Assignment: Evidence-Based Practice Project: PICOT Paper
Assignment: Evidence-Based Practice Project: PICOT Paper
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.
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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.
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.
Rubric
1. Population Demographics and Health Concerns
Excellent
7.5 points
The demographics and health concerns for the population are accurate and thoroughly described using substantial evidence.
2. Proposed Evidence-Based Intervention
Excellent
19.5 points
The proposed evidence-based intervention is well-developed and clearly described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is thorough.
3. Comparison of Intervention to Current Research
Excellent
18 points
Comparison of intervention to previous practice or research is thorough and clearly presented.
4. Expected Outcome for Intervention
Excellent
15 points
The expected outcome for the intervention is thoroughly explained using substantial evidence.
5. Time Estimated for Implementing Intervention and Evaluating Outcome
A Sample Of This Assignment Written By One Of Our Top-rated Writers
Evidence-Based Practice Project: PICOT Paper
Language proficiency is usually assessed along four dimensions: reading, speaking, writing, and listening comprehension. Limited English proficiency (LEP) is a factor causing communication barriers in healthcare. It is a significant risk factor for limited access to health care, adverse outcomes, and poor health status in patients (Kim et al., 2018). The purpose of this paper is to discuss the demographics and health concerns of non-English speakers with hypertension and discuss an intervention to improve their health outcomes.
Population Demographics and Health Concerns
The number of non-English speakers has increased steadily in the past three decades. According to the American Academy of Arts & Sciences (AAA&S), the rise is attributed to an increased number of green cards in the US from 1990, an increased number of naturalized persons, and a high number of refugees arriving in the US. According to the 2019 statistics, 22% of the US population spoke a language other than English at home, with California having the largest percentage at 44.5% (AAA&S, 2020). LEP is connected with poor health status and outcomes, especially in individuals with chronic illnesses like hypertension. Hypertension affects approximately 30% of adults in the US. Numerous patients do not achieve well-controlled BP regardless of the magnitude of attaining optimal control of blood pressure (BP) for long-term health.
When a patient and a health provider speak different languages without an interpreter, the patient may fail to understand the significance of their condition, the importance of drug adherence, and the prognosis. Foiles Sifuentes et al. (2020) explain that people with LEP in the US are at risk of facing health care disparities in accessing health care and screenings. Besides, they have poorer patient-provider interaction than individuals who primarily speak English. People with LEP are more likely to have fewer clinic visits and lower screening rates.
Proposed Evidence-Based Intervention
The proposed intervention is to involve the families of English-speaking hypertensive patients as a support system during health education. Family-centered patient education, which involves engaging family members and significant others in providing patient education, is valuable in hypertension control. Maslakpak et al. (2018) explain that family members should be included in training programs to identify and understand patients’ needs, adhere to treatment plans, and offer care support. Furthermore, family involvement plays a major role in hypertension management by promoting the acceptance of self-care interventions like medication adherence, proper diet, and physical exercise.
The intervention incorporates the American Heart Association (AHA) 2024 goal of advancing cardiovascular health for all by identifying and eliminating barriers to health care access and quality (Maslakpak et al., 2018). It also aligns with The Call to Action to Control Hypertension, which emphasizes the need to remove disparities in hypertension management and control and solve social determinants as core causes of inequities in BP control and treatment.
Comparison of Intervention to Previous Practice
The previous practice involved using professional interpreters during patient education. The interpreters usually have training and experience, which family members often lack, and are neutral and passive. Jungner et al. (2021) explain that professional interpreters are vital tools in healthcare entailing patients or families with limited proficiency in the primary language. Nevertheless, the use of interpreters is limited because of the uncontrollable organization of interpreter services, uncertainty in organizing interpreting consultations, and financial limitations (Jungner et al., 2021). Thus, including the family is ideal since no costs are involved, and families offer emotional and social support that the interpreter may not adequately provide.
Expected Outcome for Intervention
The expected outcome is improved blood pressure management and decreased hospital readmission of non-English speaking patients with uncontrolled hypertension. Maslakpak et al. (2018) found that involving the family in patient education positively affected treatment adherence and patient outcomes. Besides, it fostered patients to adopt healthier lifestyles and better manage BP. Family members encourage patients to adhere to medication, a low sodium diet, regular exercises, and clinic appointments.
Estimated Time for Implementing Intervention and Evaluating Outcome
The proposed intervention will be implemented over six months over the treatment period of the target patient population. A randomized trial will be conducted whereby some patients (intervention group) will be provided education in the presence of their families, while other patients (control group) have a translator. After six months, the outcome will be evaluated by evaluating which group achieved the best BP control and had the least hospital readmission.
Support for Population Health Management
Nursing science is applied to support population health management for non-English speaking hypertensive patients by identifying evidence-based interventions that can eliminate communication barriers. It is also applied in establishing interventions that help maintain optimal BP control in hypertensive patients. Social determinants of health (SDoH) are synthesized in managing non-English speaking patients since they have limited access to healthcare services. Individuals with LEP face racial and ethnic disparities, which result in disparities in hypertension control and outcomes (Kim et al., 2018). Therefore, health providers assess SDOH in patients with LEP like education level, health and healthcare, and income to determine if they impact attainment of optimal BP control.
Epidemiologic data shows that hypertension is more prevalent among men with 51.0% than women with 39.7%. Thus, the data is used to manage the population by educating men at risk of hypertension on lifestyle practices that can lower this risk or delay the progression of the disease. Genomic and genetic data show that the genetic architecture of BP has approximately 30 genes, with rare variants involved in BP dysregulation (Padmanabhan & Dominiczak, 2021). The data is synthesized to identify individuals with the genetic risk of developing hypertension and initiate prompt interventions to lower the risk.
Conclusion
LEP creates barriers to accessing healthcare services and adhering to treatment interventions. Thus, non-English speakers in the US have poor health outcomes and adverse outcomes. The proposed intervention on patient education with the presence of family members will foster patients to adopt healthier lifestyles and better manage BP, which will eventually lower the medical costs. The intervention will be implemented over six months and evaluated afterward.
References
American Academy of Arts & Sciences. (2020). The state of languages in the US: A statistical portrait.
Foiles Sifuentes, A. M., Robledo Cornejo, M., Li, N. C., Castaneda-Avila, M. A., Tjia, J., & Lapane, K. L. (2020). The Role of Limited English Proficiency and Access to Health Insurance and Health Care in the Affordable Care Act Era. Health equity, 4(1), 509–517. https://doi.org/10.1089/heq.2020.0057
Jungner, J. G., Tiselius, E., & Pergert, P. (2021). Reasons for not using interpreters to secure patient-safe communication–A national cross-sectional study in pediatric oncology. Patient Education and Counseling, 104(8), 1985-1992. https://doi.org/10.1016/j.pec.2021.01.017
Kim, E. J., Kim, T., Paasche-Orlow, M. K., Rose, A. J., & Hanchate, A. D. (2018). Disparities in Hypertension Associated with Limited English Proficiency. Journal of general internal medicine, 32(6), 632–639. https://doi.org/10.1007/s11606-018-3999-9
Maslakpak, M. H., Rezaei, B., & Parizad, N. (2018). Does family involvement in patient education improve hypertension management? A single-blind randomized, parallel-group, controlled trial. Cogent Medicine, 5(1), 1537063. https://doi.org/10.1080/2331205X.2018.1537063
Padmanabhan, S., & Dominiczak, A. F. (2021). Genomics of hypertension: the road to precision medicine. Nature Reviews Cardiology, 18(4), 235-250. https://doi.org/10.1038/s41569-020-00466-4
Appendix A
PICOT Question: In non-English speaking patients with uncontrolled hypertension (P), does including family as a support system while educating patients (I) rather than the use of an interpreter (C) lead to improved blood pressure management and decreased hospital readmission (O) over six months in the treatment period (T)?
Appendix B
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
- ☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
- ☐The title page is present. APA format is applied correctly. There are no errors.
- ☐The introduction is present. APA format is applied correctly. There are no errors.
- ☐Topic is well defined.
- ☐Strong thesis statement is included in the introduction of the paper.
- ☐The thesis statement is consistently threaded throughout the paper and included in the conclusion.
- ☐Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
- ☐All sources are cited. APA style and format are correctly applied and arefree from error.
- ☐Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
- ☐The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.