NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers – Step-by-Step Guide With Example Answer
The first step before starting to write the NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers is to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment.
It is also important to identify the paper’s audience and purpose, as this will help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Capella University.
How to Research and Prepare for NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Capella University library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from the Capella University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as APA, so that you can save time when creating the final reference list.
You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers
The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.
How to Write the In-text Citations for NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers
In-text citations help readers give credit to the authors of the references they have used in their work. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
“The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.”
How to Write the Conclusion for NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers
When writing the conclusion of the paper, start by restating your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper by restating them. Discuss the implications of your findings and your arguments. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.
How to Format the Reference List for NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically, and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319
Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.
NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers Instructions
Create a 5–10 minute video of yourself, as a presenter, in which you propose an evidence-based plan to improve the outcomes for your diagnosis.
Introduction
As part of the critical role that EBP plays in nursing, professional nurses share their findings with their peers and others. A big part of research is sharing knowledge so that others can also learn. Professional nurses attend seminars and read journals specific to their practice, and they also publish and present what they have learned. This assessment prepares you to share your knowledge with others.
Instructions
For this assessment, you are a presenter! You will create a 5–10 minute video using Kaltura or similar software. In the video and written narrative:
- Review your findings from Assessment 3.
- Create a poster presentation based on your findings from Assessment 3 (see the samples in the Assessment 4: Poster Template Examples reading list). Include:
- An explanation of the diagnosis.The research question you developed using PICO(T).A summary of your sources.
- The answer to your PICO(T) question based on your analysis of evidence.
- Describe the key steps of care you are recommending based on your evidence.
- Give a professional presentation to your peers, showing your poster with your voice narration using Kaltura or similar software.
- Include your written narrative/script of the presentation in a Word document. Add the link to your video at the end of your written narrative.
Refer to Using Kaltura Campus resource as needed to record and upload your video.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.
Additional Requirements
Your assessment should also meet the following requirements:
- Length of video: 5–10 minutes.
- References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
- APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.
- Video and narrative: You must submit a written narrative of all of your video content. Add the link to your video at the end of your written narrative.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
- Explain a diagnosis in terms of outcomes, risks, and complications.
- Summarize the content of at least three sources of evidence, including the credibility and relevance of the articles to a specific diagnosis issue.
- Competency 4: Plan care based on the best available evidence.
- Describe a research question developed using the PICO(T) process to address a chosen issue related to a diagnosis.
- Explain the answer to a PICO(T) question based on an analysis of the evidence.
- Describe key steps of care based on the evidence.
- Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
- Organize content in a poster presentation and written narrative so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
- Communicate effectively in a professional audiovisual presentation with clear light and sound.
- Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.
NURS-FPX4025 Assessment 4 Presenting Your PICO(T) Process Findings to Your Professional Peers Example
Presenting Your PICO(T) Process Findings
Section 1- Introduction
Hello all, and good morning. My name is__. Welcome to today’s presentation. The presentation will discuss the selected diagnosis of hyperemesis gravidarum (HG) and the diagnostic issues of interest (psychiatric/mental health issues in HG). The presentation will also discuss the research question developed using the PICO(T) framework, summarize the sources used, and provide answers to the PICO(T) question based on the research findings. Lastly, it will provide the key steps of care I am recommending based on the evidence from the research.
Section 2- The Diagnosis
The diagnosis of interest that I focused on in this assessment is Hyperemesis gravidarum (HG). Nausea and vomiting in pregnancy are common due to the significant hormonal changes. Popa et al. (2021) note that HG is persistent nausea and vomiting in pregnancy accompanied by electrolyte imbalance, dehydration, weight loss, family instability, and decreased productivity due to the disruptive nature of HG. HG Differs from usual nausea and vomiting in pregnancy based on the severity of the clinical symptoms.
Mahato et al. (2023) note that prolonged HG, if left untreated, can lead to fetal and maternal complications such as pregnancy termination, increased suicide rates, esophageal tears, Wernicke’s encephalopathy, preeclampsia, psychological issues, and placental abruption. Psychological problems in HG are often underdiagnosed and undermanaged. Nijsten et al. (2022) note that the psychological impacts of HG result from the disease process, impacted family dynamics, roles deficit, and self-identity issues.
Section 3- PICOT Question Discussion
The PICO(T) guided the research and will inform the change project. The PICO(T) is: In patients with hyperemesis gravidarum (P), how does cognitive behavioral therapy, in addition to medications (I), compared to routine practices (C), affect mental health outcomes (prevalence and recovery) (O) within 2 months (T)? The focus is improving health outcomes for patients with hyperemesis gravidarum, and the PICO(T) focuses on the prevention and management of psychological/mental health issues in HG, such as depression, anxiety, and psychosis. The question discusses a patient population of interest, provides an evidence-based intervention and its comparison, and describes the expected outcomes from implementing the intervention. It also presents a reasonable timeframe that will allow for project implementation and evaluation, thus meeting all the criteria of the PICOT process.
Section 4- Sources Analysis
As explained in this section, I utilized various sources when answering the PICOT. Emami-Sahebi et al. (2021) conducted a quasi-experimental study to assess the effects of cognitive behavioral therapy (CBT) on nausea and vomiting in pregnancy (NVP). The study involved 52 participants receiving six sessions of CBT alongside routine prenatal care. Data was collected using validated tools such as the Pregnancy-Unique Quantification of Emesis/Nausea scale and the Edinburgh Postnatal Depression Scale.
Results indicated that CBT significantly reduced the frequency of vomiting episodes and alleviated symptoms of anxiety and depression. While the study supports CBT as an effective intervention for hyperemesis gravidarum (HG), its small sample size limits generalizability. The research was published in a reputable, peer-reviewed journal, adding credibility to its findings. Li et al. (2022) conducted a systematic review and meta-analysis of randomized controlled trials to evaluate the effectiveness of CBT in managing perinatal depression, anxiety, and stress.
The study concluded that CBT has short-term benefits for perinatal depression and stress, while its effects on anxiety persist in both the short and long term. The review provides high-quality evidence due to its rigorous methodology. The article was published in a peer-reviewed journal, Clinical Psychology Review, adding to the evidence’s credibility. The authors, experts in mental health and psychiatry, ensured relevance by focusing on interventions specifically targeting perinatal mental health issues.
Pettman et al. (2023) conducted a systematic review and meta-analysis examining CBT-based interventions for perinatal maternal depression. The study analyzed 31 studies (5291 participants), and results showed that CBT interventions effectively reduced anxiety and stress while improving perceived social support among perinatal women. The study also highlighted the impact of different CBT types and the profession of healthcare professionals involved in treatment.
However, high heterogeneity and low-quality evidence necessitate cautious interpretation of findings. Despite this limitation, the study is credible due to its robust methodology, peer-reviewed publication, and acknowledgment of potential biases. Collectively, these studies demonstrate the effectiveness of CBT in addressing perinatal mental health challenges, including depression, anxiety, and HG-related psychological distress.
Section 5- Answer for PICOT Question from Evidence Analysis
Cognitive behavioral therapy has been proven effective in preventing and managing mental health/psychological issues in HG. Studies by Emmami-Sahebi et al. (2022), Pettman et al. (2023), and Li et al. (2022) all support CBT as a valuable and effective intervention. So, does CBT help improve mental health outcomes in HG? The answer is yes! Evidence shows that it reduces the prevalence and aids recovery from psychological distress in affected patients. Notably, there is a critical research gap in understanding and optimizing mental health management interventions for HG patients. Further robust and focused studies are needed to determine the effectiveness and refine interventions to address mental health issues in HG and provide better support for patients with hyperemesis gravidarum.
Section 6- Steps to Implementing Recommended Care
The recommended care is CBT integration into the care of mothers with hyperemesis gravidarum. The first step is engaging interdisciplinary support in developing a CBT program for patients with HG. The step will involve various care professionals, including obstetricians and primary care providers, creating a focused CBT for patients with HG. The interprofessional team will ensure the interventions do not interfere with the interprofessional care team.
The second step is screening patients to identify psychological/mental health issues early. The third step involves integrating tailored cognitive behavioral therapy (CBT) sessions into patient care plans. The last step will entail ongoing monitoring and follow-up. The step is a continuous process that will help adjust care interventions based on patient needs, assess project compatibility, and ensure constant improvement.
Conclusion
Thank you so much for your participation. Questions are now welcome.
References
Emami-Sahebi, A., Elyasi, F., Yazdani-Charati, J., Zamaniyan, M., Rahmani, Z., & Shahhosseini, Z. (2021). The effects of individual cognitive behavior therapy on nausea and vomiting of pregnancy: A quasi-experimental study. Advances in Integrative Medicine, 8(3), 203-209. https://doi.org/10.1016/j.aimed.2020.05.006
Li, X., Laplante, D. P., Paquin, V., Lafortune, S., Elgbeili, G., & King, S. (2022). Effectiveness of cognitive behavioral therapy for perinatal maternal depression, anxiety, and stress: A systematic review and meta-analysis of randomized controlled trials. Clinical Psychology Review, 92, 102129. https://doi.org/10.1016/j.cpr.2022.102129
Mahato, S., Shrestha, A., Younjan, S., Mahato, A., Mahaseth, A., & Gautam, R. (2023). Hyperemesis Gravidarum: Fetal and maternal complications in a Tertiary Hospital in Nepal. International Journal of Public Health Asia Pacific. https://doi.org/10.62992/ijphap.v2i2.35
Nijsten, K., van der Minnen, L. M., Dean, C., Bais, J. M., Ris-Stalpers, C., van Eekelen, R., Bremer, H. A., van der Ham, D. P., Heidema, W. M., Huisjes, A., Kleiverda, G., Kuppens, S. M., van Laar, J. O. E H., Langenveld,J., van der Made, F., Papatsonis, D., Pelinck, M., Pernet, P. J., van Rheenen-Flach, L., and Painter, R. C. (2022). Depression, anxiety, and post-traumatic stress disorder symptoms after hyperemesis gravidarum: A prospective cohort study. The Journal of Maternal-Fetal & Neonatal Medicine, 35(25), 10055-10063. https://doi.org/10.1080/14767058.2022.2089550
Pettman, D., O’Mahen, H., Blomberg, O., Svanberg, A. S., von Essen, L., & Woodford, J. (2023). Effectiveness of cognitive behavioral therapy-based interventions for maternal perinatal depression: A systematic review and meta-analysis. BMC Psychiatry, 23(1), 208. https://doi.org/10.1186/s12888-023-04547-9
Pettman, D., O’Mahen, H., Blomberg, O., Svanberg, A. S., von Essen, L., & Woodford, J. (2023). Effectiveness of cognitive behavioral therapy-based interventions for maternal perinatal depression: A systematic review and meta-analysis. BMC Psychiatry, 23(1), 208. https://doi.org/10.1186/s12888-023-04547-9
Popa, S. L., Barsan, M., Caziuc, A., Pop, C., Muresan, L., Popa, L. C., & Perju-Dumbrava, L. (2021). Life-threatening complications of hyperemesis gravidarum. Experimental and Therapeutic Medicine, 21(6), 642. https://doi.org/10.3892/etm.2021.10074