Individual Assessment 1 – Formulating Clinical Questions with the PICOT Format

Instructions – Individual Assessment 1 – Formulating Clinical Questions with the PICOT.

Identify a Clinical Nursing Practice Issue:

Decide on a clinical practice issue you are interested in or have questions about. It can be related to nursing care or the nursing workforce.

Develop a PICOT Question:

Create a PICOT question based on the identified clinical nursing practice issue. Ensure that your question includes all the components: Population/Patient Problem (P), Intervention (I), Comparison (C), Outcome (O), and Time (T). Refer to Table 1.3 of the textbook for question templates. You will also need to add the (T) Timeframe. Utilize AI for Critique: Present your PICOT question to UM-GPT or ChatGPTLinks to an external site.. Ask UM-GPT or ChatGPT to evaluate the structure and clarity of your question. Below are examples of prompts. You may use any of these or create your own prompts. Take note of any recommendations or feedback provided by the AI.

Refine Your Question: Based on the feedback from UM-GPT or ChatGPT, refine your PICOT question to enhance its precision and applicability to clinical practice. If you are happy with you original PICOT question, no need to change it. Reflection: Write a brief reflection on the recommendations provided by UM-GPT or ChatGPT and how they influenced your final PICOT question or not. What are the strengths and limitations of using AI for this purpose. Submit this answer sheet to the submission link: Individual Assessment 1 – Answer Submission Sheet.docxDownload Individual Assessment 1 – Answer Submission Sheet.docx Note: While AI can provide valuable insights and recommendations, always remember the importance of critical thinking and clinical judgment in the nursing profession. The goal of this assignment is not to rely solely on AI but to understand its potential and limitations in the context of clinical inquiry. For more information on generative AI please visit this site: https://www.umflint.edu/genai/Links to an external site.. Jump to top of page Outcomes Course objective: 3 – Generate appropriate research questions based on identified clinical nursing practice issues. AACN sub-competency: 4.2a – Evaluate clinical practice to generate questions to improve nursing care. Fink’s Learning Outcomes: Foundational Knowledge: The student will be able to identify a researchable clinical practice issue requiring investigation. The student will be able to give an example of a PICO question that would be suitable to investigate the clinical practice issue.

Jump to Top Example Prompts Initial PICOT Question Submission “I have developed a PICOT question for my nursing research class. Can you review it and provide feedback? Here’s my question: [Student inserts their PICOT question].” Specific Aspects Inquiry “Can you help me refine the ‘Population’ part of my PICOT question? It currently reads: [Student inserts the Population part of their PICOT question]. How can I make this more specific or appropriate?” Intervention Clarification “In my PICOT question, I’m not sure if the intervention I’ve chosen is clear enough.

Here’s what I have: [Student inserts the Intervention part]. Can you suggest ways to make this clearer?” Comparison Component Evaluation “I’m struggling with the ‘Comparison’ component of my PICOT question. It currently says: [Student inserts the Comparison part]. Do you think this is an effective comparison? How can I improve it?” Outcome Relevance Check “For the ‘Outcome’ part of my PICOT question, I wrote: [Student inserts the Outcome part]. Is this outcome relevant and measurable for my research question?” Time Frame Adjustment “I’m not sure if the time frame in my PICOT question is appropriate. Here’s what I have: [Student inserts the Time part]. Can you suggest a more suitable time frame for this study?”

Overall Coherence and Feasibility “Here’s my complete PICOT question: [Student inserts their full PICOT question]. Can you assess its overall coherence and feasibility? What improvements would you recommend?” Comparative Analysis “I have two versions of a PICOT question and I’m not sure which is better. Can you compare them and suggest which one is more effective? Here they are: [Student inserts both PICOT questions].”

Literature Alignment “Does my PICOT question align well with current research in the field? Here’s my question: [Student inserts their PICOT question]. Can you suggest any adjustments based on recent studies?” Feedback Implementation “Based on your previous feedback, I’ve revised my PICOT question to this: [Student inserts revised PICOT question]. Have I improved it effectively?

What else can be done?” Additional Tips Be specific in your requests for feedback. Provide context if your PICOT question is focused on a particular area of study or research. Consider the feasibility and relevance of each component of your PICOT question. By using these prompts, students can engage in a meaningful dialogue with the AI, enhancing their understanding of how to construct a well-formulated PICOT question for research purposes.

ADDITIONAL INSTRUCTIONS FOR THE CLASS Individual Assessment 1 – Formulating Clinical Questions with the PICOT

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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.

• Weekly Participation

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 the 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 Loud-cloud 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 over-utilization of direct quotes in DQs and assignments at the Master’s 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. Individual Assessment 1 – Formulating Clinical Questions with the PICOT

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, 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 Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 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. Individual Assessment 1 – Formulating Clinical Questions with the PICOT

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