al., 2018).
It also affects the overall quality of care that is offered to the patients since it increases the rates of sick leave and absenteeism among them (Gomez-Urquiza et al., 2016). Burnout also increases the risk of medical errors among oncology nurses. The increased risk of medical errors is attributed to factors that include their low morale and attention to the needs of the patients (Ko, 2014). It is therefore important that oncology nurses and healthcare institutions explore the diverse ways in which burnout among nurses can be managed for their health and wellbeing and that of their patients.
Therefore, it is proposed that the use mindfulness practice is likely to result in significant reduction in burnout among oncology nurses when compared to when no intervention is used. The following PICOT question will guide the proposal:
In oncology nurses working with patients on end of life care, will the use of mindfulness practice result in the reduction of burnout within a period of 10 months?
The population that is targeted by the proposed intervention is oncology nurses. The nature of care that oncology nurses give predisposes them to significant stress and burnout. The patients that they serve have high healthcare demands that nurses must meet. Accordingly, most of the oncology nurses provide their care to patients who are likely to die or experiencing acute pain. They have to not only focus on promoting their physiological health but also ensure that their social, emotional, and psychological needs are met. The consequence is high rate of burnout among the oncology nurses. Burnout affects their health as well as wellbeing. It also lowers the quality of care that they give to their patients. There is an increased risk for adverse outcomes such as medical errors, job dissatisfaction, and their expression of intent to leave their jobs. Therefore, burnout among them should be addressed to promote their wellbeing.
The use of mindfulness-based practice has been shown in research to have some efficacy in reducing the prevalence of burnout among nurses. According to Luken and Sammons (2016), mindfulness entails the awareness that arises from being attentive, nonjudgmental, and purposive during every encounter with the patients. The use of mindfulness practice has been shown to reduce the risk of burnout by decreasing the effect of stress by increasing relaxation and decision-making among the nurses through improved situational awareness. Mindfulness-based practice also enhances self-compassion elements that are critical in the provision of quality healthcare in oncology practice (Penque, 2019).
The comparison in this proposed intervention is the lack of use of any intervention to address the issue of burnout among oncology nurses. Oncology nurses who do not practice mindfulness practice will be assessed to determine the level of burnout among them. The outcomes will be compared with that obtained from the group administered with the intervention.
The outcomes that will be used to measure the intervention is the rate of reported burnout among oncology nurses. Outcome measures that include their job satisfaction, perception of the quality of care, and adverse outcomes will also be used to evaluate the intervention. The turnover rate among oncology nurses before, during, and after the intervention will also be used to evaluate the intervention.
The proposed project will be undertaken for a period of ten months. The deliverables of the intervention will be set and will be achieved within the given period.
Cañadas‐De la Fuente, G. A., Gómez‐Urquiza, J. L., Ortega‐Campos, E. M., Cañadas, G. R., Albendín‐García, L., & De la Fuente‐Solana, E. I. (2018). Prevalence of burnout syndrome in oncology nursing: A meta‐analytic study. Psycho‐oncology, 27(5), 1426-1433.
Gomez-Urquiza, J. L., Aneas-López, A. B., la Fuente-Solana, D., Emilia, I., Albendín-García, L., & Díaz-Rodríguez, L. (2016, May). Prevalence, Risk Factors, and Levels of Burnout Among Oncology Nurses: A Systematic Review. In Oncology nursing forum (Vol. 43, No. 3).
Ko, W. (2014). Stress levels of nurses in oncology outpatient units (Doctoral dissertation, North Dakota State University).
Luken, M., & Sammons, A. (2016). Systematic review of mindfulness practice for reducing job burnout. American Journal of Occupational Therapy, 70(2), 7002250020p1-7002250020p10.
Penque, S. (2019). Mindfulness to promote nurses’ well-being. Nursing management, 50(5), 38-44.
Rushton, C. H., Batcheller, J., Schroeder, K., & Donohue, P. (2015). Burnout and resilience among nurses practicing in high-intensity settings. American Journal of Critical Care, 24(5), 412-420.
TOPIC: Benchmark – Part A: Population Health Research and PICOT Statement
In this course, you will be completing a 2-part assignment in which you conduct research about a population of focus, develop a PICOT statement, and write a Literature Review. The PICOT statement and Literature Review you write in this course can be used for your evidence-based practice project in the next course so be sure to select an issue you want to continue working on in your next course.
PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) is a method that helps clarify the qualities needed to create a good question out of a practice issue or problem affecting the population of focus. Additionally, the information derived from a good PICOT makes it easier to perform a literature search in order to find translational research sources that can be used to address the clinical problem.
Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT and conduct research on the population.
Write a 800-1,000-word paper that analyzes your research and focuses on the population you have chosen. Describe the population’s demographics and health concerns, and explain how nursing science, health determinants, and epidemiologic, genomic, and genetic data may impact population health management for the selected population. Provide an overview of a potential solution for solving the health issue related to your population and the intended PICOT statement. Describe how the solution incorporates health policies and goals that support health care equity for the population of focus.
You are required to cite four to five 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.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2016/advanced-practice-nursing_essential-knowledge-for-the-profession_3e.php
Read Chapters 2-4 in Population Health: Creating a Culture of Wellness. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2015/population-health_creating-a-culture-of-wellness_2e.php
Read Chapter 7 in Advanced Nursing Research: From Theory to Practice. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2015/advanced-nursing-research_from-theory-to-practice_2e.php Read “Epigenetics and Understanding the Impact of Social Determinants of Health,” by Notterman and Mitchell, from Pediatric Clinics of North America (2015). URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4555996/
Explore the United States Census Bureau website. URL: https://www.census.gov/ Explore the Bureau of Labor Statistics website. URL: http://www.bls.gov/
Explore the World Health Organization (WHO) website. URL: http://who.int/en/ Explore the Centers for Disease Control and Prevention (CDC) website. URL: http://www.cdc.gov/
Explore the websites of your state and county Departments of Health and access mortality and morbidity data. The link to the Arizona Department of Health Services website is provided, but students living in other states should access their county and state departments. URL: http://www.azdhs.gov/
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Benchmark – Part A: Population Health Research and PICOT Statement
Less than Satisfactory (80.00%)
Population Description, Including Demographics and Health Concerns
A description of the population, including demographics and health concerns, is not included.
A description of the population, including demographics and health concerns, is present, but it lacks detail or is incomplete.
A description of the population, including demographics and health concerns, is present.
A description of the population, including demographics and health concerns, is clearly provided and well developed.
A comprehensive description of the population, including demographics and health concerns, is thoroughly developed with supporting details.
Synthesis of Nursing Science, Determinants of Health, and Epidemiologic, Genomic, and Genetic Data in the Management of Population Health (4.1)
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is not included.
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is present, but it lacks detail or is incomplete.
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is present.
A discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is clearly provided and well developed.
A comprehensive discussion of nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health is thoroughly developed with supporting details.
Potential Solution and PICOT Statement
An outline of the potential solution and PICOT statement is not included.
An outline of the potential solution and PICOT statement is present, but it lacks detail or is incomplete.
An outline of the potential solution and PICOT statement is present.
An outline of the potential solution and PICOT statement is clearly provided and well developed.
A comprehensive outline of the potential solution and PICOT statement is thoroughly developed with supporting details.
A Description of How the Solution Incorporates Health Policies and Goals That Support Health Care Equity for the Population of Focus
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is not included.
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is present, but it lacks detail or is incomplete.
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is present.
A description of how the solution incorporates health policies and goals that support health care equity for the population of focus is clearly provided and well developed.
A comprehensive description of how the solution incorporates health policies and goals that support health care equity for the population of focus is thoroughly developed with supporting details.
Sources are not included.
Number of required sources is only partially met.
Number of required sources is met, but sources are outdated or inappropriate.
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
Organization and Effectiveness
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.
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.
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.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
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) or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
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