Capella University Evidence Based Psychotherapy for Schizophrenia Discussion

Capella University Evidence Based Psychotherapy for Schizophrenia Discussion

Question Description
PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

P – Patient/population/problem.
I – Intervention.
C – Comparison (of potential interventions, typically).
O – Outcome(s).
T – Time frame (if time frame is relevant).
The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.

You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
Explain the findings from articles or other sources of evidence.
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Define a practice issue to be explored via a PICO(T) approach.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Reference
Boswell, C., Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones Bartlett Learning.

PROFESSIONAL CONTEXT
As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question.

SCENARIO
For this assessment, please use an issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

INSTRUCTIONS
For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

Define a practice issue to be explored via a PICO(T) approach.
Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
Explain the findings from articles or other sources of evidence.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.
ADDITIONAL REQUIREMENTS
Your assessment should meet the following requirements:

Length of submission: Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it.
Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
APA formatting: Format references and citations according to the current APA style.
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Also Check Out:

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.

It has been a pleasure reading the responses and comprehending the reasons why nurses choose DPN degrees over PhD degrees. I see you thought the DPN advanced degree was the best fit for you. I chose the PhD because, after 35 years of clinical nursing, I realized that I would most likely be qualified for the DPN as well. Despite being better suited for DPN, I chose PhD because it would be more challenging for me and I would love to be on the innovative side of nursing doing research that is constantly needed to meet the ever-changing science of nursing. I’ve had the opportunity to witness many changes in nursing over the years. For example, I was in a class of 200 students, with a total of two males. That number has grown over time as more men have been recruited into the profession. In terms of practice, obtaining my baccalaureate degree and progressing into the master’s program has already given me the perspective that advanced degrees help to motivate nurses to elevate their ability to practice to the fullest extent in which we are educated and skilled. Advanced degrees certainly provide nurses with the opportunity for clinical and educational advancement. Nurses who have completed certification for nursing specialties and advanced degree programs have a positive correlation with patient outcomes and patient satisfaction, according to studies (Labrague , McEnroe-Petitte & Tsarss, 2019).

The distinction between a DNP and a PhD in nursing boils down to whether you want to practice or research medicine.

For nurses who want to focus on clinical practice, clinical skill application, and the integration of the two, the DNP degree is the highest level of preparation in nursing practice. APRN DNP graduates must demonstrate evidence-based practice, quality improvement, and systems leadership in addition to clinical competency. Boland and Loos (2020) DNP degrees prepare students to be nursing leaders in interdisciplinary health care teams by providing them with the tools and skills they need to translate evidence from nursing research into practice, improve systems of care, and assess the outcomes of patient groups, populations, and communities. n.d. (Duke University)

PhD-prepared nurses are nurse scientists who contribute to the advancement of nursing science and practice. Graduates direct interdisciplinary research teams, design and conduct research studies, and disseminate knowledge for nursing and related disciplines, with an emphasis on long-term illness projections and care systems. n.d. (Duke University)

If I had to choose between the two, I’d probably go for the PhD in nursing because I enjoy doing meaningful research that can lead to positive changes in healthcare.
Continuous professional development for nurses not only keeps them up to date on the latest advances in care and treatment, but it also allows them to explore other areas of nursing, such as home health or hospice nursing, geriatrics and case management, and a variety of other niches. Nurses should avoid burnout because there is such a wide range of expertise and practice areas in nursing (Moskowitz, 2019). Nursing-specific courses, such as DNP programs, do not count as general education courses required for a BSN. Nurses are constantly encouraged to broaden their knowledge and, if possible, pursue advanced degrees in the nursing profession. Following the ANCC’s decision to discontinue certification of these refresher courses, the majority of states followed suit.

LopesWrite Policy

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.
Late Policy

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

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.