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NR 505 research summary PICO(T) assignment

NR 505 research summary PICO(T) assignment

Through this assignment, the student will
1. Conduct a systematic search of relevant databases to find research-based evidence related to a nursing problem (CO 2);
2. Construct a summary table of four peer-reviewed quantitative single original studies, indicating the purpose, sample, design/level of evidence, findings, and limitations of each (CO 3); and
3. Summarize the findings of the four studies as a whole (CO 3).


Preparing the Table
Conduct a PICO(T) search on the nursing problem that you identified in Week 2, discussion questions or a nursing problem related to your practice setting ( THE RESEARCH PAPER IS RELATED TO THE PICO(t) QUESTION BELOW, PLEASE FOLLOW)
(P), Is elderly population
(I) who live with large amount of air pollution
(C) with those living in small amount of air pollution
(O) at risk of acquiring respiratory illnesses or complications
(T) over a period of four years

Select the four most recent peer-reviewed studies that describe original research in a single study (do not select a meta-analysis, systematic review of research, or integrative literature review). Refer to the Types of Articles Found in the Nursing and Healthcare document in the Course Resource section to make sure that you are using the correct document.

Construct a table summarizing the four most credible and recent studies, using the Research Summary template on the next page (also found in Course Resource Section). Analyze each article and provide the following information in brief format: purpose of the study; type of sample and number of participants; design of the study, along with the level of evidence; findings of the study; and limitations of the study.

NR 505 research summary PICO(T) assignment

Preparing the Summary
Briefly (4-6 pages) summarize the results of the four studies as a whole. Follow this outline:

I. In a short paragraph, restate your research question and describe your search strategy. (10 points)
II. Describe the designs used in the studies that you are providing. Where do these studies fall on the Levels of Evidence table in Lessons 1 & 2? (20 points)
III. Based on these studies, what are the findings? What is the answer to the research question? Do the studies fail to answer the question, and if so, why not? (10 points)
IV. Comment on how the sample was selected and on the number of participants. Are they adequate? Why or why not? (10 points)
V. Overall, what are the limitations of the study, and how can these limitations be overcome in subsequent studies? (10 points)
VI. Based on these findings, is the evidence that you found on your topic strong enough to suggest a change in practice or an idea for practice? Please provide a rationale for your answer. (10 points)

Provide your references, formatted in APA style, after the summary. Include the doi number for each article. Submit a permalink of each article you have chosen for this assignment (directions on how to obtain a permalink are located in the Course Resource section).

Instructions for setting up your paper in APA 6th edition format.
Look at the example document for this assignment. Start your paper as you would other APA 6th edition format professional papers. Copy and paste the table into your APA paper. This should allow your paper to remain in a vertical format. Your paper should be one document.

Research Summary Table (template provided in separate document)
Student Name: ___________________

Author (year) Purpose Sample/Number of Participants (provide descriptive statistics) Design Level of Evidence Findings (provide any inferential statistics) Limitations
Study 1
Study 2
Study 3
Study 4
Category Points % Description
Selection of Articles 10 6.06 Selects appropriate, single studies from professional, peer-reviewed literature.

NR 505 research summary PICO(T) assignment

Analysis of Purposes of Studies 10 6.06 Analysis of the purposes of the studies is clear.

Analysis of Study Samples 10 6.06 Analysis of the samples used in the studies is clear.

Analysis of Research Designs 10 6.06 Analysis of the research designs used in the studies is clear.
Describes the Level of Evidence 10 6.06 Describes the level of evidence for each study clearly.
Analysis of Findings 10 6.06 Analysis of the findings of the studies is clear.

Analysis of Limitations 10 6.06 Analysis of the limitations of the studies is clear.
Summary of Articles
(See summary categories and breakdown of points listed above under Summary.) 70 42.42 Summary of all aspects of the studies is clear and comprehensive. Rationale for decisions related to use of study findings is clear.

Grammar, Punctuation, and Spelling 10 6.06 Grammar, spelling, word usage, and punctuation are consistent with rules for formal written work.
APA Formatting 10 6.06 APA formatting is correct
Submits permalink of each study chosen 5 3.03 Submits a permalink of each study chosen for this assignment. Place the permalink of each study on a Word document and place the Word document into the Dropbox before submitting the actual paper.
Total 165 100 A quality paper will meet or exceed all of the above requirements.

I have included a Sample paper :
Research Summary Table: Team-Based Learning
Author, Year of Publication
Purpose Sample Design

NR 505 research summary PICO(T) assignment

Level of Evidence Findings Limitations
Abdelkhalek et al. (2010) To describe student satisfaction with team-based learning (TBL) Convenience sample of 363 medical students (no comparison group) Descriptive study of student satisfaction with TBL in approximately 14 sections of an introductory medical course VI: evidence from a single descriptive study 304 students responded and demonstrated high satisfaction with TBL No comparison group or random assignment to group
No educational outcomes measured
Bick et al. (2009) To describe student satisfaction with TBL Convenience sample of students in a clinical medicine course; N= 240 per year for four years (same cohort of students) Comparison/descriptive study of student satisfaction between three years of team projects only and a final year using TBL VI: evidence from a comparison/
descriptive study Students in the final year rated their individual and team engagement higher but preferred lectures to TBL. There was no comparison of final examination scores. No inferential statistics were offered.
No educational outcomes measured
No randomization.

NR 505 research summary PICO(T) assignment
Chung, Rhee, Baik, & A (2009) To test the effectiveness of TBL Convenience sample of medical students in South Korea (N=160; same cohort of students, two different courses) Comparison/descriptive study of differences in Individual Readiness Assessment Test (IRAT) and Group Readiness Assessment Test (GRAT) scores in the total sample and IRAT and final exam scores in stronger vs. weaker students VI: evidence from a comparison/
descriptive study GRAT scores were significantly higher than IRAT scores. The final exam scores of weaker students improved to a greater extent than scores of stronger students. No comparison between TBL courses and non-TBL courses.
Espey, 2010 To explore student attitudes toward TBL Convenience sample of economics students (N=189) Descriptive study of student attitudes toward TBL VI: evidence from a single descriptive study Student attitudes toward teamwork increases after being exposed to TBL; students who are successful academically are more negative about TBL. No learning outcomes were measured.


The research question addressed in the research summary table is: “How effective is team-based learning (TBL) as a teaching methodology?” All of the samples were convenience samples of medical and economics students, so the results of the studies do not apply to all students.
Two of the studies in the table (Abdelkhalck, Hussein, Gibbs, & Hamdy, 2010; Espey, 2010) describe one sample of students; one, a group of medical students and the other, a group of economics students. The third study (Bick et al., 2009) compares student satisfaction with TBL versus traditional methods in clinical medical students. The researchers for these three studies used descriptive designs only.
The fourth study (Chung, Rhee, Baik, & A, 2009) compared individual- and group-readiness-assessment test scores and final examination scores when TBL was introduced into a course for medical students. Whether the same final examination was used when comparing the two courses is unclear. This was a quasi-experimental study, lacking randomization and clear outcomes. None of the studies in the table is at the top of the levels-of-evidence table, though a quasi-experimental study is considered to be higher than descriptive studies.
Overall, the studies in this table demonstrate that students are satisfied with TBL, though medical students in the study by Chung, Rhee, Baik, & A (2009) preferred lectures. The same study demonstrates that TBL is a promising teaching methodology and that group learning may be more effective than individual learning. However, none of the studies describes a true experiment. Limitations of the studies include the following: (1) only convenience samples were used, (2) no control groups were used, (3) no inferential statistics were used, and (4) studies did not examine improvements in learning with clear educational outcomes. Though Chung, Rhee, Baik & A found greater group scores than individual scores, whether the same final examination was used before and after TBL was introduced is unclear.
Further experimental studies are needed in future studies on TBL, with clear, objective educational outcomes as dependent variables. Though student satisfaction with a teaching methodology is an interesting outcome, dependent variables showing improvement in student learning are more important.

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